Designing Spaces for Flipped Learning

Posted on April 24, 2014 by bertramsblogging

Flipped learning is more than swapping around the work that is traditionally allocated for inside and outside of the classroom. Flipped learning goes beyond setting homework such as reading texts, watching an instructional video clip and completing background research in preparation for a lesson. It is not a way of delivering “catch up” or revision lessons, even though many of the strategies for delivering lesson material, such as curating and creating relevant or differentiated content, will enhance a standard programme. Flipped learning is not a work-around for limited access to technology or unreliable internet access.

Flipped learning will not thrive in the traditional classroom setting.

According to the Flipped Learning Network, flipped learning is a pedagogical approach in which direct instruction moves from the group learning spaces to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where students apply concepts and engage creatively with the subject matter (www.flippedlearning.org/definition – FLN, 2014).

If you adopt a flipped learning approach, the physical learning environment at school will

Surfaces for display.

need to change. Swapping when and where group instruction occurs does not mean a classroom can remain in conventional rows of desks. There is no avoiding the need for spaces and time frames that support both group and independent work activities. Students will need access to a range of physical resources – technology, flexible furniture, sufficient space within the classroom to create spaces for team activities, places for independent tasks and surfaces on which to display or plan.

Flexible furniture and configuration of space will support Flipped Learning.

Basically, Flipped Learning demands the same redesign of the physical classroom as any other collaborative, learning community or challenge-based approach requires.

Space and choice.

Can your “career orientations” influence your workspaces?

Posted on April 2, 2014 by bertramsblogging

An article recently appeared on the HBR Blog Network (Know What Kind of Careerist You Are by B Groysbery & R Abrahams – 25 March 2014). The authors revisited the framework suggested by a management academic in the 1980s. C Brooklyn Deer proposed five career orientations that tend to shift over time and according to circumstances, and these orientations can be linked to satisfaction. Rather than locking people into one personality type, this framework recognises change and variation throughout a person’s career.

The five orientations are:

getting secure – seeking regularity and predictability by fitting in with workplace norms;

getting ahead – focused on promotions, increasing scope of their work and authority;

getting free – focused on autonomy and self-direction;

getting high – seeking work that provides greater stimulation, purpose and engagement;

getting balanced – desiring a bit of all the orientations and seeking both challenge and fulfillment without sacrificing a personal life. (While this is the most common orientation, Deer says only some people are genuinely motivated by this orientation.)

This framework challenges me to think about how could we design teacher workplaces to respond to these orientations. Can we rearrange the design of our physical workplace (commonly referred to as ‘the school”) to offer opportunities for staff to spend their day in ways that offer security, freedom, balance and stimulation. The work environment can also be designed to offer a “get ahead” orientation by keeping teachers and leaders in daily contact with one another and new opportunities.

Here are some suggestions for teacher workspaces and workplace practices:

Getting secure: allocated storage space and work areas for focused, individual work (can be shared but at least provide reserved zones); food preparation and eating areas sufficient for all staff to use in peak times; core classrooms; availability of all relevant policy documents; clear guidelines on procedure and process; structured communication network that is consistently maintained.

Getting ahead: avoid isolating faculties and departments through poor design; consider placing office space for executive teachers in different areas within the school; use shared or less formal spaces for meetings; create readily available spaces for co-operative and collaborative work; increase opportunities for teachers to see leadership at work; “advertise” opportunities for participation in new projects and roles in a systematic way.

Getting free and getting high: provide the teacher with the same space opportunities that you would for students – a mix of spaces where you can focus on work alone, work with others on a shared project and meet-up with others when seeking inspiration, assistance or resources for your individual projects; some flexibility with work hours or “coming into the office”; fast wireless connectivity; mobile technologies; robust IT network and access to support staff.

Getting balanced: All of the above, but to make balance achievable a few specific ways of doing things in the workplace would be helpful. Organise annual discussions that identify the current orientation and, if possible, translate it into the new year’s timetable, workload and general expectations. Systems for booking spaces and resources. Consistency in workplace processes and systems, including carefully managed and resourced IT. And lastly, communication that is democratic, timely and explicit.

You do not need to wait for a new building project before implementing some of these ideas. Most teacher workplaces have these spaces in some form and number, so leadership could start at any time to build these orientations into the workplace. The thing to remember is to be deliberate and purposeful in the allocation and use of those spaces.

Trend spotting in workplace design

Posted on November 26, 2013 by bertramsblogging

Rethinking the school staffroom Part 3

PlaceShaping Project – tackling the why and what is happening in workplaces

If you are reading this blog, then you would already be aware of my PlaceShaping project and my research trip to London last month. I focused on workplaces that offered collaborative or co-working spaces, and found they are not all the same and the differences go beyond the physical facilities and access.

So far I have formed some initial thoughts on the future trends in collaborative adult spaces and which models might offer the most to the design of future teacher workspaces.

#1. Hot-desking in itself does not create collaboration – it supports a focus on individual tasks rather than co-working or collaboration. It could also generate a competitive view of resources and heighten territorial behaviours rather than breaking them down. It’s key value is in the financial savings made by increasing use of office resources and facilitates moves to downsize the amount of space used by workstations.

#2. Hot-desking is concerned primarily with access to location and things. Co-working has a focus on access to location and people.

#3. Characteristics of successful ABWs are:

*modern aesthetic and open, flexible space

*high speed, wireless connectivity

*latest technology (in office and away from office)

*trust, mutual understanding and equitable access to necessary resources

*focus on performance enhancement

Here is the link to an amazing office space – it shows key ABW features: Work Design Now – GlaxoSmithKline (GSK) Philadelphia, PA http://vimeo.com/76671083

Well equipped dining areas that also host informal meetings and places to work are common to new styles of office design.

An alternative workspace in a corporate environment

#4. Characteristics of Co-working spaces – what you expect to find in the space:

*Wifi – high speed connectivity

*Food/coffee DIY area

*Variety of table sizes and shapes (fewer individual tables than shared tables)

*Informal aesthetic in furniture choice

*Hosted space (maintenance and fostering connections)

*Range of lighting (for practical and ambience)

*Trust, Responsibility, Personal “buy in”

*Easy to maintain and clear prompts for space etiquette

*Permanent desks and territory kept to minority (less than 20%)

*Programme of events to build connections and skills appropriate to business goals

informal workspace in a collaborative environment

#5. Styling in the non-corporate flexible workspaces is whimsical, eclectic and often reflects skills/interests of founding membership and ethos of businesses the space attracts. There is a focus on human-scale with inclusive and democratic approach to the dispersal of resources.

Things & trends I am noticing –

Creative, challenging, complex workspaces would thrive if there was …

someone to curate the space
someone to maintain the space
someone to host the space
strategic layouts with space for movement between people and activities and “zones”
simplicity
time to work and think

Good spaces – consensus in work design literature

explicit objectives (what is the need for the specific design)
enhance productivity
reduce costs
increase flexibility
encourage interaction
support cultural change
stimulate creativity
attract and retain staff
express the brand
reduce environmental impact

Creative Spaces for Creative Activity – a simple pattern (ref: Groves, 2010)

spaces that stimulate
spaces for reflection
spaces for collaboration
spaces to play

Other patterns to think about …

Studio – creative space where team or creative work is one show during the process

Living Room – relaxed meeting area

Shelters – semi-protected impromptu spaces

Library – quiet space for individual work (old rule of silence)

Town Hall – communal areas shared by all departments of organisation to be used formally and informally throughout the day

What is happening in the world of adult workspaces?

Posted on November 25, 2013 by bertramsblogging

(Part 2 of Rethinking the staffroom)

When embarking on this project, I realised consideration of adult workspaces outside of schools was going to be important. In my experience, the work of a teacher has two modes – the classroom teacher and the employee modes. In any given day, teachers’ work will move between these related but distinct modes. We are beginning to understand more and more about the design of the contemporary classroom and its relationship to new pedagogies, therefore, we should be able to project from the classroom onto the types of workspaces that are needed by teachers when preparing for these classrooms. What is less known in the school environment is the employee work mode – what types of spaces do teachers need when fulfilling their roles as employees of an organisation? Hence my emphasis upon finding out what is happening in the world of adult workspaces, and in particular, knowledge industries and organisations that use collaboration as a key strategy. I also feel teachers have much in common with the freelancer due to their identity as a professional.

In a nutshell, there are two agendas that are reshaping the traditional office work spaces:

Cost effectiveness;
Changes in work culture and enhancement of the quality of work experience.

These workspaces go beyond hot-desking (which was more a cost saving and efficiency strategy) to deliberately shifting employees and forming and reforming work relationships and teams, thereby spreading the impact of positive work(ers). There is an increased use of incidental spaces, and sensitive spatial policies are more important now as we develop more agile models.

open plan section of activity-based design

There is also an emergence of self-organising spaces for freelancers and nomadic workers. In these spaces trust is big, and without it these spaces would not function. Freelancers and self-employed are increasingly looking for serendipity encounters and collaborations that will enhance their business and provide interaction with others in their industry. The spaces are BYO technology, with a fluid attendance on any given day (there is also a degree of churn throughout the day).

hot-desking in cafe zone of collaborative workspace

In the property sector, there is a suggestion that the new generation of workers are used to working in smaller but varied spaces (eg. university cafes, libraries), used to moving around to find suitable space, prefer to make their own choices about when and where to work, rely on their own technology and are used to the notion of portable “desks and storage”. What they do expect is reliable, high speed connectivity and easily accessed technical support. This description of the new worker is similar to the profile of the contemporary school student.

Defining the challenges when rethinking the staffroom

In the past few months, I have managed to narrow down the challenges to four key hindrances or issues that stand in the way of achieving the best design for teacher workspaces:

a metric of productivity does not exist for determining physical workspace for teachers, so it is difficult to either convince stakeholders a design solution is appropriate according to that measure and such a measure can throw light onto what is important in the workplace.
the work of a teacher is ill-defined across the industry, variable roles according to the individual school context and system, changing workloads due to external decisions and policies – reliance on WH&S and the various industry and sector awards to establish a basic definition of teacher workloads.
the professional identity of a teacher within a highly institutionalised work environment.
from the co-working or collaborative teams or activity-based workplace models – would any be most or more appropriate?

An Eames chair – yes, I did go to a workplace that had loads of them!

Posted on October 25, 2013 by bertramsblogging

Today I visited the View at the Shard – fantastic views from the centre of Southwark (and a wonderfully historic cathedral to visit as well).

Lend Lease (yes, the Australian property development company) has established an impressive European HQ at Regent Place. They occupy three floors in a new corporate precinct and have based their design on the theory of activity-based workplaces. It was both beautiful and very smart in the decisions that have been made. The CEO and all of the leadership team have desks and workspaces in the open place desk area. I will let the images speak for themselves.

… and they do have desk areas (note the proliferation of vegetation -very controversial in the world of office design due to cost of upkeep) and bright surfaces to ensure strong, even light for all desks.

ABWs, co-working, hot-desking, collaboration in four days

Posted on October 25, 2013 by bertramsblogging

Today I get to see some glitzy workplaces – the Shard and the Lend Lease HQ. But before I go off to be impressed by these places, I thought I would reflect on this week.

I experienced co-working with KindredHQ, talked with two hosts from Islington and Westminster hubs, had a very insightful conversation with a researcher from the Design Council, visited a private enterprise that is a co-working space in Eastbourne and attended a full day conference on workplace trends. In four days I have had the opportunity to sample some of the experiences that are offered in co-working and collaborative spaces, glimpsed the enormous range of options that are emerging as co-working and activity-based spaces and most importantly, talked to many people about working in these new spaces and ways.

I was reminded in my conversation with Ed Gardiner, from the Design Council, that we need to be asking the right questions and identifying the real problem before leaping into designing the solutions. The heart of the problem may not lie where you think it is, so intervention will not bring about the change you desire. Ed commented that in his experience, the educational sector (and in particular, school sector) did not approach the Design Council looking for assistance with designing solutions to problems in this sector, whilst other similar industries like health and justice had. The workplace conference continued with the same theme – ask the right question before seeking the solution. Especially when shaping workplaces and spending millions of dollars (they actually all spoke in terms of pounds and square feet) on real estate, you do not get many opportunities to change direction once committed to a certain path.

The conference had 220 delegates (most were from the UK and Europe) from the property, design, human resources, architectural and research sectors. The only section of the educational sector represented (other than me) was Higher Education, and there main focus was the construction of university campus cities and the new breed of interactive spaces. A day of 45 minute presentations from researcher and architectural firms, exploring the new activity-based-work environments and practices. One delegate ran a blog during the day – so check it out if you are interested: http://www.workessence.com. The blogger was a very witty guy, who gave the plenary address in verse.

My London experiences of shared workspaces

Posted on October 24, 2013 by bertramsblogging

I feel like Alice – I have dived down a rabbit hole into a world that resembles my own but is clearly different. Without wanting to labour the rabbit analogy, I must say it is more like a warren. Everyday I follow a new tunnel into the world of adult co-working. I think it will take a long time to sort out all the information and experiences, not to mention work out what to do with this understanding of adult workspaces and worktrends. However, I think it is worthwhile to sort out a few key gleanings from these weeks before the impressions flee from my mind or are supplanted with new impressions and more websites.

Gleaning #1: co-working is not hot-desking.

Current trends are falling into a number of patterns. New spaces are choosing between a model that seek a set up that fosters co-working – which is working in the same space of other businesses (usually freelancers, sole operators, small groups from remote companies) with the chance of collaboration between associates and colleagues in similar industries. Share the space, the coffee breaks and conversations or don’t. It is not one organisation that occupies the space, so there is no company culture just the necessary etiquette to make a space workable for everyone. The benefits are two-fold: access to resources that the average start-up or freelancer can afford and human interaction. The chance for conversation and assistance with your business comes with the physical space.

The other trend is simply just to the physical resources of an established office, somewhat like using a hotel. At its simplest level, it is a hot-desk and at its most complex is access to a full suite of office resources and support services. The benefit involves the portability of your office space. As the access to global markets increases, small and big businesses look for cost savings while still allowing for physical contact with clients and customers. You do not know where you will next do business, so access to an office no longer has to come in the form of coffee shops, hotel foyers and airport lounges.

Co-working spaces still have the hot-desking model as a way of allocating their resources but rather than ensuring the isolation of each space user, these spaces guarantee interaction as one of their resources. The people are a resource to each other and to the space. It is a very human way of living but not necessarily a very natural way of doing business. The people in the space are colleagues in the world of work, not clients (eventhough very profitable relationships have been struck up in these places). Trust and a mutual expectation that people give away some of their skill and time to promote others are the cornerstones of these co-working environments.

Co-working is not collaboration in the strictest sense of work practice. Collaboration in a world of work focuses on the teamwork approach typical of design thinking. One would usually do it from within an organisation or as part of a business-client team or with identified associates. Setting up the projects is not serendipitous and usually a deliberate strategy for solving a problem or completing a project. Co-working can supply the serendipitous element to individual working as it uses collaborative approaches of bringing together people in the one physical space, sharing resources and time. However, the individual is working on their own project, drawing in resources from the environment and typically the online world.

Incubators and start-ups are another take on the co-working and collaborative environments. The focus here is upon accelerating the development of new ideas, businesses and products, thus encouraging enterprises to make it to the marketplace as quickly as possible. Campus London is one such place.

So, where might these notions and work practices fit into the work world of the teacher? How might they find their way into the way we organise teacher workspaces? Are we already doing these things but by other names?

Gleaning #2: people are integral to the co-working movement

Physical spaces are the stage, the behavioural setting for human work and interaction. Therefore, what co-working really relies upon for a deeper experience is people. People host, turn up to the space to model work and share, people maintain the property, people bring in people. People who co-work are usually happy to be nomadic but not isolated – if everyone plays their part, there will be people there to meet, assist and ask for help. You can work alone but there is feeling that there is a chance you may just miss out on that great conversation that will lead to a breakthrough in your own work.

Spaces like the Impact Hubs, structurally operate like membership co-working spaces but are conceptually driven by a spirit of collaboration. I visited all three Hubs in London, and while each one looks different and has a different membership profile, they all demonstrate the influence of effective hosting. The collaborative spirit is constantly reinforced and enabled by the hosting team, who are present in the space during opening hours.
Gleaning #3: Do not be beguiled by an aesthetically beautiful space – ask, is there any life behind the facade?

Apologies that my blog is not overflowing with photographs of fantastic buildings, awe inspiring interiors, spaces that make you envious of the so, so beautiful Eames chair. Designers and architects can take care of that for you or take a virtual tour of “I wish I worked there” offices.

I have been spending most of my time talking to the people working in the spaces I have been visiting. The ideas behind the design and the brief the physical space was seeking to address have been far more important. I did visit a fabulous building today, the recently completed Royal College of General Practitioners on Euston Road. It was the location for the Workplace Trends Conference, but the building itself was a great example of what the conference was talking about all day. It was a bespoke design, seeking to address the needs of a large membership and specific needs for clinical examinations. The building was also listed, so the design had to take into account the historical elements of its Edwardian wing whilst designing a structure for the new century. Of course, it cost a fortune to bring it up to the desired standard of finish but the concepts behind the way in which people moved through the building and made use of incidental spaces for key activities can be translated to other projects.

So, if money is stopping you prioritising teacher workspaces, think again. It costs less cash than you think to redesign a teacher workspace/ environment. It is about the way people think about work – it about connecting the right people with the plan and then focusing on a few key physical environment drawcards. The other resources needed to complete the work environment, schools would already provide – they might just need some reconfiguring and repurposing.

Features of coworking are popping up everywhere

Posted on October 20, 2013 by bertramsblogging

As soon as you start focusing on something, you begin to notice that object/idea/group of people/way of doing things everywhere. Obviously, it has been there in the same quantity and distribution but now these details mean something more.

The ultimate “pop-up” – in Trafalgar Square

Since looking exclusively at adult workspaces, I have noticed the ideas present in coworking spaces popping up all over the place. Even the idea of “pop-up”s have exploded on to the scene – the year before last this phrase was new and edgy, now it seems to just signal temporary. Unfortunately, such is the fate of new ideas becoming mainstream and less than what might have been originally intended. In the old waiting room in Brighton railway station, there is a new combination of cafe, workspace and waiting room. The styling is the pleasing blend of industrial vintage and tech – the coffee is barrista brewed, the food a bit gastro-pub and the sitting area provides variety for people waiting and wanting to either relax or work. Of particular note, is the amount of floor space given over to just standing and circulation room. It would be easy to pack in more tables and chairs, but that would lock the space into one type of use over others.

New ways are easier in new places

Posted on October 19, 2013 by bertramsblogging

The other evening, I met up with some colleagues from Australia and they reminded me I had visited a school that had introduced a totally different way of approaching the way their staff worked.

ESSA is in the Manchester region and was a new build. It was also totally online, in the sense that all staff and students worked off iPads and mobile devices. Texts and resources were served up in digital form through large presentation screens and individual devices. The classrooms were equipped with a full range of technologies to support the teaching and learning processes, and the agile physical environment was further enhanced with walls painted with whiteboard finishes, flexible furniture and a variety of storage options. The only place where digital devices were not used was the library containing resources and literature in hard copy. This space was placed in a prominent position, reminding students that all resources were valuable supports for learning.

All the students and staff were assigned storage lockers. These lockers were placed in a large atrium. Everyone had a locker in this area. Behind reception, in a central part of the building, was a communal cafeteria. Staff worked, met and socialised in this area alongside the students. The space was large, with refectory style tables, and of course the Wifi was fast. There were no staffrooms, and since the entire school was housed under the one roof, staff and students could work anywhere due to the connectivity of the Wifi and the flow of the physical spaces. These way of working was part of the design and processes of this academy from the start.

By means of contrast, I visited a school in Melbourne a number of years ago. It was a substantial, well established school with plenty of buildings spread across a large property. In one relatively under utilised section of the property a decision had been made to set up a large, open plan work area for staff. It should have worked in the sense that there were sufficient funds to plan an effective design, there were teaching areas nearby and there was one (of a number) library on the floor below. The space was large enough to accommodate a variety of working spaces and activities. However, it was like the Marie Celeste. The staff had not taken up the space. Why? Location was a factor – it was centrally placed but to only one section of the school. The staff had many other alternatives and they chose their traditional haunts. There was no specific reason, pedagogically or social, for introducing the new way of working for staff – no purpose for the change other than it was a new idea for a spare space.

So, it would seem it is easier to introduce new ways of working in a new build. It is easier to design new types of environments in a new build. It is more effective to have a driving purpose for making changes to the ways staff work before introducing them to new environments – new physical conditions support change that is led by people.

Mind the Gap – form driving function and the cool factor

Posted on October 17, 2013 by bertramsblogging

Days 1 and 2 of this London trip were spent doing a long-haul flight, however, the time was not wasted. For the sake of this project, I watched “The Internship” – a story where a pair of out-of-work salesmen, who become summer interns at Google HQ in San Francisco. I chose the film for a look inside the Google workplace – and there it was, the ultimate creative work environment with vivid colours, gadgets, interesting workspaces, funky flexible furniture, fun places to think and play, nap pods and populated with the brightest IT crowd. However, the 24/7 work playground comes with strings attached – Google is watching for the next innovation, the next product, the next genius. The purpose of this environment is to generate future business opportunities and accelerate product design. No guessing the end of the story – human relationships and genuine collaboration are the elements that make all the difference.

So, which gap do we need to mind? The subtext behind the environment and a reliance on form driving function. An environment that will support the work of the organisation is a vital precondition for success. Google embodies the notion of innovation combined with driving focus. They have thoughtfully branded technology as being witty, accessible and desirable through their physical environments and online presence (think about the changing graphics on their search page). However, behind the environment is a carefully focused business with clear strategies for staying on top of their business. The employees may look like they inhabit a utopian workplace but what the company brings to the workplace will not be enough. The working relationships between the employees are vital to the success of the company.

A P.S. Comment:
After spending time at Campus London, I can see the “cool” factor has great pull. If it is the place to be seen and be noticed, then the co-working place will be packed. I had to start out on pieces of furniture that had style over function (note to self – desklettes with wheels and crazy shaped seats may look great but make sure they have a predictable/stable footprint when you lean forward) and then”upgrade” my position as people left. By the end I was a success in a very cool crowd – two lounge chairs and a coffee table in the cafe zone, but it did take an hour of space hopping and upgrading 🙂 There is an awkwardness that comes with working in this type of coworking environment – there are no hotdesk or permanent desk arrangements in the cafe (you can buy a resident membership, which gives you a guaranteed space on one of the other 7 floors). When the cafe is as full as it was today, it would be difficult to focus on your work and people looked uncomfortable when hunting for a spare seat or powerpoint – the rules of negotiation were not clear and there were certainly some dominant personalities in the room today.

KingsCross Hub, just across the road from megalopolis station, most definitely has the cool factor. The space is urban, ecco-chic with a reminder that its focus membership is social enterprise. With a membership of 300+ and a daily attendance capacity of 120, it is working well.

By contrast I attended a pop-up coworking event in Islington. The people were more friendly, the space was cleaner and far better maintained, the space was quiet but it just wasn’t popular. The Jelly event at Hackney was more popular – it had the feeling of a well equipped community college and people came during the day to work on projects but with little interaction.

PlaceShaping

Trends, workplaces, learning environments – shaping where you work and learn

Tag Archives: collaborative spaces