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Lookup NU author(s): Dr Pamela Woolner
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
It is recognised that educational environments influence learning experiences,so it is important to ensure that educational buildings aredesigned to be fit for purpose. In order to ensure that educational buildingsmeet the needs of those who use them, all relevant stakeholdersshould be involved in the design process. However, this is not straightforwardand much remains unclear about how involvement in suchcomplex design processes should proceed. This article presents thefindings of four small heterogeneous groups of architects, educationaldesigners, teachers and students from the UK and The Netherlands,discussing how they would envision optimal collaboration and involvementof stakeholders in the process of (re)designing educationalbuildings and instructional methods. Presentations from the four groupswere transcribed and analysed. Informed by a review of existing modelsand frameworks, our findings were synthesised into a new interdisciplinarymodel of participatory building design in education. This new modelfocuses on an iterative design process with different stakeholdersinvolved in different ways at different times.We propose that this modelcan inform policy and practice in educational building design, as well aswithin co-creation of curricula, learning, teaching and assessment.
Author(s): Könings KD, Bovill C, Woolner P
Publication type: Article
Publication status: Published
Journal: European Journal of Education
Print publication date: 01/09/2017
Online publication date: 20/07/2017
Acceptance date: 01/05/2017
Date deposited: 27/07/2017
ISSN (print): 0141-8211
ISSN (electronic): 1465-3435
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