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Project 2: Team Project

Page history last edited by Dan Gilbert 10 years, 6 months ago

Design a Learning Space/Design Learning Into a Space Project 2 Design Brief


EDUC 303X Designing Learning Spaces


2008 Projects

Project (Team Page)


Description Questions to Consider


Intel/India Community Technology Center team page


Community Technology Centers around the world

Intel's Digital Home and Digital Health Group Throughout India, there have been many appraoches to improving learning in residential and community settings. In this project, the team will propose a new community technology center for villages in India that integrates local cultural norms with Intel's experience managing community technology centers around the world. What parts of this space need to be fixed and what should be adaptable to local conditions? What affordances need to be in place to connect learning in the home with learning in community setting? What pieces of Intel's experience with computer clubhouses in the U.S. can be leveraged globally - which pieces need to be redesigned to meet local needs? What sort of community learning spaces exist now? Cyber cafes, what are the perceptions of cybers how do they contrast with understandings of computers in the home? What are the tools of learning that are the artifacts that embody learning?

Lucile Packard Children's Hospital team page: Learning in Hospital Setting

Lucile Packard Children's Hospital School, PAUSD The Palo Alto Unified School District operates a school for patients and family members at Lucile Packard Children's Hospital. Each child is a part of this school for a different length of time and the teaching team does extraordinary logistical coordination as well as instruction. As the hospital embarks on an ambitious expansion project, the school team is looking for creative ideas on how their space can better serve their teachers and their students. What should be included in the classrooms? How can the learning activities of the the classroom be connected to patients who can't leave their beds? What can be designed into the space that connects students with their home schools? How can designers work with the constraints of a hospital setting to support collaboration? How can the design team balance design learning into a space as opposed to redesigning the space itself?
Stanford Graduate School of Business team page: Graduate Student Study Spaces Stanford Graduate School of Business Stanford's Graduate School of Business is designing a new campus scheduled to open in 2010. As a part of that campus, the GSB community wants a significant number of student study rooms and breakout spaces to support a broad range of student and faculty-led activities. that will support the broad range of projects that GSB students will do. What should these rooms look like? What should be included? What could the range of learning spaces look like? How might these spaces look and function differently depending on where they are? Will a 4-person study nook outside of a classroom have the same functionality as a larger space in the residences? What other value might the GSB community get out of these spaces beyond a place for teams to do work?
Stanford Art Library team page :Rethinking Libraries Stanford Art and Architecture Library Stanford's Art and Architecture Library will move in 2009 to a rennovated space in Stanford's old Anatomy Building close to Cantor Arts Center. This project is to develop a plan for the space that encourages active learning and exploration for students and researchers while preserving the culture of a very traditional discipline. What could a library look like? What could the range of learning spaces within a library work together? How can the library support active collaboration, digital preservation and digital art projects, and independent work with specialized artifacts?



Children's Discovery Museum San Jose team page: Outdoor spaces that promote scientific inquiry

Childrens Discovery Museum of San Jose

Children's Discovery Museum of San Jose (CDM) is looking to develop an experience that connects the museum experience with the Guadalupe River restoration project happening immediately adjacent to the museum. One concept they have been thinking about is Richard Louv's "Nature Deficit Discorder" and are looking for ways to get children from San Jose more connected with the natural world. This team will develop a proposal for a space that promotes scientific inquiry, connects with the Museum's other exhibits, and connects youth with the natural world.


How can the museum take advantage of the science happening immediately outside its walls? How can visitors of all ages be encouraged to ask questions about scientific process and evidence? "We're a museum, not a park" - how do we balance unstructured time outside with structure and goals of museum - how much should it relate to the river? How can we connect with the different communities in San Jose in an appropriate way (i.e., using bamboo to connect with Vietnamese community)?
Innovative spaces in K-12


[NOCCA team page

New Orleans Center for Creative Arts/ Riverfront The New Orleans Center for Creative Arts Riverfront is one of the premier arts education centers in the country. The school reached out to Stanford for help in rethinking the design of its space and assessment tools as a component of their strategic plan for growing NOCCA and including core curriculum to complement theiir arts curriculum. This team will work with the school's leadership team and its head librarian to re-imagine the school's library and commons learning spaces to support collaboration, interdisciplinary work and innovative assessment. NOCCA Library How can institutions use space to build connections amongst learners, teachers, and the surrounding community? How can space support a learning community internally and promote interdisciplinary activities? What role can a library play in bringing together arts curriculum and core curricululm? How can a K-12 environment take advantages of lessons learned and best practices from Wallenberg Hall?






- Combine theory with practice working with real-life partners responsible for real-life spaces

- Gain practice with design strategies and applying learning theories

- Think deeply about assessment tools and generate innovative assessment strategies




As a team (2 – 4 people) identify an actual learning space, work with a contact from the organization that uses that space, then propose a design that makes that space better for learning for at least one group of learners. You can work with one of the organizations where the instructor has contacts, or you can use/develop your own contacts at another institution that is more interesting to you.


Imagine your team will present your design to a board of directors, foundation or other decision makers. For example, if you want to design a new exhibit for the Children’s Discovery Museum, imagine you are presenting to a foundation that might fund the project; if you choose to create a new classroom for a local school, imagine you are presenting to the district’s school board. There are no budget constraints and you do not need to propose a budget with your redesign, but you can only use existing technologies and materials.





1) Complete a visual product that demonstrates your design. This could be an actual model, a Google Sketch-up model, a visual/portfolio/website/storyboard, etc. or anything else that allows an audience to see your team’s thinking


2) 10-12 page written report describing the entire project including

- Design rationale: why is the intervention important now? Where is the learning?

- Assessment Plan: How could you establish a minimum improvement in learning? What is the best-case scenario? What is more realistic?

- Images, sketches, mockups, observations, interviews, and any other data that you gathered or iterations that you produced throughout the project

(additional appendices okay, but consider how you might include that information in this wiki too)


3) In class skit/enactment/commercial/video/tour of how your space works. How are people engaged in your space? With props, script, etc. The class has to “get it” through this presentation. 3 minute maximum.


Each group will also take questions from the class during the final presentation.




- April 11: Form teams and pick partner institutions


- April 25: Share brief updates from each team – Made contact, first observation, expected challenges, etc.


- May 2: Present Personas you have developed for your group


- May 16: Present Scenarios and any other ideas you want feedback on from our community


-May 30: In-class presentations and feedback




- Creativity of Intervention: reflection of learning principles? original assessment ideas?

- Level of detail in observations: uncovering multiple perspective, identifying multiple audiences and stakeholders, incorporating, contextual elements, explicit and tacit information

- Demonstrated understanding of specific space, organization, and people involved

- Clarity of Presentation


What’s Different From P1:


- More sophisticated integration of learning principles, design process and assessment approach (but remembering that the learning comes first)

- Refined understanding of the organizations around the space being designed

- Work on best-case scenario and present from there.

- Gain experience working with others and with constraints of real life.


Time for Project:


30 hours per person maximum, including preparing for skit and website/visual/portfolio


Due: All materials due by June 6, 2008


Examples from Previous Years:


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2007 Final Report from Stanford Schools Team Inside the Box FINAL 2.pdf



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