Différences
Ci-dessous, les différences entre deux révisions de la page.
| Les deux révisions précédentes Révision précédente Prochaine révision | Révision précédente Prochaine révision Les deux révisions suivantes | ||
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en:aiajune2019 [2019/06/25 14:39] hilda [Creative results] |
en:aiajune2019 [2019/06/28 12:13] hilda [Creative results] |
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| ===== Description: Rethinking learning spaces through Prototyping ===== | ===== Description: Rethinking learning spaces through Prototyping ===== | ||
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| The particularity of this workshop is its focus on Prototyping as a mean for challenging and pushing the innovation process. As part of their ongoing work, the AIA Research & Education working group had already identified some key ideas around the future of learning spaces that they wanted to push further. It seemed a great opportunity to experience the power of quick and rough prototyping as a method for testing and generating ideas. | The particularity of this workshop is its focus on Prototyping as a mean for challenging and pushing the innovation process. As part of their ongoing work, the AIA Research & Education working group had already identified some key ideas around the future of learning spaces that they wanted to push further. It seemed a great opportunity to experience the power of quick and rough prototyping as a method for testing and generating ideas. | ||
| The workshop was conceived and facilitated by Design students. Four mixed teams were formed with two or three AIA R&E members with backgrounds in architecture, engineering or management and two design students. The tools put in place by the facilitators are part of the AYCH ToolBox. Throughout the workshop, a researcher observed and noted the different interactions and reactions to the tools as well as the creative outcomes of the process. | The workshop was conceived and facilitated by Design students. Four mixed teams were formed with two or three AIA R&E members with backgrounds in architecture, engineering or management and two design students. The tools put in place by the facilitators are part of the AYCH ToolBox. Throughout the workshop, a researcher observed and noted the different interactions and reactions to the tools as well as the creative outcomes of the process. | ||
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| ===== Process ===== | ===== Process ===== | ||
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| On this occasion, each team built an Idea Wall where they collected a series of main values and ideas associated with their particular working theme, many of these ideas and values were represented by images. The idea wall evolved and got richer as the team's work progressed during the day. After some exchanges, each group had to agree on one particular idea or concept they would have to develop next. | On this occasion, each team built an Idea Wall where they collected a series of main values and ideas associated with their particular working theme, many of these ideas and values were represented by images. The idea wall evolved and got richer as the team's work progressed during the day. After some exchanges, each group had to agree on one particular idea or concept they would have to develop next. | ||
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| + | {{:en:ideawallaiagood.jpg?400|}} | ||
| ====User scenario==== | ====User scenario==== | ||
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| Four ideas to rethink the future of learning spaces were prototyped and tested: | Four ideas to rethink the future of learning spaces were prototyped and tested: | ||
| - | ESPACE EN PLUS | + | ===ESPACE EN PLUS=== |
| Mobile spaces and less surface. | Mobile spaces and less surface. | ||
| - | NO LIMITS | + | ===NO LIMITS=== |
| Polymorphs spaces for multiple functionalities | Polymorphs spaces for multiple functionalities | ||
| - | LES HALLES | + | |
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| + | This group focused on the interstitial learning spaces, particularly the circulation spaces around the classroom. How to create a porosity between the classrooms and the circulation areas in order to propose new usages?. The material answer to this questioning is a mobile wall that allows to modulate and create different spaces adapted to the particular needs of the users. This smart wall is pierced so different artefacts can be hooked into it in order to generate different usages. | ||
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| + | The prototype produced has the particularity of being manipulable by the testers so they can project the different spaces they would like to create as part of a learning experience. The testers verbalised their different motivations and aspirations as they played with the prototype. These emergent pieces of information during the test were key to feeding the next steps in the prototyping process: a real scale prototype of the smart wall to be tested at a real school. | ||
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| + | {{:en:aianolimitsprototest.jpg?400|}}{{:en:aianolimitsproto.jpg?400|}} | ||
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| + | ===LES HALLES=== | ||
| Different uses and temporalities for the restoration spaces | Different uses and temporalities for the restoration spaces | ||
| - | THE WELLBEING PLAYGROUND | + | ===THE WELLBEING PLAYGROUND=== |
| What if the playground became the core of our learning places? | What if the playground became the core of our learning places? | ||
| - | This group reflected on an innovative playground that is modulable and evolutive. Being the core of the future learning spaces, the group aimed at conceiving first this space usually seen as an empty space to then see how the rest of the buildings and building elements could be connected to the playground. | + | The concept is an innovative playground that is modulable and evolutive. Being the core of the future learning spaces, the group aimed at conceiving first this space usually seen as an empty space to then see how the rest of the buildings and building elements could be connected to the playground. |
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| {{:en:pllayground.jpg?400|}} | {{:en:pllayground.jpg?400|}} | ||
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