Learnscape practical atlas to reconfigure the training environment

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REALLY IMPORTANT

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A PRACTICAL ATLAS TO RECONFIGURE THE TRAINING ENVIRONMENT.

“The real voyage of discovery consists not in seeking new lands but seeing with new eyes�

- Marcel Proust

Taking Learning Innovation at the core of what we do on a daily basis at the International Training Centre is what makes us different and positions us at the forefront of learning and training. Throughout the year 2014 we brought together architects, designers, learning specialists, colleagues and participants to re-invent the space

in which we live, learn and work.

The result is a renewed learning landscape (learnscape) which will make optimal use of every single space of the ITC-ILO campus. It was an inspiring journey, at the conclusion of which we suggest changes, not to the campus itself, but rather in the way we look at it.

Tom Wambeke Project coordinator

Fausto Saltetti Architect and Designer

TA B L E O F CO N T E N T S INTRODUCTION A brief explanation of the project's purpose.

BACKGROUND INFORMATION Specific reference sources on the role of space in Learning.

THE ATLAS The project's kernel: some tips, and the specific layout of the ITC campus.

34 SOCIAL SPACE 48 OFFICE SPACE 62 TRAINING SPACE 69

HOW DOES A AND PHYSICA LEARNING AN

INTRO DUCT ION Many changes are taking place in education: new learning styles, new roles for technology and new learner requirements have led people involved in training to tackle new challenges.

INTRODUCTION

6

Trainers are embracing a more active and immersive style of pedagogy, engaging with learners, leveraging technology and exploring more and varied educational strategies.

Among all these changes, one is very relevant and relates to the role of space in education.

Space and environment are more important than ever, and play an important role in the learning process.

Many studies claim that environmental impacts are often barriers to behavioural change, and directly related to the way in which we learn.

Learning happens anywhere and can be synchronous or asynchronous, formal or informal, especially given that the process of learning is moving outside the classic training room, with the entire environment becoming a new learning space.

to these new changes which treat space as a new active component of the learning process.

In a few words, the Learnscape project focuses on the theme of space and architecture in learning, asking the question “How does architecture and physical space influence learning and training?”

Based on Stanford University’s work “Make space1”, this innovative project is the perfect tool for building a new ITCILO training environment conducive to supporting learning as an experience.

The research is organized around the new emerging concept of active learning ecology, which considers learning as simultaneously a formal and informal act. (see Background information).

Learnscape offers practical solutions, making use of space to enhance the ways in which people learn and share knowledge.

The Learnscape project was born in response

INTRODUCTION

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What is Learnscape project?

ARCHITECTURE AL SPACE INFLUENCE ND TRAINING?

How is Learnscape organised?

Learnscape is structured as a guide and is targeted on the people that work in the ITCILO campus: staff, participants, designers; but also anyone interested in the ongoing remodelling of the existing space to create a new learning environment.

By using Learnscape trainers can become a designer and arrange and choose the suitable spaces and layouts to deliver training events and enhance the quality of the knowledge provided in a more flexible way.

The book is organised in two sections:

1

Background information: this chapter examines the evolution of learning styles and the role of the space in education.

2

The Atlas: a practical guide on how to reconfigure the environment; this chapter offers solutions for planning and implementing the new learning environment.

INTRODUCTION

8

The ITC-ILO training centre.

THE ITCILO TRAINING CENTRE & DELTA DEPARTMENT.

The Centre is the training arm of the International Labour Organization (ILO), a United Nations agency entrusted with promoting social justice, including internationally recognized human rights and labour standards.

INTRODUCTION

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The Centre is more than a training institute.

The campus in Turin, Italy, is a meeting place where professionals from all over the world share experience. It is a functional campus where the international community come to live and learn together in a stimulating international environment.

Activities are experiential and results-based. Methods are active, participatory, practice-oriented and make extensive use of information and communication technology.

The ITCILO is a state-of-the-art training institution that combines subject-matter expertise, advanced teaching approaches and sound programme management.

The Centre’s training, learning and capacity-development activities are designed, implemented and followed up using a learner-centred approach that is multidisciplinary and relies on information and communication technology.

Participants’ learn by sharing practices, drawing on international expertise, planning to apply what they have learned to their own organizations, and observing good practice during study visits.

DELTA is a department of the ITC. It has a double mandate: to strengthen the Centre’s in-house capacity to apply state-of-the-art learning and knowledge-sharing methods and technology, and to provide training services to outside partners.

The DELTA team’s strategic approach provides participants in ITCILO activities with more than subject-matter content, namely collaborative learning experiences, technology-enhanced learning and innovative product development.

INTRODUCTION

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ITCILO TRAINING CENTRE

PARTICIPANTS ARE FROM

33%

AFRICA

The Centre is more than a training institute.

The campus in TURIN, Italy, is a meeting place where professionals from all over the world share experience.

The Centre’s training activities are conducive to sharing participants’ diverse and extensive knowledge and experience acquired in their respective working environments.

THE CENTRE IS THE TRAINING ARM OF THE INTERNATIONAL LABOUR ORGANIZATION (ILO)

TRAININGS IN THE FIELDS OF:

Enterprise, microfinance and local development Workers’ and employers’ organizations

17%

AMERICAS

Sustainable development and governance

15%

Social protection

Learning methodology and technology Social dialogue, tripartism, labour law and labour administration Gender and non-discrimination Rights at work

ASIA & PACIFIC

12%

THE ITCILO IN 2013 BY THE NUMBERS

13.500

EUROPE (EU)

PARTICIPANTS

10%

EUROPE (NON -EU)

9%

60%

40%

497

TRAININGS

360

TAILOR MADE TRAINING COURSES

OUR MISSION

TO BE THE LEADING GLOBAL PROVIDER OF CAPATICY DEVELOPMENT TRAINING AND LEARNING SERVICE FOR THE WORLD OF WORK.

BACKGR OUND

“LEARNING HAP BE SYNCHRONO FORMAL OR INF

The Active Learning Ecology

INFORM AT I O N The importance of learning space, which is the subject of the present research, has been reviewed and discussed by several authors.

Brown3 indicated that learning spaces are any spaces outside the

BACKGROUND - INFORMATION

12

classroom that can be used for learning.

From another point of view, learning spaces should be learner-centred, meaning that the space should satisfy the learner’s needs; (JISC3)

PPENS ANYWHERE AND CAN OUS OR ASYNCHRONOUS, FORMAL”.

STEELCASE2

a learning space should also be able to motivate learners and promote learning as an activity, support collaborative as well as formal practice, provide a personalised and inclusive environment, and be flexible in the face of changing needs.

(JISC4).

Considering space in education means creating a supportive and conducive environment in order to boost the learning experience. The learning space must be dynamic in terms of time and place, and must provide facilities in response to the new learning requirements.

Owing to increased emphasis on space’s role, the learning paradigms are evolving and moving towards this new transformation.

The Active Learning Ecology is a new model that considers learning as a combination of pedagogy, environment and technology, the fundamental pillars for creating more active and experiential training sessions. In this new learning ecosystem the environment plays an essential role and is considered a “THIRD TRAINER”.

Learning space today should be flexible enough to accommodate different teaching methods. It should be creative so as to inspire learners and trainers; as well as supportive so as to enhance learners’ capabilities. It should be wide enough to make each space capable of supporting different activities. Well-designed spaces have a motivational effects on people, motivating and sustaining them in their tasks.

ENVIRONMENT

BACKGROUND - INFORMATION

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PEDAGOGY

TECHNOLOGY

Active Learning Ecology highlights the central role of the learners in the learning process

PEDAGOGY Informal learning is an unofficial, impromptu way in which most people learn. People acquire the skills informally, observing others, sharing experience and working with other people in given contexts.

TECHNOLOGY Technology allow participants to access learning content, share and collect information in real time and establish networking, not only with the group but with the wider community.

Technology gives the freedom to collect and link different suggestions and contributions and allow people to deepen their interests.

Formal learning takes place within a trainerlearner relationship in order to facilitate acquisition or reinforcement of existing knowledge and skills.

Space should be considered an integral part of the learning process.

ENVIRONMENT Environment is the third trainer: space should be able to motivate learners and promote training as an activity, support collaborative as well as formal practice, provide a personalised and inclusive environment, and be flexible in the face of changing needs.

THE ACTIVE LEARNING ECOLOGY

treats learning as a combination of pedagogy, environment and technology, the fundamental pillars for creating more active and experiential training sessions.

The new paradigm focuses on the environment role by defining it as a "third trainer".

Pedagogy, technology and space, when carefully considered and integrated, define the new active learning ecosystem.

Adopt a new mentality

Before focusing on practical transformations, it is important to keep in mind that a real change occurs not only through design of physical spaces, but rather that the primary factor is creation of a generative and positive atmosphere in which people can experience comfort and learn and work in the environment.

SPACE

Physical space can be defined as the environment in which learning and other activities take place.

This means that people should adopt a new mentality and start considering environment as a new fundamental component of the process of learning and working.

MOOD

Taking this into account, the notion of the new learning environment does not stop with physical transformation but integrates many dimensions and can be conceptualised as comprising Physical Space, Psychological Mood, and Virtual Space.

Psychological (mood) space is shaped by the numerous characteristics of individuals and by the contexts in which they live, work, socialise and learn.

VIRTUAL

All these dimensions of spaces may impact on the individual’s capabilities, influencing learning outcomes.

Thus, it is essential to orient the construction of the new learning environment around these three dimensions.

Virtual Space encompasses not only connections between individuals and groups locally but also with the wider community through the worldwide web.

BACKGROUND - INFORMATION

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SPACE

Formal Spaces

are spaces marked by intense activity and an atmosphere supporting concentration.

Informal Spaces

are spaces which are most vibrant when the atmosphere is relaxed and generative.

Mix of Spaces

proviision of a range of spaces supports focused work, collaboration, socializing and learning. And people should be able to choose.

Dynamic Space

this connotes design that supports fluid transition between multiple teaching modes

Ergonomic Factors

comfortable chairs and tables are needed for people that work or attend courses. Good lighting is essential. Space should be designed to accommodate people with limited mobility.

In order to describe the space I've inserted (in every section of the atlas) the space matrix. The matrix relates to the number of people and the type of space (formal, informal).

VIRTUAL

Technology environment

The space in which learning takes place is no longer just physical; it is virtual as well. Virtual space is any location where people can meet.

Use technology

SpeciďŹ c (well-designed) virtual spaces should be considered in the construction of a new environment.

Internet acess

Allow people to access the Internet from every corner of the campus.

PSYCHOLOGICAL

Positive mood

Nobody wants to work or learn in a poor environment. The first step in building a new environment is to influence the attitudes and moods of people positively.

Happy environment

Use materials, color and textures to promote a happier, healthier environment. It is important that spaces, from our very first impression, are inviting, even transforming.

Use color The colors used in a space help to evoke emotion and mood.

Shared culture

Builds a culture of shared meaning and beliefs and be optimistic. A breakout space where people can relax is perfect for establishing a new mood.

Fun mood

Use fun activities to build connections and influence moods positively. Fun happens organically when you’re building relationships around something.

Blur the lines.

Spaces that blur formal boundaries, creating a comfortable environment, invite people to relax and think outside the box. credit: steelcase4

Loosen up.

For people to work comfortably feet don’t always have to be on the floor.

Relaxed postures can help boost their productivity. credit: steelcase4

Let it be.

Work/ learning can happen anywhere— a few minutes here, a few hours there. With many ways of getting things done, the “right” way is to let people choose their own work and learning objectives. credit: steelcase4

Allow for being alone.

Most people toggle between introverted and extroverted modes throughout their working day. Spaces allowing people to escape, ponder and disconnect support cognitive and emotional wellbeing. credit: steelcase4

Encourage escapes.

A non-traditional, “third place” setting gets people re-energized and optimistic about making progress, especially if they can count on convenient access to power supplies while they’re there. credit: steelcase4

Create an unplugged zone.

A space with zero connectivity to wi-fi and power supplies will encourage people to have face time with each other, read a book or rest their eyes. credit: steelcase4

Break new ground.

Knowledge-acquiring work is demanding and intense. Taking a break from the traditional workstation and leaning back in a lounging position supports comfort and productivity. credit: steelcase4

Be moody.

Some materials and colors stimulate creative thinking, others can frame the mind for contemplation and repose. credit: steelcase4

Use nature.

Bring wellbeing into the room by providing the option for people to stay outside. Fresh air and natural light are refreshing, and it’s been proved that staying outdoors or near natural light improves creativity. credit: steelcase4

Create choices.

A range of choice can accommodate different work and learning styles and postures.

credit: steelcase4

A PRACTICAL GUIDE TO RECONFIGURE THE TRAINING ENVIRONMENT.

WORKING SPACE

A PRACTICAL G RECONFIGURIN ENVIRONMENT.

THE

Why is it called the Atlas?

AT L A S

This chapter is the core of the Learnscape, it is the outcome of the research and it represents the practical guide that enables people to envisage the new environment.

THE ATLAS

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Why is it called the Atlas?

The book is called Atlas because it represents the “map” for navigating the new geography of the learning environment.

The atlas has been produced following an analysis period during which needs and requirements have been examined.

A sample of participants and trainers were interviewed about learning space, informal How is the Atlas organised? learning and other related issues.

But the analysis phase did not stop at The atlas is subdivided into 4 different spaces: this stage, analyses related to spaces and Learning Lab, Social Space, Office Space and buildings have revealed strengths and Training Space. weaknesses of the campus.

What is the Atlas?

GUIDE ON HOW NG THE LEARNING .

For each will be shown different solutions and All this information is organised in the next layouts for arranging the space map in which the projectual concepts are also embedded.

THE TRAINING SPACE Spaces for deliver trainings

THE LEARNING LAB Space for create and collaborate

THE WORKING SPACE Spaces for working and meetings

THE SOCIAL SPACE Spaces for taking rest and make networking

THE ATLAS

31

Mapping the space syntax is the process of recognizing, identifying, and documenting the weaknesses and opportunities of the campus in order to design a new learnscape.

MAPPING THE

The map shoes the organizational patterns of the ITCILO campus

The architectural analysis Point Underused spaces: spaces with specific identity but that can achieve better quality through specific action.

Zero-identity spaces: these are abandoned spaces without any function, but which can reacquire new identities.

Function Training space Social space: facilities

THE ATLAS

32

Combining the architectural analysis results the formation of the following concept.

The concept is the project proposal which identifies the main action line; it is where the designer presents the guidelines (Atlas) that lead to the implementation phase.

SPACE SYNTAX

The concept proposal

Creating well designed social spaces.

Rethink the underused and no identity spaces.

Creating well designed multifanctional buildings.

THE ATLAS

33

A PLACE WHERE CREATIVITY COMES OUT

A PLACE WHERE MEET AND DISCUSS NEW PROJECTS

A PLACE WHERE EXPERIMENT NEW IDEA AND ENVISAGE NEW LEARNING SOLUTIONS

36

THE LEARNING LAB

37

THE MEETING POD

39

THE AGORÀ

43

THE BREAKOUT SPACE

A PLACE WHERE CREATIVITY COMES OUT Located in Asia 16 Pavilion the Learning Lab is intended to be a place where creativity is encouraged. It is a space in which colleagues can meet and discuss new projects and start developing them, experimenting with new ideas and envisaging new learning solutions and facilitation techniques.

The Lab is open to all staff in order to encourage collaboration in new projects and for particular training activities based on dynamic and collaborative methodologies.

Learning Lab is an informal dynamic place used by large group of people.

discuss new projects

SPACE

The Lab layout is dynamic and flexible and it is reconfigurable in accordance with various purposes.

Technology has a central role and the atmosphere is generative and energyrich.

MOOD

VIRTUAL

LEARNING LAB

35

experiment new idea

creativity comes out

dynamic and flexible

The Lab should be a really dynamic open environment. Layout is modular and can be reorganised very quickly in order to provide freedom in movement and settings.

The Lab is an energy intensive place where people perceive a creative and generative atmosphere.

The Lab should be equipped with innovative technological tools to allow collaboration, such as an interactive board and tablet.

The meeting Pod

To bring people around a common issue inside the room and start to generate ideas.

They seem like large boxes, but in reality are 6 wide multipurpose rooms in which one can organize meetings, conference calls, and whatever activities need to be carried out with a small group of people.

THE LEARNING LAB LAYOUT The AgorĂ The core of the L.L. is an empty space changeable to meet different needs. This space gives freedom to arrange different types of activities that require different layouts.

This design solution is perfect for large groups of people.

Plenary sessions, group working, brainstorming and presentations can be held in this space.

The Breakout space

Do you want to work on a comfortable couch? Do you want take a rest from your work? The breakout space is meant to be the perfect place to stop your working activities. A couch, games and a silent corner provide you all that you need for having a break.

LEARNING LAB

36

THE MEETING POD

Connect the interactive screen with your computer and display content. Navigate materials, write notes during meetings, highlight key points, capture comments and questions as you make presentations. Also set up a conference call with the webcam.

Meeting pods are multipurpose rooms designed for small groups of people (6/7).

Bring here your staff and start to focus on the work in a cosy environment. The pod is a closed space that aids concentration on tasks. Brainstorming, reunions, conference calls but also audio or video recording for webinar and podcast, all in one space.

Activities: Meeting Conference call Recording audio or video for webinar and podcast

Facilities

Because of the large windows there is a great deal of natural light available, but you can always draw the curtains for a private session if needed The external walls are painted with a special whiteboard paint, so you can write, annotate and take notes. You can also design a calendar to make visible all future activities.

Meeting table Chairs Interactive screen Tracking web cam Lighting system Sound system LEARNING LAB

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THE AGORÀ The core of the L.L. is the agorà, an empty space in which is possible to organise a wide range of activities. Agorà is equipped with high level technology, and the movable walls and trapezoidal table make it possible to divide the central space for creating multi-setting areas.

The lighting and sound systems make it possible to create different environments with different atmospheres.

Two interactive projectors are mounted in the open space. Multiple images can be displayed during presentations. These projectors transform the board into a multitasking surface, where you can modify and directly annotate presentation and share the content via tablet or laptop.

Use this space for large groups of people, or for arranging group work sessions, plenary sessions and presentations.

Activities: Presentations Pleanary session Groups work

Facilities Tracking web cam Lighting / Sound system Interactive Projection system Wide projection screen Trapezoidal table Shelf Movable white board

On this surface it is possible to project, apply Post-its and make notes. The wide screen is a multipurpose surface: a magnetic board on which to pin items, a white board for taking notes, and also a projection screen for project information.

LEARNING LAB

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The central empty space can be arranged in different ways. Group working, plenary sessions and presentations can be hosted in this space. The movable walls and modular tables ensure that many settings are achievable.

THE TRAPEZOIDAL TABLE 3xT.

2xTable.

3xT.

16xT. 8xT.

This table is the perfect tool for making space dynamic and changeable.

Thanks to their shape the tables can be combined in various ways.

ManyxT.

It is like playing with Lego, with hundreds of combinations.

You can obtain many solutions; it depends on the purpose but also on your imagination.

The trapezoidal table + 46/75 shelf.

LEARNING LAB

41

4xT.

45/75 SHELF 75

75

75

45

run on

getting higher

Again it Is like playing with Lego, with hundreds of combinations you can obtain many shelf typologies. It depends on the purpose but also on your imagination.

2 x a. b.

a.

LEARNING LAB

42

2 x b.

b + a.

THE BREAKOUT SPACE Activities: Coffee break Relax area Informal meeting Informal working

The breakout space is designed to help people engage and bring them together. It is located at the entrance of the Learning Lab, so people are immediately immersed in a comfortable atmosphere.

Facilities

In this informal area are alternating spaces for rest, informal meetings and playing.

Coffee table Kitchen smart tools TV screen Poufs Couches Table game Green foliage wall Phone booth

To underline the peculiarity of the space an unexpected design element is embedded in it. Several “umbrellas� come down from the ceiling as a reminder that it is important to be creative and think outside the box.

A graphic design texture and logo type have been studied to represent the Learning Lab atmosphere.

LEARNING LAB

43

A small kitchen equipped with smart tools is available.

Coffee machine, microwave, and a fridge are provided to make work more comfortable.

Pouffe and couches are provided for informal meetings and relaxation.

The external walls are painted with a special whiteboard paint so you can write, annotate and take notes. You can also design a calendar to display all future activities.

The phone booth.

A quiet private space for personal phone calls.

Table game.

Have you had a really tough meeting?

You can pause and engage in a challenge with your colleagues (but remember, don’t gamble with money!).

LEARNING LAB

44

Several “umbrellas” come down from the ceiling, they are in fact lamps which enhance the meaning of this space. They convey an artistic feeling, reminding us to be creative and think outside the box.

Some tricks have been devised to create a calm and comfortable atmosphere, like the foliage wall and the bright colors of the furniture.

THE LEARNING LAB LOGOTYPE & THE GRAPHIC WALLDESIGN The Learning Lab has a strong identity inside the ITC campus; this innovative space should communicate its identity through a logo type and a graphic texture.

So for the Learning lab a texture code has been studied for application both to the logo and to the graphic wall / signal path inside the Lab. In order to describe the dynamic and creative environment of the Lab an attempt has been made to create a graphic texture that conveys its fluid identity.

The texture uses multiple iterations of a mark (or series of marks) to communicate a particular aspect; they might take the form of a logo that changes continuously.

But what is the perfect mark for the texture?

The ideal element for suggesting a pattern is the trapezoidal table, a module that can be combined in many different ways. So an attempt has been made to draw a specific pattern with different combinations of the table.

Above: different combination of the Learning Lab logo.

Under: some graphic pattern that can be used for decorate the Learning Lab surface, like the external wall or the window.

A SPACES FOR CHAT AND MEET PEOPLE A SPACES FOR REST AND BREAKOUT THE ART PATH: AN INSPIRATIONAL JOURNEY THROUGH THE ITC PARK

50

THE PARK

55

THE ART PATH

58

INFORMAL CAFETERIA

60

THE FACILITIES

A SPACE FOR RELAXATION AND REFLECTION Learnscape does not focus just on learning places but should also consider places where people can engage in social relationships and have breaks. People that “live” on the ITCILO campus have demonstrated the necessity for specific spaces that allow rest, relaxation and socialization.

During work (or training) people move constantly from concentration moments to relaxation moments, necessitating a continuous shift from formal to informal space. In spite of the ITCILO’s being built round an amazing park with provision of several facilities, there is a lack of well designed social spaces.

During the analysis phase several underused and zeroidentity spaces were detected (shown on the map on pages 32-33); in these spaces is possible to base the project for a new social space, and at the same time rethink the internal layout of the existing facilities.

Social spaces are a mix of places, quiet and noisy, public and somewhat “private”, that help support leisure and working breaks for people that work or attend courses on the campus.

These places serve a variety of purposes, from individual breaks to impromptu meetings, and are welcoming so as to provide a sense of comfort and relaxation. More than just a “space café”, these are oases of comfort that allow you to relax and at the same time have discussions with colleagues. Some spaces can also be used for informal training sessions.

In response to these requirements the design of this SOCIAL SPACE

49

new environment was based on four types of space: the park, the art path, the cafeteria, the facilities.

One/Informal: A range of generative places to support relax and reflection.

Many/Informal: A range of places to support socialization and impromptu meeting.

meet and discuss

take rest

think and reflect

informal meeting

SPACE

Social spaces are oases of comfort inside the Campus for relaxation and impromtu relationships.

MOOD

People need wifi and sockets to access the Internet on every part of the campus.

VIRTUAL

Social spaces should stimulate a calm and reflective atmosphere.

THE PARK Terrace American 2

Bench area

The bridge

In spite of the ITCILO park’s being an amazing environment, it is used relatively little. The park merely has an aesthetic function apart for a few spots like the gazebo (for coffee break) and the tree project.

But the park can become a new place to use, it can play an active role in the construction of the new learning environment.

Instead of being just an element to observe, it can be an element to use.

Workplace garden

During the analysis phase several spaces have been detected that are underused or without identity. In four of them it is possible define specific new settings.

On 14 July 2014 DELTA department inaugurated a specific Staff Training Development to which ITC staff have contributed ideas on how to make the most of that space. All suggested uses were taken into consideration during the social space planning.

SOCIAL SPACE

50

THE TERRACE Located at the entrance, close to the cafeteria and overlooking the participants’ bedrooms, the terrace is a wide open square where people can meet, discuss, read, and consume lunch.

At present this is out of use, but could become a useful space.

Roffing to protect from the sun

Activities: Relax Lunch Informal meeting Informal Learning

Facilities Benches Roofing Wifi connections

SOCIAL SPACE

51

BENCH AREA

Even though two specific places on the map were selected, is possible to locate benches throughout the park.

Benches provide comfortable seating during training breaks or are ideal just for a chat.

A multifunctional bench is a transformable piece of furniture in which each piece hinges up or down so that you can variously have a couch, table, or chairs with side tables.

Activities: Relax Lunch Chat

by: Bae Se-hwa

Facilities Multifunctional Benches Wifi connections

Coffee Bench by Karolina Tylka SOCIAL SPACE

52

THE BRIDGE

The footbridge links Africa Pavilion with Asia Pavilion.

This space has two areas: under and on the bridge.

Under the bridge: can be used for informal training sessions and for displaying - or why not a pair of hammocks between pillars?

On the bridge: can also be used for informal training sessions, but especially for informal meetings held by departments that work near it.

Poufs, movable board for informal meeting

Hammocks between pillars

Activities:

Facilities

Informal meeting Informal Learning Lunch

Pouf Movable board Wifi connections Hammocks

Informal Learning During the Staff Training Development it was suggested that the bridge be used for specific training methods: • sociometrics • speed dating • knowledge fair • world cafè SOCIAL SPACE

53

THE WORKPLACE GARDEN Why not take a break from sitting at your desk and escape to a workplace garden?

A communal outdoor space devoted to encouraging social interaction as well as growing your own vegetables.

Having a communal workplace garden within the workplace creates a sense of community whereby people can share and participate in shared interests such as planting their own vegetables. The ‘workplace garden’ is a place where people can escape the hectic stresses of daily working life and take a short break to relax in a pleasant environment.

Activities: Relax area

Facilities Vegetable garden

SOCIAL SPACE

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THE GENERATIVE PAHT The generative path is a project that links 7 underused spaces in the park to create oases for rest and personal reflection, where people can have a break or just appreciate the atmosphere of the park.

For the creation of the path inspiration was derived from two interesting projects: the Arte Sella and PAV. Both use art installations for creating a new and inspirational environment .

The purpose of this project is to offer a lively and mixed cultural framework for the varied ITCILO audiences composed of people from all parts of the world. People can interact and play with the art installations in order to establish a new dimension of living on the ITCILO campus.

Activities:

Thanks to this project the park will become a form of open-air exhibition site intended as a place for relaxation, reflection or even organising a training session ( ice-

Arte Sella / PAV

As with the Arte Sella and PAV, the path is not just an art exhibition but breaking, for example). is a means of interacting with the surrounding environment through an The art installations can be made with the support of local artists or ongoing dialogue between people, the Art school. art and nature.

SOCIAL SPACE

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Relax Reflect Interact with environment Training session

Facilities Art installations

Arte Stella is an international outdoor exhibition of contemporary art set up in 1986 in the fields and woods of the Stella Valley (Val di Sella, municipality of Borgo Valsugana, province of Trento). The works are usually three-dimensional and are created using stones, leaves, branches and tree trunks.

Inaugurated in 2008, PAV is an Experimental Centre for Contemporary Art located in Turin.

PAV includes an open-air exhibition site and an interactive museum, intended as a place for meetings and workshops addressing the ongoing dialogue between art and nature, between biotechnology and ecology, and between artists and the public .

In the map below are shown suitable places for carrying out the generative path project.

3

1

4

2 7

6 5

1

2

5

3

6

4

7

SOCIAL SPACE

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THE INFORMAL CAFETERIA Cafés are used by everyone from participants to ITCILO staff and visitors; and today are used not just for eating but also as informal offices in which people attend working meetings or strengthen fellowship.

The space needs to be welcoming, providing a variety of uses from dining and socializing to group work. A mix of spaces helps and supports the many ways in which cafés are used.

Informal Working: people use the cafeteria to continue business meetings, or just to meet colleagues informally and exchange ideas on projects. They bring to the table working project documents as well as food, water, tablets and pasta; the area should allow working and eating at the same time.

Socialising: people attending courses need space and time for strengthening fellowship. Eating is a perfect moment for sharing experience and making friends. Think of this space as promoting relationships.

Mix together the different spaces: • Provide seating for different purposes, primarily using chairs and stools but also some lounge seating.

• Use furniture and layout to build community and foster interaction.

• Provide enough power outlets for today’s heavy users of technology.

• Mobile, collapsible tables support many uses and store easily.

• Café spaces are often used for large meetings.

Stackable seating and nesting tables adapt to different configurations.

• Use colors and wall graphic design to create an relaxed atmosphere, nobody wants to eat in a sad environment.

Relaxation: some people come to the cafeteria just • Provide enough seating for high-capacity work to relax, eat food and break the working routine. or study environments while maintaining personal The cafe is designed for people that bring food to space and territory for individuals. the table, whether alone or in couples, as a comfort space for relaxation.

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Informal Working: Create side spaces and nooks that allow groups to retain privacy and work together while remaining connected to the wider cafĂŠ space.

Socialising: Support socialization through large tables that allow exchanges and conversation.

Provide seating for different purposes, create a mix of spaces with different furniture.

Relaxation: Create side spaces and nooks that allow individuals to relax yet remain connected to the wider cafĂŠ space.

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THE FACILITIES Even though the ITCILO Centre already offers a wide range of facilities (from the cafeteria to the gym) for participants and staff, it is possible to improve them to create a better social environment.

During the analysis phase various enquiries were made to determine the strengths and weakness of the facilities. From the information that emerged come several tips for enhancing the leisure environment.

In order to relate to the facilities’ spaces, the information is organized along two different lines of action.

The former is related to the psychological mood and is targeted on creation of a lively atmosphere and a strong identity.

The second is related to the physical space and suggests four new services that can be realised at the centre.

Four new services Children’s playground: this facilities is perfect for all the families that have a child or baby to look after.

Inter-confessional prayer room: for people who want to pray.

Film room: a place for watching films with screen and projector.

Internship exchange room. The room is intended to enable interns to exchange things they are leaving behind at the conclusion of their contract for the next batch of interns, consultants or collaborators.

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To create a lively atmosphere and a strong identity.

Color: use an appropriate color palette to create a dynamic and challenging environment.

Through the colors you can also identify the different services.

Label: use a system of signs inside the pavilions to provide clear and precise instructions. It is possible to create different paths to guide people towards particular services. Use color and texture for emphasis.

Music: broadcast music to set the mood in public areas such as the reception area, the lobby in front of the gym or the lounges located near participants’ rooms.

Boost the campus technology: using QR-Code it is possible to create a virtual tour of the canpus.

Post QR-Code around the campus and link the different contents.

An example: for the gym link the timetable.

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A PRIVATE OFFICE WHERE PEOPLE CAN FOCUS ON OWN JOB SYNERGIC AREA WHERE PEOPLE CAN MEET AND DISCUSS A QUIET AREA WHERE PEOPLE CAN HAVE BREAK

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THE PRIVATE OFFICE

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THE MEETING ROOM

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THE COFFEE AREA

A SPACE FOR WORK The workplace should accommodate the diverse ways in which people are working.

For a long time the open space has been considered the best workplace setting; a unique space where workers do their job in a collaborative environment.

People thought this setting appropriate for generating innovation, but today we consider that a good workplace should provide a proper balance between individual and synergetic space.

As the framework above indicates, a good workplace has to include the right amount of space for individual “I” work, as well as group “We” work.

This consideration is taken into account in the design of the new ITCILO workplace around the three working modes of collaboration, concentration, and contemplation.

Private office: a place for concentration; the individual area where people can focus on their own jobs.

Meeting room: a place for collaboration, the synergetic area where people can meet and discuss different subjects. It area should be both formal and informal in order to adapt the space to the different people involved in meetings.

Coffee area: a place for contemplation, a quiet area where people can have a break and engage in social relationships between colleagues. Never underestimate WORKING SPACE

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the power of food and beverages to attract people and get them talking.

One/formal: Private office Many/formal: Meeting room Many/informal: Coffee area

collaborate

focus on own job

take relax

engage relationship

SPACE

Workplace has to include the right amount of space for individual “I” work, as well as group “We” work. And there needs to be a combination of spaces that are shared or owned.

MOOD

A workplace is an high technology place that allows people to access, innovate and share.

VIRTUAL

Create a positive and authentic atmosphere; fun is the right approach.

AN IDEAL WORKPLACE SETTING Consider innovative ways of creating workplaces that support the ways in which people work today, whether individually or with others.

Workplace has to include the right amount of space for individual “I” work, as well as group “We” work.

And there needs to be a combination of spaces that are shared or owned.

One / formal Private office - concentration Many / formal Meeting room - collaboration Many / informal Coffee area - contemplation

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Space for work that needs quiet focus.

Typically includes a worksurface with nearby files and shelves and a chair suitable for long hours of task work.

There may also be a guest chair for a longer discussion with a colleague.

Make sure the right amount of illumination is provided for long hours of work.

THE PRIVATE OFFICE Activities:

An ergonomic chair supports long hours of concentrated work

Focus on work

Facilities

Display vertical space Storage and shelves Ergonomic chair Illumination system Technology tools

Make good use of vertical space, for example a facility on the wall for note-taking or creation of a personal agenda

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THE MEETING ROOM

Bring people around a table to focus on a project or to update them on the working situation.

Make meeting rooms tech-smart, equipped with power outlets, screen, web camera, and tools for accessing, sharing and displaying information.

Make sure the right amount of illumination is provided for long hours of work, and also chairs suitable for long meetings.

Activities: Collaborate

Use the screen to show presentations or conference calls

Use the wall like a white canvas.

Stick post-its for brainstorming or creating an agenda for the project.

Facilities

Display vertical space Storage and shelves Ergonomic chairs Illumination system Sound system Web cam Flat screen Wired table Writing surface

Writing surface for taking notes.

The room is equipped with webcam and sound system for conference call or webinar.

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Large table for meeting, equipped with plugs for laptop and wired to connect laptop and screen.

This area becomes a protected relaxation zone just a few steps from the concentration areas. It’s a refuge from an increasingly complex and fastpaced workday.

A wide range of different spaces is located here; spaces for impromptu meetings, relaxation, coffee breaks and personal calls.

THE COFFEE AREA

Never underestimate the power of food and beverages to attract people and get them talking.

A small area equipped with screen and table is available for impromptu meetings To subdivide the space further to obtain small restricted areas one can use the movable walls on which one can also write.

Private corner for private conversations and personal calls.

Activities: Meet people informaly Take rest

Facilities

Private corner Flat screen Table and chairs Couches Microwave Coffee pot Kettle Writing surface Movable wall

An essential part of collaboration is sharing of information; use the screens for writing the important things of which people should be aware.

Sofas and tables equipped with a coffee pot and other kitchen utensils to allow people to take breaks from work, relax, talk and eat lunch togheter.

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THE TRAINING ROOM

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THE TRAINING ROOM

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THE INFORMAL LEARNING SPACE

THE INFORMAL LEARNING SPACE

A SPACE FOR LEARNING Traditionally training rooms have been arranged in a classical row setting, focused on the trainer as in a lecture configuration. But today training rooms serve a variety of new settings and functions.

Everything is changing: the trainer position, the content and how to explain it, integration of technology, new pedagogical approaches. Thus today it is normal to think of the training room as a dynamic and flexible environment in which is possible to use different layouts. At the same time the learning experience is moving outside the edge of the traditional space into new places never previously considered.

As the informal learning theory claims, learning happens everywhere, in every condition, and people acquire skills interacting with other people and with the environment; for this reason is necessary also to consider specific places in which to organise informal training.

Many/formal: Training room Many/informal: Informal spaces

formal learning

The second focuses on all the informal spaces where a training activity can be established.

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dynamic and flexible

SPACE

Learning spaces should be dynamic and changeable in order to support a wide range of training.

MOOD

Learning spaces should be equipped with innovative technological tools to allow collaboration, such as interactive boards and tablets.

VIRTUAL

Learning spaces should facilitate concentration and sharp focus but also be relaxing and conducive to sharing.

This part is composed by two different sections: The first focuses on the training room, providing general rules for settings and supplies.

informal learning

THE TRAINING ROOM These are classrooms that rethink “the box” and move away from the traditional setting of rows of fixed tablet chairs and a lectern. Here you will find learning spaces that can easily be transformed from lecture mode to teamwork to group presentation and discussion and back again.

Lecture mode

Group work

Presentation

Discussion

Some general rules for designing a quality training room.

• Design for sharing, using both vertical and horizontal surfaces for display; use projection and interactive surfaces.

connections for accessing the Internet. Tables should be equipped with sockets for plugging in laptops.

• Design should support fluid transitions between multiple teaching modes

• Allow people to share content and exchange information quickly and easy. Apple TV is a tool for sharing, via wi-fi, your desktop and for projecting it on the screen.

• Design for visual and physical access, giving every learner the best seat and allowing trainer and learner access to each other.

• Consider lighting and sound systems to create a conducive environment. You can create different • Use light stackable chairs and foldable tables areas by using the lighting system. with wheels to switch easily between different settings.

• Consider a coat rank at the entrance of the Training today occurs with tablets and the role training room. of technologies is more extensive. Provide wifi TRAINING SPACE

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LECTURE MODE Lecturing is a way of transmitting information, explaining subjects and creating knowledge. The atmosphere is one of concentration and the environment is focused on the trainer. Learners on their seats acquire knowledge and observe the presentation. The level of interaction between learners and trainer is low.

LL shape.

U shape.

Island setting.

• Expert located at the top of the classroom.

• Expert located at the top of the classroom.

• Expert located in the middle of the classroom.

• Interaction between learners and expert is high in the front rows, lower in the back rows.

• Interaction between learners and expert is high in the front rows, lower in the back rows.

• Every seat is ideal for observation.

• Interaction between learners is very low.

• Interaction between learners is mild.

• This setting does not allow eye contact between people.

• This setting allows eye contact and sharing of information between learners.

• Use the setting to present new topics.

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• Interaction between learners and expert is higher.

• Interaction among learners is higher.

• This setting allows eye contact and sharing of information between learners

U SHAPE Movable boards can be used for explaining subjects and for quick brainstorming

Arranging the tables in a U-shape allows people to maintain eye contact both between them and with the screen.

People can work on tablets and PCs and project information on screen through Apple TV or other device. This allows people to share content and exchange information quickly and easy.

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GROUP WORK Group work is a form of cooperative learning. It aims to cater for individual differences, develop students’ knowledge and generic skills. It brings people round a table to reflect on a common issue, design, or new solutions.

Island Setting

Partitioned setting.

Standing group.

• Facilitator in the centre of the training room provides group support.

• Movable board divides space for creating close minienvironment in which people can generate new ideas and share information.

• Learners in groups standing without tables.

• Learners can share ideas and compare with facilitator.

• Interaction between learners is very high.

• Interaction between learners / facilitator is very high.

• Learners can use the boards to annotate and sketch.

• Interaction between learners is very high.

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• The space is really dynamic and people can switch between different groups.

• Facilitator stands in the middle of the room to provide guidance and support to the learners.

• White board along walls for taking notes and brainstorming .

PARTITIONED SETTING

Arrange the tables in a circle to allow people to work collaboratively on a specific topic.

Use polypropylene sheets and attach them on the wall in order to draw, stick or display different materials or thoughts.

Thanks to the movable boards people can work collaboratively on the table and than show their work to the rest of the audience.

By using movable boards it is possible to create different close environments in which people can work on a task and then visualise it on the board.

Boards are at the same time magnetic and writable so you can annotate it but also attach different materials.

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PRESENTATION Presentation is the process of presenting a topic to an audience or presenting the result of a workshop or a work group session.

Can be carried out by an expert or just between learners presenting their ideas.

Row shape

U shape.

Multiple screens.

• Expert located at the top of the classroom.

• Expert located at the top of the classroom.

• Interaction between learners and expert is high in the front rows, lower in the back rows.

• Interaction between learners and expert is high in the front rows, lower in the back rows.

• Multiple screens provide a clear visual facility from different points of view.

• Interaction between learners is very low.

• Interaction between learners is moderate.

• Expert located in the middle of the classroom.

• This setting does not allow eye contact and sharing of information between people.

• This setting allows eye contact and sharing of information between people.

• Interaction between participants and expert is higher.

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• Every seat is ideal for observation.

• Interaction between learners is higher.

MULTIPLE SCREENS Training today occurs with tablets and the role of technologies is more extensive. Provide wi-fi connections to access internet. Tables should be equipped with sockets for plugging laptops and tablets.

Trapezoidal tables with wheels are modular and ensure constant visual contact. Thanks to the double screens you can see presentations from all angles.

By projecting on to the big screen located at the top of the room all participants can appreciate the presentation.

People can work on tablets and PCs and project information on screen through Apple TV or other device. This allows people to share content and exchange information quickly and easily.

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By using the lighting system it is possible to create the perfect lighting conditions for watching the presentation.

Thanks to the sound system it is possible to reproduce the sound correctly.

People can watch from every spot in the room thanks to the two screens mounted on the ceiling.

DISCUSSION Discussion helps learners process information rather than simply receive it. Good discussions give learners an opportunity to formulate principles in their own words and suggest applications of these principles; and increase learners’ sensitivity to other points of view.

Around the table

Double C

Circles

• Learners discuss seated round a table.

• Group is mediated by a facilitator

• Facilitator is in the middle of the room.

• Layout that can be used for simple arguments and for groups with few people. The moderator is not present.

• Whiteboards are behind facilitator who can take notes.

• Different tables are organised for different topics or different groups.

• Every group can annotate using whiteboard.

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DOUBLE C

Movable boards can be used to explain subjects and for quick brainstorming

Use polypropylene sheets and attach them on the wall in order to draw, stick or display different materials or thoughts.

Arranging the tables in a double C-shape allows people to maintain eye contact both between them and with the screen.

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THE INFORMAL LEARNING SPACE According to Brown2 on the subject of informal learning spaces, any spaces outside the classroom can be used for learning. In this section will be presented five informal learning spaces that can be designed according to the new requirements.

2. The river terrace: the terrace opposite Europe Pavilion it is a wide flat place close to the river that can be used in the summer for informal learning.

3. The contiguous space: contiguous spaces to the training rooms can be thought of as extensions to the internal training rooms.

1. The transition spaces: these are all spaces that lead people to the training room.

Corridors and gateways are used by people 4. The informal cafeteria: page 56 moving towards the training spaces, or during the break. People can speak to each other, 5. The bridge: page 51 sharing observations and informally acquiring new ideas.

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THE TRANSITION SPACE How do we better utilise the pathways (corridors, pathways and gateways) on the campus? In spite of their only being transition points between A and B these areas can be conceived as informal learning transition spaces. People gather here during training breaks and before or after sessions, to review or exchange comments on the lessons. Provide a cosy transition space and allow people to feel comfortable in it.

Make the space clear and ordered, avoid over-information, use color and textured graphic wall to make the path clear and the environment sparkling.

This type of seat does not allow people to talk and discuss. We must be able to face rather than sit next to each other.

QR-Codes are one way to begin converting these legacy spaces into learning spaces. With QR-code you can share specific content, text, web pages, sound. An example is sharing the course agenda.

Wi-fi connections and sockets are essential to allow people to navigate the Internet and use laptops.

Provide stools and coffee tables (with socket) for allow people to sit and talk. Stools are simple but facilitate eye contact.

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THE RIVER TERRACE This flat wide surface is the perfect location for an external training room and for outdoor training sessions. It can also be used for projecting film and as a social space. In term of design the agorà concept has been proposed as already presented in the Learning Lab. With a semicircle of wood overlooking the shore of the Pò, people can sit here for a chat or for a training session.

The roofing protects from the sun

The semicircle of wood: people can have a seat here for a chat with colleagues, for informal training sessions or just to appreciate the panorama. This space can also be used for projecting films on a summer night.

Movable boards can be carried outside for informal training sesisons.

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THE CONTIGUOUS SPACE All those spaces outside the training rooms can be used as informal learning spaces. These spaces become an extension of the classroom. For organizing ice-breaking, brainstorming or open space events, people are more stimulated when they are outdoors and surrounded by nature.

Movable boards can be carried outside for brainstorming or visualising an activity outcome.

Foam cubes are easy to move and store, they can be perfect seats for participants.

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NOTES / CREDITS PREFACE pag. 3 Photo courtesy of © International Training Centre of the ILO, Turin.

INTRODUCTION pag.7 Make Space (1): Make Space (John Wiley & Sons, 2012) is a new book based on the work at the Stanford University d.school and its Environments Collaborative Initiative. It is a tool for helping people intentionally manipulate space to ignite creativity. http://dschool.stanford.edu/makespace/ pag. 9 Photo courtesy of © International Training Centre of the ILO, Turin. pag. 10 Photo courtesy of © International Training Centre of the ILO, Turin. pag. 10 Photo courtesy of Fausto Saltetti BACKGROUND INFORMATION pag. 12-13 Steelcase (2): Active learning spaces: insights, applications & solutions for a new learning spaces. (360 Steelcase education solutions, 2013). http://www. steelcase.eu/en/resources/360research/Pages/Overview.aspx

pag. 12 Malcolm Brown (3): Learning space. (Malcolm Brown, 2003) http://www.educause. edu/research-and-publications/books/educating-net-generation/learning-spaces

pag. 13 JISC (4): pag. 19 - 28 Steelcase quotations: Weelbeing (360 Steelcase education solutions, 2013). http://www.steelcase.eu/en/resources/360research/Pages/Overview.aspx pag. 19 - 28 Photos courtesy of Fausto Saltetti LEARNING LAB pag. 38 - 40 - 45 Photos courtesy of Officesnapshots.com SOCIAL SPACE pag. 51 - 52 - 53 Photos courtesy of Fausto Saltetti pag. 57 Photos courtesy of Arte Sella pag. 59 Photos courtesy of Officesnapshots.com WORKING SPACE pag. 65 Photos courtesy of Officesnapshots.com TRAINING SPACE pag. 81 - 83 Photo courtesy of Fausto Saltetti