In Sync:
Environmental Behavior Research and the Design of Learning Spaces

by Lennie Scott-Webber

Clearly, space affects learning behavior. Yet even in this new Knowledge Age, designers go back constantly to familiar Agrarian and Industrial Age learning space models. For the past decade, SCUPer Lennie Scott-Webber has worked assiduously to comb through the latest behavioral and sociological research relating to how people interact with the built environment. She's taken what used to "sit on shelves in the ivory halls of academe" and has applied it to the physical design of interior learning spaces. Her work, shared in this elegant book with clear and over-sized diagrams and charts, establishes five different archetypal environments that support knowledge sharing: Environments for Delivering Knowledge; Environments for Applying Knowledge; Environments for Creating Knowledge; Environments for Communication Knowledge; and Environments for Decision Making. There's more to classroom design than simply considering what technology to put into the classroom. Designers and clients, whether in education or the corporate world, will each enjoy the way existing environmental/behavior research can be applied to the thoughtful consideration of these archetypes, either standing alone or used in combinations to create rich, interactive learning spaces.

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©SCUP 2004
ISBN 0-9700413-6-5

 (PDF 2.7 MB)

Table of Contents

Chapter 1

• Introduction

Chapter 2

• Environment/Behavior Basics
• Territorial Behavior
• Situational Behavior
• Personal Space Behavior

Chapter 3

• Remnants of Agrarian and Industrial Age Models
• Agarian Age
• Industrial Age

Chapter 4

• Knowledge Age

Chapter 5

• Archetypal Applications for Knowledge Age Settings
• Environments for Delivering Knowledge
• Environments for Applying Knowledge
• Environments for Creating Knowledge
• Environments for Communicating Knowledge
• Environments for Using Knowledge for Decision Making

Chapter 6

• Putting it all Together

Chapter 7

Glossary

Bibliography

Appendix ATables

• Situational Behavior—Proxemic Zone Attributes
• Archetypal Attributes for Knowledge Environments
• Environments for Delivering Knowledge—Archetypal Attributes
• Environments for Applying Knowledge—Archetypal Attributes
• Environments for Creating Knowledge—Archetypal Attributes
• Environments for Communicating Knowledge—Archetypal Attributes
• Environments for Using Knowledge for Decision Making—Archetypal Attributes
• Collaboration and Self—Direction Matrix

Appendix B

• Figures
• Focal Point—Public Proxemic Zone (Sociofugal Arrangement)
• Sociofugal Arrangements (Linear)
• Sociofugal Arrangements (Linear)
• Sociopetal Arrangement (Radial)
• Individual Proxemic Condition—Individual's Core Needs
• Impromptu Team Conditions—Multiple Core Arrangements
• Project Team Conditions—Multiple Core Arrangements
• Individual Conditions—Multiple Core Arrangements
• One-Room Schoolhouse Floor Plan (Footprint)
• Typical Classroom Floor Plans
• The Classroom
• Assembly-Line Learning Floor Plan
• The Lecture Hall—(Portrait)
• Applications for Delivering Knowledge—(Portrait)
• Typical Medium-Sized Lecture Hall Floor Plans—(Landscape)
• Typical Large Lecture Hall Floor Plan—(Portrait)
• The Computer Lab and The 3D Workshop and Materials Lab
• Application for Applying Knowledge—(Landscape)
• Applications for Applying Knowledge—(Landscape)
• Applications for Creating Knowledge—("Caves and Commons")
• The Studio
• Study Nook
• The Impact of Informal Learning
• Applications for Communicating Knowledge
• Applications for Using Knowledge for Decision Making
• Applications for Using Knowledge for Decision Making
• Applications for Using Knowledge for Decision Making
• Typical Meeting Room Floor Plans
• An Archetypal Campus for a Community of Learners—Interaction
• Blocking (Privacy Zoning)
• An Archetypal Campus for a Community of Learners—Functional Fit
• An Archetypal Campus for a Community of Learners—Details

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About the Author

With 25 plus years as an interior designer, researcher, international speaker, educator, and academic administrator, "Dr. Lennie" works as a specialist in the design and planning of environments for sharing knowledge as president and CEO of In_Sync. Her philosophy incorporates the integration of research for informing design resolutions. The design focus is on environments for knowledge sharing—higher education and corporate learning centers. As an environment behaviorist her research has centered on knowledge sharing scenarios relative to adult learners. Webber's former roles include: chair of The School of Interior Design at Ryerson University; the director of Applications Research for Vecta a Steelcase Design Partnership Company; faculty member at Virginia Tech; and owning and operating her own full service interior design firms in both Canada and the United States. This book, In Sync: Environment Behavior Research and the Design of Learning Spaces, exemplifies her belief that research should inform design. As a researcher, she has over 70 publications to her credit, is an associate editor of Planning for Higher Education (PHE) as published by the Society for College and University Planning, and is a frequent guest speaker at national and international forums.