1. Design Principles: Case Study Phillip D. Long, MIT Copyright Phillip D. Long, 2004. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

2. A Schematic of LSD Process - Learning Identify learning principles How is the space used now? –What types of learning activities are important in that space? As it is currently used As desired in the end steady state system?

3. Understand the institutional values/culture Localize learning principles

4. MIT’s vision clusters around two themes Expand MIT’s reach and influence –Expand MIT education globally to top-tier students –Offer MIT education and training to corporate partners –Share educational content via the Internet with the world Improve the experience “at home” –Enhance the core residential educational experience –Meet the lifelong learning needs of MIT students –Create flexible ways to pursue educational and research excellence –Engage and strengthen the MIT community

5. Strategic thrusts of MIT Transform the learning experience to promote active inquiry Bolster the commons of the mind Experiment with new modes of inter- institutional collaboration Facilitate an extended university community

6. “Drinking from the Fire Hose” Student patterns of room use by time Aero-Astro

8. LSD Process - Design Determine the design principles that support the pedagogy –For example, through a design charrette MIT identified the following design principles

9. Design Principles Design for people not ephemeral technologies –Transparency, natural light, operable windows Enable technologies brought to spaces rather than provide technologies for spaces

10. Design Principles Space cycles prevail over machine cycles Spaces vary from hard to soft - emphasize soft spaces Spaces should be “zoned”for sound/activity - –quiet/noisy; –High/low turnover; Flexibility over fixed Design for a 24 hour day Identify learning modes enabled

11. Learning Mode Analysis Learning modes are the practical clustering of learning activities and their physical/spatial dependencies An example: –Mode: Project Design –Attributes: Size - is it a big or small project? Length - does it take a term or a class session? Space - does it require dedicated space? Interaction requirements - do students need to work in groups and report back as a class?

12. Learning modes and related characteristics

13. 21 learning modes for Aero- Astro Large systems Design project UROP Large student project Class/lab experiment Operate Linked project Grad thesis Teachin in Labs Research Design Support Income generating external Outreach Tinkering Self-directed Lecture/presentation Interactive e-classroom Paper/conference (&design competition) Collaborative project Site visit Distance learning

14. Guggenheim Lab

15. 1918 The starting point.

16. Transparency - connecting people

17. Flexibility

18. Conceive Design Implement CDIO in pictures

19. Operate

20. Learning Principles L Design Principles D Learning Modes M Localize to Institutional Culture Localized to Curriculum & neighborhood Final Schematic

21. Credits and References Slide 7, New Yorker Magazine, http://cartoonbank.com Slide 15 - 1918 photo of Bldg. 4 lecture hall, courtesy of the MIT Museum Slides 14, 16-19: data drawn from the following resources: –Kuttner, Peter, FAIA, Cambridge Seven Associates, presented initially at the Project Kaleidoscope Workshop “Planning Facilities for Science”, April 10-12, 2003, http://www.pkal.org/open.cfm?d_id=183, Drury University. http://www.pkal.org/open.cfm?d_id=183 Picture credits, slides 28-34, courtesy of Nick Wheeler Cambridge Seven Associates, Inc. Edward F. Crawley, Cory R. A., Steve Imrich Hallam, “Engineering the engineering learning environment”,written for presentation to the SEFI Annual Conference, Firenze, Italy, 08-11 September 2002 http://www.cdio.org/papers/papers_lab.html http://www.cdio.org/papers/papers_lab.html General: – CDIO Papers and presentations, workshops-laboratories, http://www.cdio.org/papers/papers_lab.htmlhttp://www.cdio.org/papers/papers_lab.html –Learning Design Principles - summary of the Cluster Space Charrette, held at Endicott House, Oct. 1, 2003, under the sponsorship of the Division of Academic Computing, MIT,led by Phillip D. Long, Sr. Strategist for Academic Computing, and, Wiliam J. Mitchell, Dean, School of Architecture and Planning. –CDIO web site: http://www.cdio.org/,http://www.cdio.org/ –CDIO Jan. 12-15 Collaborators Meeting, Royal Technical University, Stockholm, Sweden, http://www.cdio.org/meetings/jan04/index.html http://www.cdio.org/meetings/jan04/index.html

22. Thank You. longpd@mit.edu