Write+Report+Here

 Write it here, we will copy the final report to the class wiki page.

=Background= //Introduction clearly and explicitly explains the challenge, who is involved (audience(s), and the focus of the effort). Introduction grabs attention of the reader; puts us in the middle of it.//

About eight years ago, under proposition MM, Bay Park Elementary School found itself the recipient of a brand new library. A committee was formed to design the library space; however, it was clear from those involved that an archiectural blue print had already been stamped and approved by the San Diego Unified School District. This made the principal at the time very angry, as well as those involved on the committee. What the school received was nothing that they desired. It is a basic building, much smaller than the school had anticipated. It was the hope of the committee that the library would be two stories high, and offer students a truly unique library and learning space. Instead, the school received a large room and a small conference room. The room does not have air conditioning. In 2009 the library was converted primarily to a computer lab. The school recently acquired 10 Mac computers and houses about 30 IBM combatible computers. The space cannot really accommodate this many computers, but the lead technology teachers set it up the best they could. There is an alcove that contains about half of the IBMs, a SmartBoard and an LCD Projector and screen. The remainder of the IBM computers line the wall and do not face the screen or SmartBoard. The Mac computers are set up on one round table, and cords hang underneath. The SmartBoard and LCD project are also not visible from every Mac computer. Regardless, there are few teachers that know how to use any of the technology available. ([|Click here] to view a technology report completed for the school in 2009, including survey data). Park Elementary School is located east of Mission Bay in the Bay Park area of the  City of San Diego, educating approximately 400 students each year. Bay Park is part of the San Diego Unified School District (SDUSD). The school’s enrollment is composed of about 51% local residents, 36% Open Enrollment Program students, 13% Voluntary Enrollment Exchange Program (VEEP), 9% special education students, and 2% visually impaired. Bay Park offers the district’s visually impaired resource program.

=Needs Analysis= //Description is clear, concise and includes who you talked to, how you proceeded, and what you found. Efforts included a variety of relevant, data, and literature, taking into account those sources best able to illuminate the problem. Optimals, drivers, and priorities are clearly identified and defined.//

Stakeholders
Susan Ioannides (consultant) ||< * The bathroom in the building is a plus. Laurie Launie (consultant) ||< * Access before, after school, and during lunch.
 * < ===Stakeholder=== ||< ===Data=== ||< ===Needs=== ||
 * < Principal ||< Eric Takeshita ? ||< No response yet. ||
 * < Teachers ||< 25 classroom teachers
 * There are sufficient computers for a class to use.
 * Workroom space is nice.
 * Spaces need to be clearly defined, and useful.
 * The open beam roof permits sound from outside to penetrate the building.
 * Air conditioning is needed.
 * Scheduling and availability of the spaces needs to be defined by the site.
 * Other uses for this space are tutors working with students, Occupational Therapy, girl scouts after school, staff dev./ meetings sometimes, before and after school clubs (art, math, sci. etc), assemblies for __a__ grade level, movies or united streaming videos for more than one class at a time, parent meetings at times, special events for classes such as an author reading share or poetry party where parents, reading buddies, or others are invited, it has also been used as a reception area for a retirement.
 * I like that the space is available for classes to get together and celebrate student wok and achievements, but I am convinced of the importance of a computer/ media lab that gets used to its full extent. Our world is a tech world and by not teaching tech we are doing a disservice to our students and community.
 * The space needs to be totally revamped to work and reconfigured by someone much better at architecture than I am. Immediately it needs air conditioning so we do not fry our long awaited computers. ||
 * < Parents ||< 51% of the students are local
 * Need air conditioning because the room gets hot. ||
 * < Students ||< 452 students ages 5 - 12?
 * 231 local residents
 * 162 Open Enrollment (non-local)
 * 59 Enrollment Exchange (non-local)
 * 41 Special Education
 * 10 visually impaired ||< * An open comfortable place to spend time reading (not just checking out books).
 * Access during non-classroom visits.
 * Maintain focus on technology while creating quiet reading spaces and library space.
 * Ensure the equipment is in working order.
 * Have more comfortable chairs and smaller tables.
 * Have separate learning areas (computers in one location).
 * Someone available to help kids.
 * Opportunities for learning and exploring. ||
 * < Library Tech Teacher ||< Linda Whinnery (consultant) ||< * The single most effective tool a library media center must have is a credentialed library media teacher.
 * Reflection of school’s vision and mission statement.
 * OPAC stations (Online Patron Access Catalog) to search for materials.
 * Presentation station (sound system, computer, projector).
 * Computer access zone
 * High interest zone – fav. books
 * Comfy zones to sit and read
 * A quiet work zone
 * Community zone – storytelling, community support available after school hours.
 * A way to manage directions/take notes/etc ||

=**Design Concept and Recommendations**= //A compelling design and recommendations clearly demonstrate an understanding of the concepts covered in class. Considers the needs and requirements of a variety of stakeholders. Considers a balance of cost, aesthetics, utility, pedagogy, implementation, support, and maintenance and upkeep. Includes a description and vision of how the space would be used; a list of equipment, furniture/seating, fixtures, and other elements. Design demonstrates success in conducting analysis of an intricate, complex problem.// = =

//The Literature://
(EDUCAUSE) || Pervasive technology Groups spaces User services ||  || (WBGD) ||  ||   || (EDUCAUSE) || The correlation of learner's traits to learning theories, learning space design, and IT considerations. || Fill in aspects of our final design from the chart on this page: [] || [|Wooranna Park Primary School Case Study] || Creating independent learners || We varied open and closed spaces for various learning modalities in the library. We had space for collaboration and media editing, and space for quiet reading. ||
 * Source || Information That Informed Our Design and Development || Evidence in Final Project ||
 * Lippincott: //Information Commons//
 * Nat'l Institute of Building Sciences
 * Learning Space Design Theory and Practice
 * NE(X)T Gen Learning Environments || Age-related environment's impact on spatial requirements of learning spaces. || Our design accounts for student's developmental needs across five grade levels. ||
 * User Experience Design for the 21st Century Library || Visual presentation of technological integration in a school library. Technology is non-invasive, supporting traditional functions versus replacing them. || Our design mirrors the examples: wireless internet connections, hidden/neatly placed hardware wiring, and common-sense placement of hardware. ||
 * How People Learn: Brain, Mind, Experience, and School || The application of specific design principles create a particular type of learning environment. || Our space is designed primarily as a community-centered environment, yet contains elements of a learner- and knowledge-centered space. ||
 * Design of the Learning Space: Learning and Design Principles || The learning needs of the school drive the design of the space. The space is considered a design product rather than a re-engineering of an existing space. || Our design process followed an abbreviated form of the Conceive, Design, Implement, Operate (CIOS) model. ||
 * [|Discrimination: Section 504 and ADA] || Americans with Disabilities Act (ADA) prohibits discrimination on basis of disability. Schools must remove physical or communication barriers, providing aids, and assisted technology. || Our design will provide computers that have specific technologies for the blind population. It will also have signs displayed in Braille. ||
 * [|Assessment: The Key to Creating Spaces That Promote Learning] || Settings good that provide interpersonal interactions. When in rows students participate less. Faculty that are in private space encourage student isolation. Flat surfaces may keep students from engaging fully in classroom activities. || We placed a round table in the middle of the library creating a hub which would encourage interaction. This assured the library had flexible, open space to promote active learning and interaction between faculty and staff. ||
 * //[|Planning and Design Technology Rich Learning Spaces]// || It is important in a learning space to have the ability to quickly reconfigure a room, no front of the room. De- centered spaces encourages focus on learning not experts. || We included beanbags for flexible seating, as well as tables that will be mobile. ||
 * [|NCTE Advice Sheet – Ergonomics, Health and Safety] || Positioning People and Equipment to make a safe space. Arranging a safe learning environment to best facilitate the size/age of the users. Injury or strain can occur if furniture is not correct height for users. || Incorporating foot rests & wrist rests at the workstations to help position users bodies a precaution for injury and strain. We made sure that the furniture at appropriate height, distance, and angle for younger users. We positioned printers & copiers away from work stations to reduce distractions. Adjusted computer screens so top is at eye level for user. Finally, we positioned monitors at right angles to windows, otherwise use blinds ||

Our team examined photos and a video tour of the space. We
 * Actuals || Optimals || Design Modification ||

A New Way to View Design
Design of the Learning Space: Learning and Design Principles © 2005 Chris Johnson and Cyprien Lomas //EDUCAUSE Review,// vol. 40, no. 4 (July/August 2005): 16–28. Chris Johnson and Cyprien Lomas []

Phillip Long and Ed Crawley have proposed a different view of the design process. This new view, based on the Conceive, Design, Implement, Operate (CDIO) process of engineering, begins with seeing the learning environment as a "product" to be developed rather than simply as a space to be redesigned.4 The product has certain characteristics that are based on the institution’s values about learning, or "learning principles." These learning principles become the driving force within the design process and are the benchmarks through which progress is measured and decisions are made. Throughout the entire process, the client (the department, college, or university) remains the expert in the product—learning—while the architect remains the expert in space development. To guide this process, the client should appoint a full-time champion who has the domain and departmental expertise necessary to see the project through. Thus, the learning needs of the discipline drive the planning process.

=Floor Plan= //Not on rubric//

=Design Rationale= //Rationale is clearly articulated, linked to data and design principles covered in class, and appropriate for the design concept.// = =

Media Room
 A variety of research show the importance of students developing digital literacy and using video production increases language skills, many of which can be viewed at [|San Diego Unified School District's Project Live website]. We designed a specific space for digital video production to limit noise and allow for green screen technologies. The following is a list of equipment.
 * 3 Digital video cameras.
 * 2 tripods
 * 4 Digital cameras.
 * 2 Microphones (1 wireless clip-on, 1 boom mic.)
 * 4 sets of headphones.
 * One wall painted for a green screen.
 * Lights mounted to up-light the green screen.
 * Free standing lights for filming.
 * PC computer w/ sony Vegas.
 * iMac with iMovie.
 * 2 Firewires.

=Evaluation of Design= //A rough description of how you plan to assess// the effectiveness of the space.

When we initially assessed the Bay Park library we concurred that it was not an adequate learning environment. The space appeared to be more like a storage closet than a library space. The majority of the space was taken up with computers (and cords), leaving very little space for reading or enjoying the library atmosphere. We quickly determined that there were many ways to use the space in a more efficient manner. First, by removing the computers and acquiring lap tops and lap top carts, the space would be opened up for more comfortable reading spaces. Next, by removing unnecessary bookcases and desks, the space could be opened up to allow for group work and engaging learning spaces. Finally, by placing books, furniture, and tables in groupings around the space, we could create engaging and innovative spaces for students.

The design of the Bay Park Library led much to be desired. In assessing the library space we determined that it is important to remember to create an environment that promotes engagement, satisfaction, and learning. In the article titled Assessment: The Key to Creating Spaces That Promote Learning, Sawyer Hunley and Molly Schaller, conducted studies on ways to assess positive learning environments. These studies reviewed the need for students to feel comfortable while learning. It was noted that students react positively to spaces that encourage interactions with peers and teachers, and that students become engaged when their basic needs are met (i.e., comfort). The physical characteristics of the space need to encourage students to work together, and encourage integration.

After our initial assessment of the space we concluded, Bay Park’s current library space was not conducive to the learners’ needs. The following elements brought us to this conclusion; the environment is neither comfortable nor inviting, the space was not being used for the purpose of which it was designed, there was no sense of purpose in the space, and there was limited space for interaction. Our assessment led us to the following additions; activating the air conditioning will create a more comfortable atmosphere in which users can work. The space, as redesigned, will now offer a comfortable, open, and flexible setting that will be appealing to students of all ages. Flexible furniture will also allow immediate transformation in the future as the space evolves. A variety of spaces are provided for students to work individually or as part of a group. Students will have interactive areas in which they can explore, become engaged in academic activities, and be encouraged in pedagogical practices.

Innovative spaces tend to invite teachers with innovative pedagogical teaching practices. “A successful connection between learning space and pedagogical and programmatic innovation requires attention to teacher learning and engagement.” This indicates that there is a reciprocal interaction between how a space is designed and its users (both faculty and students). The new design of the Bay Park library was established to maximize learning in a comfortable and useful setting. In the future, the school will need to assess if the student and faculty have utilized the space effectively, and if the learning experiences of the students is optimal. Specific assessments to determine the effectiveness of the space are planned. Laura Whinnery, the library tech teacher will be asked to monitor the usage of the library, if usage increases it can be determined that more teachers are using the space and the redesign was successful. If not, they will need to determine if this is a symptom of the space or of the teachers and students not using the space efficiently. In addition, six months after the redesign, a survey will be sent out to parents, students, and teachers to assess how the use of space has changed over time. Data from the survey will be analyzed and used for assessment. Ongoing assessment is important, and will be done particularly as technology and innovative learning tools become the norm.

References:

Assessment: The Key to Creating Spaces That Promote Learning EDUCAUSE Review, vol. 44, no. 2 (March/April 2009): 26-35 by Sawyer Hunley and Molly Schaller. Retrieved online August 2009 at []

=Link to Presentation=
 * //The presentation/ activity is organized well; participant handout is useful and easy to read/follow; wiki was mentioned. Time management is highly effective (presentation finishes within the 15-20 minute time limit).//
 * //Presentation demonstrated a high degree of cooperation among team members.//
 * //Presenters delivery is clear and compelling; participation and questioning is facilitated skillfully.//

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Brown, M. (2005). Learning Space Design Theory and Practice. //EDUCASE Review//, //40//, Retrieved July 27, 2009, from [] ======

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Blyberg, John (nd). User Experience Design for the 21st Century Library. Retrieved July 27, 2009, from Slideshare Web site: []======

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Fisher, K. (2007). NE(X)T Gen Learning Environments. //The Scottish Government Publications//, Retrieved July 27, 2009, from [|http://www.scotland.gov.uk/Publications/2007/12/14115428/6.]======

Gehling, A., (2009). Wooranna Park Primary School Case Study. //Design Share//. Retrieved July, 2009, from [|http://www.designshare.com/index.php/case-studies/wooranna-park-primary-school-case-study/.]

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Hunley, S. & Schaller, M., (March/April 2009). Assessment: The Key to Creating Spaces That Promote Learning © 2009 //EDUCAUSE Review,// vol. 44, no. 2, Retrieved July 2009, from []======

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JISC Info Net, (2008). Planning & Designing Technology Rich Learning Centers: Aspects of Design. //JISC Info Net,// Retrieved July, 2009, from [|http://www.jiscinfonet.ac.uk/infokits/learning-space-design/imagination/design/index_html.]======

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Johnson, C. & Lomas, C., (2005). Design of the Learning Space: Learning and Design Principles. //EDUCASE Review//, //40//, Retrieved July 27, 2009, from [|http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume40/DesignoftheLearningSpaceLearni/157984.] ======

National Center for Teaching in Education, (2007). Ergonomics, Health and Safety. //NCTE Advice Sheet – Ergonomics, Health and Safety,// Retrieved July 2009, from [|http://www.ncte.ie/ICTAdviceSupport/AdviceSheets/.]