Design Principles: Case Study Phillip D. Long, MIT Copyright Phillip D. Long, 2004. This work is the...
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Transcript of Design Principles: Case Study Phillip D. Long, MIT Copyright Phillip D. Long, 2004. This work is the...
Design Principles: Case Study
Phillip D. Long, MIT
Copyright Phillip D. Long, 2004. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.
A Schematic of LSD Process - Learning
• Identify learning principles • How is the space used now?
– What types of learning activities are important in that space?• As it is currently used• As desired in the end steady state
system?
MIT’s vision clusters around two themes
• Expand MIT’s reach and influence
– Expand MIT education globally to top-tier students
– Offer MIT education and training to corporate partners
– Share educational content via the Internet with the world
• Improve the experience “at home”
– Enhance the core residential educational experience
– Meet the lifelong learning needs of MIT students
– Create flexible ways to pursue educational and research excellence
– Engage and strengthen the MIT community
Strategic thrusts of MIT
• Transform the learning experience to promote active inquiry
• Bolster the commons of the mind• Experiment with new modes of
inter-institutional collaboration• Facilitate an extended university
community
LSD Process - Design
• Determine the design principles that support the pedagogy – For example, through a design
charrette MIT identified the following design principles
Design Principles
• Design for people not ephemeral technologies– Transparency, natural light, operable
windows• Enable technologies brought to
spaces rather than provide technologies for spaces
Design Principles
• Space cycles prevail over machine cycles • Spaces vary from hard to soft - emphasize
soft spaces• Spaces should be “zoned”for sound/activity
- – quiet/noisy;– High/low turnover;
• Flexibility over fixed• Design for a 24 hour day• Identify learning modes enabled
Learning Mode Analysis
• Learning modes are the practical clustering of learning activities and their physical/spatial dependencies
• An example:– Mode: Project Design – Attributes:
• Size - is it a big or small project?• Length - does it take a term or a class session?• Space - does it require dedicated space?• Interaction requirements - do students need to work in
groups and report back as a class?
21 learning modes for Aero-Astro
• Large systems• Design project• UROP• Large student project• Class/lab experiment• Operate• Linked project• Grad thesis• Teachin in Labs• Research Design Support• Income generating external
• Outreach• Tinkering• Self-directed• Lecture/presentation• Interactive e-classroom• Paper/conference
(&design competition)• Collaborative project• Site visit• Distance learning
QuickTime™ and aPhoto - JPEG decompressor
are needed to see this picture.
QuickTime™ and aPhoto - JPEG decompressor
are needed to see this picture.
Transparency - connecting people
Learning PrinciplesL
Design PrinciplesD
Learning ModesM
Localize to Institutional Culture
Localized to Curriculum& neighborhood
Final Schematic
Credits and References
• Slide 7, New Yorker Magazine, http://cartoonbank.com• Slide 15 - 1918 photo of Bldg. 4 lecture hall, courtesy of the MIT Museum• Slides 14, 16-19: data drawn from the following resources:
– Kuttner, Peter, FAIA, Cambridge Seven Associates, presented initially at the Project Kaleidoscope Workshop “Planning Facilities for Science”, April 10-12, 2003, http://www.pkal.org/open.cfm?d_id=183, Drury University.
• Picture credits, slides 28-34, courtesy of Nick Wheeler Cambridge Seven Associates, Inc.• Edward F. Crawley, Cory R. A., Steve Imrich Hallam, “Engineering the engineering learning
environment”,written for presentation to the SEFI Annual Conference, Firenze, Italy, 08-11 September 2002 http://www.cdio.org/papers/papers_lab.html
• General:– CDIO Papers and presentations, workshops-laboratories, http://www.cdio.org/papers/papers_lab.html – Learning Design Principles - summary of the Cluster Space Charrette, held at Endicott House, Oct. 1, 2003, under the
sponsorship of the Division of Academic Computing, MIT,led by Phillip D. Long, Sr. Strategist for Academic Computing, and, Wiliam J. Mitchell, Dean, School of Architecture and Planning.
– CDIO web site: http://www.cdio.org/ ,– CDIO Jan. 12-15 Collaborators Meeting, Royal Technical University, Stockholm, Sweden,
http://www.cdio.org/meetings/jan04/index.html