Learning Space Design Guide V3

A six-part planning sequence

1. Intent — what learning and teaching outcomes should the environment support? Output: a small set of educational design intentions.

2. Activity — what will learners and educators need to do? Output: an activity and transition map.

3. Interaction — who needs to see, hear, speak to and work with whom? Output: an interaction and participation map.

4. Environment — what spatial, technological and sensory conditions are required? Output: design requirements and configuration options.

5. Implementation — what routines, capabilities and operational supports will make the space usable? Output: an implementation and professional-learning plan.

6. Evaluation — how will we know whether the environment is being used as intended and improving experience? Output: an observation, feedback and iteration plan.

1. Intent: define the educational case

Write three to five statements beginning with: "This environment should make it easier for learners and educators to..."

• Move between explanation, guided practice and collaboration.
• Make thinking and work-in-progress visible.
• Engage in practical construction, experimentation or rehearsal.
• Participate equitably from different locations or through different modes.
• Access quieter, lower-stimulation or focused working conditions.

Avoid feature-led intentions: "Use movable furniture", "install more screens" and "create an innovative look" are design responses, not educational intentions.

2. Activity: map what people will do

For each priority learning scenario, describe:

• The opening orientation or instruction
• Individual, paired and group activity
• Use of tools, media or physical materials
• Teacher movement and observation
• Student movement and access to resources
• Sharing, critique or presentation
• Reflection, documentation and reset

3. Interaction: design participation

Map interaction before choosing layouts. Consider teacher-to-class, teacher-to-group, student-to-student, student-to-resource and in-room-to-remote interaction.

• Can everyone see and hear the person or representation that matters?
• Can groups work without excessive acoustic interference?
• Can the teacher monitor and reach learners who need support?
• Can remote participants contribute, not merely watch?
• Can learners choose a suitable degree of social and sensory intensity?

4. Environment: translate needs into requirements

Layout and furniture — what configurations are needed? How quickly can they change? Where will furniture go when not in use?

Acoustics — how will speech remain intelligible? How will simultaneous group work be managed?

Visibility — what must be seen from where? Are displays, boards and faces visible without awkward orientation?

Power and connectivity — can devices be powered and connected without hazards or inflexible seating?

Lighting and display — can lighting support discussion, writing, making and screen use?

Storage and reset — can resources be accessed and returned efficiently? Who resets the room?

Accessibility — are circulation, reach, seating, sensory conditions and digital participation inclusive?

Hybrid participation — how will microphones, cameras, displays and facilitation support equitable interaction?

5. Implementation: design the practice around the place

• Develop two or three default configurations rather than expecting limitless choice.
• Create visible reset diagrams and assign responsibility.
• Rehearse transitions with staff and students.
• Provide professional learning focused on pedagogy and orchestration, not only equipment.
• Pilot with a small number of priority learning scenarios.
• Schedule technical, facilities and cleaning support.
• Agree what the space will not be used for if those uses undermine its intent.

6. Evaluation: study actual use

Observation — what activities occur? How long do transitions take? Where do bottlenecks, exclusion or distraction arise?

Teacher reflection — what became easier or harder to facilitate? What routines are still missing?

Student feedback — where can students focus, collaborate, access help and make choices?

Work and participation — is thinking more visible? Are more learners contributing meaningfully?

Operational data — how often is the space used, by whom and for which scenarios? What support burden does it create?

Common failure modes

• Buying furniture before agreeing on educational intentions.
• Treating flexibility as constant movement rather than purposeful reconfiguration.
• Creating many settings without teaching students how to choose among them.
• Underestimating acoustics, storage, reset time and cable management.
• Designing displays for presentation but not for group sense-making.
• Adding hybrid technology without redesigning turn-taking, facilitation and attention.
• Evaluating satisfaction only, without observing teaching and learning activity.

School planning questions

1. Which learning scenarios are currently difficult to enact?
2. Which users and access needs must be represented in the design process?
3. What existing practices should be retained?
4. What behaviours and routines must change for the design to work?
5. What is the smallest viable pilot?
6. What evidence will justify continuation, adaptation or scaling?