NLII 2004 ConferenceProcess for Designing Learning Spaces MIT / C7A NLII 2004 Conference Case Study: The MIT Learning Lab for Complex Systems Massachusetts Institute of Technology Edward F. Crawley Phillip Long Cambridge Seven Associates, Inc. Steve Imrich Process for Designing Learning Spaces

NLII 2004 ConferenceProcess for Designing Learning Spaces MIT / C7A MAIN MESSAGES Our significant changes in engineering education demanded significant changes in the learning space. Learning space is a product. We used an integrated product team to develop this product. We identified a variety of learning modes and then facilitated them with varied, flexible spaces. We let community happen!

NLII 2004 ConferenceProcess for Designing Learning Spaces MIT / C7A THE NEED Desired Attributes of an Engineering Graduate Understanding of fundamentals Understanding of design & manufacturing process Possess a multi-disciplinary system perspective Good communication skills High ethical standards, etc. Underlying Need Educate students who: Understand how to conceive- design-implement-operate Complex value-added engineering systems In a modern team-based engineering environment We have adopted CDIO as the engineering context of our education

NLII 2004 ConferenceProcess for Designing Learning Spaces MIT / C7A VISION – EDUCATIONAL PHILOSOPHY We envision an education that stresses the fundamentals, set in the context of Conceiving — Designing — Implementing — Operating systems and products: A curriculum organised around the disciplines, but with CDIO activities highly interwoven. With disciplines mutually supporting and interacting. Rich with student projects complemented by internships in industry. Featuring active, experiential, and group learning. Set in both the classroom and a modern learning workshop/ laboratory, networked with the outside world. Constantly improved through robust assessment/evaluation process.

NLII 2004 ConferenceProcess for Designing Learning Spaces MIT / C7A APPROACH TO LEARNING ENVIRONMENT A new model for undergraduate engineering education is being evolved This model can be significantly supported and enhanced by a new type of informal learning environment We developed a new system engineering based, learning-focused process to create our new learning environment The learning environment will be used in may modes, it must be flexible and adapt to these as they evolve

NLII 2004 ConferenceProcess for Designing Learning Spaces MIT / C7A A NEW PROCESS The new learning environment can be viewed as a product that must be developed The client is expert in product/system development The architect is expert in space development We synthesized the process of architecture and product development in the conceive/design phase for the new lab

NLII 2004 ConferenceProcess for Designing Learning Spaces MIT / C7A TRADITIONAL BUILDING PROCESS Request from department to the university Formal approval by university University project manager hires architects and construction company Architect elicits needs of the department in programming phase Design performed by architects, focusing on offices, labs, classrooms, building systems, driven by space needs Periodic reviews with representatives of department and university A sequential process with up and over communications, driven by less than complete and consistent requirements centered on the change of space

NLII 2004 ConferenceProcess for Designing Learning Spaces MIT / C7A CHANGING THE PROCESS Department appoints a full time project engineer with departmental and domain expertise System engineering identifies needs, goals, visions, concepts and design requirements, then the architects are hired Formal approval by the university Create an integrated product team of all necessary stakeholders (ClientArchitectBuilder) to resolve design questions in real-time Designing flexible learning spaces, driven by a holistic focus on learning An integrative process with direct communications, driven by a more holistic and informed view of the expected outcome — substantial improvements in education

NLII 2004 ConferenceProcess for Designing Learning Spaces MIT / C7A STRATEGY DRIVES PROCESS GOALS DESIGN IMPLEMENT OPERATE WORKSHOP/ LABS CURRICULUM TEACHING & LEARNING ASSESSMENT NEEDS Integrated Product Team System Engineering Learning Focus Met?

NLII 2004 ConferenceProcess for Designing Learning Spaces MIT / C7A INTEGRATED PRODUCT TEAM Industry DESIGN IMPLEMENTATION FUNDRAISING ArchitectsContractor MIT Resource Development Industrial Relations President Dean Provost Engineering Team Aero/Astro Fundraisin g Team Facilities Technology Team Planning, Safety VP IS, AV, Networks

NLII 2004 ConferenceProcess for Designing Learning Spaces MIT / C7A CONCEIVE-DESIGN PROCESS Needs, Goals CDIO Vision Bench- marking Learning Modes Literature Scholarship PrototypesThemes Requirements Concept Fragments Learning Environment Design Space Equipment Operations Systems Engineering

NLII 2004 ConferenceProcess for Designing Learning Spaces MIT / C7A WHAT WE KNOW ABOUT LEARNING AND ENVIRONMENT Every student learns all the time -Learning occurring Inside/outside of class: every setting a learning opportunity Direct experience decisively shapes individual understanding -Brain’s activity is in direct proportion to its engagement with stimulating environments -Concrete experiences solidify understanding of abstract concepts Individuals learn by establishing and reworking patterns, relationships, and connections -Different learning styles must be supported Change in environment is stimulating

NLII 2004 ConferenceProcess for Designing Learning Spaces MIT / C7A DETAILED MODES Large Student Project Mode -Large scale project -Dedicated space -Large components -After hours Income Generating External Mode -Ongoing -In and out testing -Days/weeks -Dedicated space Design Project Mode (16.82,83,89) -Large scale project -Term length -Virtual design -Dedicated space -Breakout / report-back space Large Systems Mode (MEng, SDM) -Year scale -Design intensive -Dedicated space -Product thrust -Close connectivity to outside Class Lab Mode -Occasional use -Week duration -Storable 62X/UROP Mode -Desktop project -1 to 2 terms -Student developed Teaching in Labs -Occasional -Presentation area -Demonstrations Linked Projects Mode -Connectivity (multidisciplinary) -Term or less -Multi use lab experiments -Joint labs/designs Research Design Support Mode -In and out capability -Temporary design space use by team -Weeks to months Tinkering Mode -Occasional -Temporary work space Grad Thesis Mode -1+ years -Equipment needs -Dedicated space -In and out capability Outreach Mode -Weekly -Accommodate visits, lectures, presentations 12 of 21 Modes

NLII 2004 ConferenceProcess for Designing Learning Spaces MIT / C7A MODES AS A DESIGN TOOL Requirements Design Requirements for Architects Prioritize Learning Science Pedagogy and Curriculum Operations$Staff Equipment ServicesSpace Modes N... N Total

NLII 2004 ConferenceProcess for Designing Learning Spaces MIT / C7A ACTUAL MODAL SCORING Large Student Project Mode -Large scale project -Dedicated space -Large components -After hours Income Generating External Mode -Ongoing -In and out testing -Days/weeks -Dedicated space Design Project Mode (16.82,83,89) -Large scale project -Term length -Virtual design -Dedicated space -Breakout / report-back space Large Systems Mode (MEng, SDM) -Year scale -Design intensive -Dedicated space -Product thrust -Close connectivity to outside Class Lab Mode -Occasional use -Week duration -Storable 62X/UROP Mode -Desktop project -1 to 2 terms -Student developed Teaching in Labs -Occasional -Presentation area -Demonstrations Linked Projects Mode -Connectivity (multidisciplinary) -Term or less -Multi use lab experiments -Joint labs/designs Research Design Support Mode -In and out capability -Temporary design space use by team -Weeks to months Tinkering Mode -Occasional -Temporary work space Grad Thesis Mode -1+ years -Equipment needs -Dedicated space -In and out capability Outreach Mode -Weekly -Accommodate visits, lectures, presentations 12 of 21 Modes

NLII 2004 ConferenceProcess for Designing Learning Spaces MIT / C7A Community Building Knowledge Discovery System Building Reinforcing Disciplinary Knowledge EDUCATION MODES

NLII 2004 ConferenceProcess for Designing Learning Spaces MIT / C7A IMMERSIVE SETTINGS…The ‘Hangar’

NLII 2004 ConferenceProcess for Designing Learning Spaces MIT / C7A THANK YOU Multi-Media Classrooms New Case Study Environments Hands-on Laboratories ‘Library’ Operations Area Student Studio Space Flexible Group Work Areas Circulation Social Spaces Interactive exhibits Special Immersive Settings Questions …