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Learning lessons from end users I
nnova Design Solutions are specialists in the design, manufacture and installation of education interiors and it’s our belief that staff and students
should be at the heart of every project. That’s why we consult with end users before we start designing every classroom we create. It’s also why we’ve been asking secondary school students what they think
the school science lab of the future will look like. Our Lab of the Future competition called on 11 to 16 year olds from across the country to design their vision of what a lab might look like in 20 years’ time – and the results they came up with might surprise you. Peter Smith, Director of Innova Design Solutions, highlights the key
findings from the competition – and what educators, architects, and construction companies can learn from them. * Put the teacher at the heart of the learning space. You could be forgiven
for thinking many students would like to get rid of the teacher all together, but far from it. The designs we received for the Lab of the Future competition overwhelmingly placed the teacher at the centre of the learning space – in some cases literally, locating them in a circular tiered auditorium which radiated out from a central teaching hub. The fact so many designs focused on making the teacher’s job easier
shows pupils have a clear grasp of the role and are keen to free up teachers’ time so they can spend longer helping students. Ideas including layouts which improved lines of sight and the streaming of lessons via students’ tablets and holographic displays reflected a keenness to learn and to gain and retain teachers’ attention. * A tech driven approach. Unsurprisingly, technology was a key element in
all the entries we saw. Today’s secondary school students have grown up with PCs, mobiles and tablets, and for them the virtual learning environment is as important as the physical one. Many students see technology as a way to resolve the issues they encounter in science labs: difficulties hearing and seeing the teacher were not only resolved by addressing the classroom layout, but also by using holographic displays and projections at students’ workspaces.
Technology was also adopted to help students learn at their own pace
(through the use of holographic glasses to conduct virtual experiments) and to take on projects as a group, with desks and walls designed to support immersive technologies and 3D projection systems. * Fixed but flexible. Creating science classrooms which allow students to
move seamlessly between theory and practical sessions is key when space is at a premium and open plan spaces divided into distinct zones are an effective way to address the problem. Yet it seems students see things differently: rather than choosing loose reconfigurable furniture many students opted for multifunctional fixed furniture which could accommodate theory work, practicals and virtual experimentation within one unit. * Save time and cut clutter. Innova’s designers specialise in creating lab
solutions which cut prep time and save space, and so it seems do students! Reflecting their eagerness to get on with the business of learning, their designs for the Lab of the Future incorporated built in storage underneath benching and within walls and floors, as well as some more unusual ideas, including equipment conveyor systems and vending machines to cut time wasting and keep surfaces clear. Innova aims to provide the best possible solutions for end users, the Lab of
the Future has given Innova a fascinating insight into how students engage with their learning environment. Today’s tech and design savvy pupils want classrooms that inspire as well
as instruct, but also seek spaces that are practical, flexible and facilitate their learning. Their high expectations of what a science lab should deliver will only continue to grow, making it vital for educators, architects and designers to listen. To find out more about Innova’s student and teacher-focused approach to
education interiors, call 0161 477 5300.
uwww.innova-solutions.co.uk
September 2015
www.education-today.co.uk 9
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