Fostering Steps Towards Connection
Inspiring growth is at the forefront of educator conversations and development throughout the year. Connection is a substantial component of fostering this growth. Connection to self, connection to materials, connection to others, and relatedly – interconnection between those connections. Observing the definition of connect(ion) – it can be both something we do and a sense of being. We can consciously work to connect with ourselves, materials, and others. At the same time, we can subconsciously feel or not feel a sense of connectedness.
As mentioned by the University of Southern Queensland in an educational paper delivered in 2009 at the 2nd International PBL Symposium: What are We Learning About Learning –
‘Two educators share how they support [adult] learners enrolled both locally and globally to connect effectively with course content and with each other.’
Their study: The Power of Connection: Sharing Epistemological Approaches to Reach Beyond Knowledge and Skill Acquisition found, ‘That the CHE factorII (qualities of Connectivity, Humanness, and Empathy) are found a central tenet of effective learning and teaching.’
Stated in the MDPI, article The Relationships among Environments, External Knowledge Acquisition, and Innovation, ‘Based on data collected, we have found that dynamism, complexity, and hostility have all positive total effects on innovation and that they also have positive influences on firms’ external knowledge acquisition.’
“Increased environmental dynamism, complexity, and hostility seem to motivate or lead [firms] to adopt more innovations in terms of product, process, market, and management.’
The connections between self, materials, others, and, highlighted by MDPI – the environment, play a massive role within knowledge acquisition. Therefore, it should be respectably considered within the learning space design process.
MEANINGFUL SURROUNDINGS
The University of Oregon released an article in 2006 titled: Spaces for Education – The Building Blocks of School Design. In the opinion of their research outcomes, there are a handful of myths and truths about educational spaces …
Learning Space Myths
- Instruction is enhanced if distracting views of outdoors are eliminated.
- Features and systems such as technology and instructional media are what make or break a classroom as an instructional space.
Learning Space Truths
- More recent research demonstrates clearly that the opposite is true – windows and daylight enhance learning as well as human performance in general.
- The most fundamental aspects relate to basic human performance.
Library/Media Center Truths
- There is a ‘basic human need for such a place’ and that ‘isn’t going to change radically’.
- There must be a low-enough level of background noise to prevent distractions, yet a high enough level to drown out minor disturbances.
- There must be both adequate amounts of high quality [and natural] lighting that doesn’t create glare on pages or electronic displays.
- There wants to be an architectural character that attracts people to creative inquiry.
Corridor Truths
- These are the main arteries of a school. They are used much more than many architects realize, and the nature of the use is likely to change over time. Secondary schools sometimes want to use them as lounges, as small group study areas, and of course for storage with lockers [and cubbies]. The functional and acoustical needs of these may be in conflict.
Outdoor Truths
- Secondary students crave outdoor places for lunches and free periods.
WHAT’S THE CONNECTION?
The fundamental relationship between these environments is that humanity and connectedness are at the heart of each environmental truth.
Connection to natural light, connection to natural relatedness and social function, connection to space and need, connection to creativity and inquiry, connection to greenery and nature, and connection to the internal flow of a learning ecosystem.
CALL TO ACTION
Each space exists for a variety of purposes – however, each space must be designed with these essential connections. To cultivate growth, self-actualization, and exploration – this criteria must be utilized when measuring environmental capabilities. And continuously revisited as learning ecosystems change.
BASIC ELEMENTS – A BRAND NEW LOOK
NorvaNivel is excited to announce the introduction of 7 new innovations which take the basic need of connection and elevates it to the next level. Allowing for ease of connection, integration, and retention. These research-based human-centered designs can be combined in differing educational settings and for various age groups.
NorvaNivel exists to provide positive learning experiences for ALL. Regardless of physical, cognitive, or socio-emotional capacity.
Stay tuned for innovation spotlights. Accentuating each designs emphasis on connection and humanity.
REFERENCES
Kim, K.; Li, F.; Yoo, J.W.; Kim, C.Y. The Relationships among Environments, External Knowledge Acquisition, and Innovation. Sustainability 2020, 12, 5541. https://doi.org/10.3390/su12145541
https://pages.uoregon.edu/ftepfer/SchlFacilities/Spaces.html