Leerarchitectuur : Een exploratief onderzoek naar de relatie tussen ruimte en leren in werksituaties en het ontwerpen voor leren dichtbij de praktijk

Abstract

The study develops a spatial perspective on learning which views learning as an intrinsic aspect of practice and the space which contains it. These spaces are the sites of social interaction that people create through activity, by doing things together. Learning is a natural yet crucial part of the activity. This interdependence between learning and space is elaborated in dimensions, learning directions, and principles for a learning architecture: a design discipline for the facilitation of learning. The proposed learning architecture as a form of facilitation is based on different perspectives, such as systems dynamics and Wenger’s social theory of learning. It can guide collective learning in work settings close to the daily affairs and concerns of professional practitioners. Who or what is facilitating the learning? Through this study the question became compelling and challenging. Knowing about where to go or where we are going to, is different from factual knowledge of the world and it’s structures. In a certain way one can organize the future by visions, setting goals and shaping frameworks, but the future still has to be produced on a local level. By designing for learning in several directions, learning architecture can enrich our future. The vector approach puts strength above power, quality above quantity and space above measurement. Designing for learning is a paradoxical job for it propagates freedom and yet stimulates learning in certain directions. Facilitation becomes a way of participating, focusing on questioning ways of working and cherishing what people have accomplished.