Scenarios for Learning Space Design Exercises

As part of the EDUCAUSE 2006 pre-conference seminar, “This is Not a Lab: Seminar on Developing Learning Environments,” the team created a set of fictional scenarios to support a workshop group exercise. Loosely based on actual experiences, the team thought these scenarios might be of interest others, so they have been republished here.

Scenario 1: Language Lab

Using the recommendations of a faculty committee, this fictional scenario focuses on the redevelopment of a foreign language laboratory. Scenario by Chad J. Kainz.

A year ago, the Task Force on Languages submitted its report on the future of language teaching and learning on campus. In the report there were a number of recommendations, but the largest was to reorganize and restructure the support of language programs. The recommendation stated that support should focus on activities that encourage small group interaction in collaborative settings with ready access to media resources, online tools, and other related technologies. In other words, the headset lab, cassette tape checkout model, and the support structure around the whole package was on the way out. In addition, the creation of original content that could be delivered anytime, anywhere should be central to the new academic program. Although anytime, anywhere implies no need for a venue, the task force believed that there is even more of a need for hub of related activity, the Language Center, but not as the venue to learn a language. Instead, it should be at the center of an immersive experience to learn a culture.

Wandering over to your favorite coffee shop Monday morning, you meet with the new Director of the Language Center to discuss the report and get your input on how the current space could be used after the reorganization. After listening to him describe the new direction for the Center, you quickly come to the conclusion that the design of the existing facility will hinder, rather than advance, the new model of language teaching. You point out that the area is largely drywall and paint, so one might want to think big and explore whats possible if one were not constrained by the existing walls. In the course of conversation, you learn that the language faculty want:

• Spaces to support small tutorial groups of no more than six in a very comfortable and inviting environment (most language tutorials have shifted away from the current lab and to the campus coffee shops because the headsets and lecture classrooms dont encourage natural conversation)
• Classroom lecture spaces for up to 18 people for Monday-Wednesday-Friday classes and smaller seminar spaces of no more than 12 on Tuesday-Thursday
• Media capabilities (video, audio, Web) in every collaboration and learning space including video conferencing in at least one room, if not more
• A number of development areas for faculty projects including studio space
• Office space for staff (including the director) that relates to the entire space as well as room for an audio/visual equipment and media lending operation
• Some lounge-like spaces for informal learning (including international TV broadcasts)
• An experimental space for trying stuff (whatever that means), and
• The whole space should act as one large conference center when needed (they believe theres enough campus demand for conference space that they can rent out the Language Center to other groups on weekends, evenings, and summers to generate revenue to offset operating costs)

Can you help us? the director asks.

Sure, you reply.

Great! I need to show something to the Dean by Friday.

Scenario 2: Lack of Computers

In this fictional scenario, a group of high level administrators come up with an idea to solve a problem. However, their problem becomes your problem. Scenario by Chad J. Kainz.

Over lunch on Friday of last week, the Director of the Library, the Chief Information Officer, and the Dean of Student Services discussed the state of student computing on campus. Among the broad range of topics, four items stood out:

• Most students had laptops, but they didnt necessarily take them to class (too heavy, not enough battery life, theft, etc.), and with email, chat, and social networking sites becoming more an more popular, students wanted to be more connected than ever before
• The widespread adoption of the learning management system coupled with the growth in electronic reserves was driving more use of technology in the classroom, but also triggered the need for students to constantly check materials online
• Students were doing more group projects that incorporated digital media and other content into “mashed-up” packages that were both personal and academic in nature, and
• More faculty than not were adopting specialized off-the-shelf applications as integral parts of the learning experience

In short, the existing computer labs were overcrowded, not for word processing, but for online communication, group study and collaboration, digital media production, and specialized application use. By the end of lunch, the team decided something needed to be done.

Unfortunately for you, it is capital budget season and the deadline for submissions for the next fiscal year is rapidly approaching. The CIO has asked you and a few others to come together and develop an idea for a new space for students that would minimally address the four areas they discussed on Friday. The library has agreed to “donate” some space that will be freed up after the compact shelving project is complete, so the charge is to come up with a concept that will fit into the librarys swing space. You learn of this today, Monday, and the deadline capital project proposals is on Friday. Anything is fair game at this point the important thing is to put together a compelling proposal by the end of the week.

Scenario 3: New Student Center

In this fictional scenario, a new construction project radically changes your plans for the week. Scenario by Chad J. Kainz.

It is early on Monday morning when you receive a phone call from the Associate Vice President for Planning who asks “do we need a computing lab on the far end of campus?”

“Sure, we’ve brought it up from time to time,” you swiftly respond.

“If a lab were over there,” she adds, “would it be possible include a couple of teaching spaces in it?”

“Depending on the space available, I don’t see why not…”

She breaks in, “if food were nearby, would that be a problem?”

“Maybe. It all really depends on the kind of food. People are better these days about food around computers, so it shouldn’t be too much of an issue.”

“And could the lab operate around the clock?”

At this stage, you realize this is not the typical space conversation. “Yes, depending on the operating budget, the design of the space, etc. Why do you…”

“Great!” she chimes in. “The President needs a concept for this new space for a trustees meeting at the end of the week. Can you put something together for me by Friday morning?”

“…ask?”

She informs you that the institution will be building a new large student center and as part of the building program, several senior administrators have suggested that a large computing laboratory with lots of work-stations be incorporated into the design to serve the computing needs of students on that end of campus. If possible, the space should also:

• Mesh with the retail dining program (which you have no clue as to the nature or form of the dining model)
• Incorporate teaching spaces to help address the space needs of the Registrar
• Provide some space for student center activities (whatever that means)
• Act as a conference venue for community events, and
• Operate around the clock as a potential social destination for all students, not just ones who hap-pen to have most of their courses on that end of campus.

You realize that lots of workstations isnt the norm anymore and fitting the program elements into the space is going to be a serious challenge. Unfortunately, you dont have time to debate the issue. You start contacting folks for an emergency planning meeting.