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Narratives

Architect Narrative

This alterntive learning environment is an online resource as well as a published book (distributed to 10,000 providers of computer based learning and training in the UK).

Inspirational learning environments that engage all of our citizens are a necessary element in the creation of a learning society. Enhancing the accessibility of learning, the winning over of new or previously excluded learners and the inspiring of existing learners to develop their skills further, are ways in which we can help to boost individuals’ employability and the productivity and competitiveness of organisations.

In the UK today, only 46 per cent of households have access to the internet and only 62 per cent of adults have accessed the internet at some point in time. Many people actually prefer to learn in learning centres because they consider there to be too many distractions at home, they like the face to face interaction and support that is available in centres and, in some cases, the faster technological systems. For many disadvantaged groups, learning centres are the only way in which online learning can be accessed and because it is these groups of people who are often less inclined to learn, the appeal of the learning centre is paramount.

Learner attraction, retention and achievement are issues continuously being faced by learning and training providers. With widespread focus on mobilising individuals and workforces towards proficient use of new technology and increased and updated skills levels, we need to design learning environments that fuse together the best architecture, design, ICT, advanced materials and educational expertise.

This resource will help managers of learning centres:

• let people know where they are located

• attract new or previously excluded learners, including disabled customers and encourage them to enrol on courses

• create an environment in which everyone can enjoy the learning process and achieve their learning objectives, including taking assessments online.

These objectives highlight some necessary areas of focus for every learning centre manager:

• The exterior image of the centre

• First impressions on entering the centre and provision of suitable facilities and access to information

• The learning area and the provision of a safe, comfortable and warm environment that is conducive both to learning and taking assessments online.

Who will benefit?
Learners, teaching staff, managers and institutions will benefit from adopting the recommendations.

Symbols throughout this guide indicate design recommendations that will also ensure you cater effectively for two very important areas of need:

There are recommendations that have particular relevance for customers with mobility, speech, visual and hearing impairments. These customers may or may not be registered disabled and could be of any age. Many of the recommendations will also benefit other customers too, such as parents with pushchairs.

There are also recommendations that will ensure that learners who decide to take online assessments will be able to do so in high quality environments that are conducive to quiet, undisturbed and secure assessment.

This resource is a guide for people who run computer based learning centres. It will contribute towards the creation of learning environments that eliminate many of the barriers that have traditionally stood in the way of interest, demand, engagement and retention and will accommodate diverse customers in environments that inspir

Educator Narrative

Paces, is a disability-focussed learning centre based in Sheffield, United Kingdom. Paces provide computer based learning and training programs to hundreds of individuals every year. We participated in the evaluation of the recommendations made within Design for learning between 2001 and 2002 prior to its publication and we have continued to receive active support from Ray Kohn in 2003. During this time we have felt the benefits of Design for Learning with enrolments growing from an average of only 10 new learners each month in 2001 to last month’s enrolment of 70. The recommendations within Design for Learning, especially about lighting, have been implemented and have made a significant difference to the quality of our learning environment. We are keen to continue to engage with future design thinking in the promotion of learning and can clearly see the correlation between well designed learning spaces and staff and student performance.