Skip to main content
April 15, 2020
ILETC Symposium releases Sector Leader John Dale's "Planning for changing pedagogies - Flexible facility design" report
The Innovative Learning Environments and Teacher Change (ILETC) international symposium has just released HED Pre K-12 Sector Leader John Dale's "Planning for changing pedagogies - Flexible facility design" report. Written and presented at the Transitions 2019 conference in Melborne, Australia, it is now free to the public.

The focus of this research paper is on recent examples of flexible educational facilities and a qualitative evaluation of how completed facilities can facilitate ongoing change in support of innovative learning environments. The case studies explored are evaluated based on a specific set of principles stemming from a systematic methodology known as Open Building.

Open Building is a 40-year old international movement with well-established principles driving the design of adaptable facilities. Current research is focused on gathering examples and assessing the completeness and success of flexible strategies. Of critical concern is the ability for design changes to take place at different levels of intervention, allowing incremental, somewhat autonomous changes within an overall building framework.

The paper draws on recently completed school projects in the USA: Arlington Elementary School in Tacoma, Washington; the Missouri Innovation Campus outside Kansas City, Missouri; the Geffen Academy at UCLA in Los Angeles and the Discovery Building at Santa Monica High School, Santa Monica, CA.

"There is a compelling need to design educational environments capable of change, to accommodate and support pedagogies that are continuously evolving," says John Dale, "As an architect, I advocate principles embodied in the Open Building movement, employing strategies supporting future change and collecting examples of projects, that, either intentionally or intuitively, enable such change. The goal is to make Open Building ‘normative’ so that, as designers of educational environments, we can move beyond the persistent limitations of traditional models."

Use the link below and turn to page 37 to read John's full paper.
Downloadable Content