TABLE OF CONTENTS

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INTRODUCTION Context: The LICA Building Current Campus Learning Spaces Secondary Research Furniture Colour and Accessories AmbienceAIMS & OBJECTIVESETHICAL CONSIDERATIONSDESIGN METHODOLOGY Stage 1: Online Survey Stage 2: Camera Study Data Analysis Stage 3: Focus Groups In-Depth Video Interviews Stage 4: Stakeholder Maps and User Personas Stage 5: PrototypingRESEARCH FINDINGS & IMPLICATIONS Theme 1 --- “Home” Theme 2 --- Distinct places with distinct purposes Theme 3 --- Adaptive, Flexible, VersatileIDEA GENERATION IDEA DEVELOPMENT & SYNTHESISLIMITATIONS & EVALUATIONREFERENCES

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INTRODUCTION

Traditionally learning spaces have been restrict-ed to the confines of the library or the lecture hall, and designs have reflected the relatively formal and static nature of such spaces. Howev-er, the proliferation of portable technologies and the ever fluid nature of learning have re-organ-ised perceptions of learning spaces, extending beyond the classroom, indeed to all corners of campus (Neary et al., 2010); thus the process of designing a successful learning space that can be used by all students is becoming increasingly complex. To fulfil the varied and fluctuating needs of the student population within a single space pre-sents multiple challenges for designers, over-coming matters will require a holistic approach to design, one that focuses on the active role of both the learner and the environment in shap-ing one another (Lippman, 2010); a process that will rely heavily on contextual variables, and an understanding that learning is not only time and place specific (Lippman, 2010) but a highly indi-vidualistic process.

To ensure such an approach, copious research will be required to gain insights into potential us-ers and uses, identifying the needs and wants of stakeholders in order to enable the creation of a multifunctional space that accommodates the varying activities associated with contemporary learning. It may also prove prudent to place thenew learning space within the context of existing ones as a means of cross comparison to eval-uate both successful and unsuccessful compo

nents, as well as a method of identifying missing components that could be incorporated into fu-ture design proposals; eradicating the one size fits all approach should facilitate the develop-ment of a unique and fit for purpose space.

Context: The LICA Building; The LICA building has been the heart of the de-partment since is development in 2010, ever since it has provided spaces for performances, events and research practices on behalf of the students and the academic staff. The develop-ment of the top floor (C Floor) provides the de-partment with further opportunities to increase activity in terms of teaching and research, and provides the student body a sense of community in the form of a “LICA version of the LU Learning Zone”, enabling users to tailor the space to meet their own specific and unique requirements. The subsequent report will guide the designing of the afore mentioned space, drawing on primary and secondary research sources as a means of producing a well-supported and practical design outcome.

Current Campus Learning Spaces:

Currently across campus there appears to be a dominant emphasis on formal learning spaces, with areas such as the Learning Zone and Library focusing on highly functional furniture and stark artificial lighting. Whilst such design aspects may indeed be conducive to highly focused,

The ‘quiet’ learning space provided in Lancaster University’s library.

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individual work and, on occasion, collaborative group work, the clear lack of informal, relaxed spaces may restrict learning related activities and presents a platform for future campus devel-opment, more closely related to the fulfilment of the user’s needs.

Insights collected from the existing student body regarding the current refurbishment of the library highlighted dominant themes for future consider-ation, these included:

a) The availability of food and drink, in particular facilities for making hot drinks and heating food, rather than traditional vending machines:

“A microwave and a kettle in a designated area in the library (preferably a kitchen) will help promote healthy diet for students and would be less of a distraction especially during exam periods.”

b) The provision of stationary supplies:

“The vending of stationary would be nov-el! Students would love to be able to access stationary when in the library; they do not want to arrive for a revision session and re-alise they are missing half of their vital in-struments”

c) Better décor in terms of inspirational art and quotes:

“An entire wall dedicated to inspiration-al, motivational, encouraging quotes taken from well-known and lesser known, authors, philosophers, etc.”

Secondary Research:

...“a learning space should be able to motivate learners and promote learning as an activity, support collaborative as well as formal practic-es, provide a personalised and inclusive envi-ronment and be flexible in the face of chang-ing needs…”

JISC, 2006

Prior to the collection of primary research, which will adopt a more detailed and context specific approach to the design solution, secondary re-search will provide the necessary foundation from which to further develop. Traditionally, as can be seen with the previously discussed learning spaces across campus, interiors in universities are rather institutional and tend to express unifor-mity through shared colours and furniture. Whilst this may have suited the once highly structured approach to learning, such a blanketing style no longer seems relevant, particularly when one is addressing the highly idiosyncratic needs of a single academic department, to enrich the learn-ing of students we must “stop pigeon-holing the

The HUB Cafe, an informal learning space in Lancaster University’s Management School.

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learnng experience” (Gale, 2006) and begin de-signing spaces that can accommodate the needs of the student body, no matter how diverse.

Furniture:

Although it may seem logistically unviable to at-tempt to design a space that can meet the de-mands of a diverse student body, contemporary designs for learning spaces place great empha-sis on the importance of multi-functionality and flexibility (JISC, 2006), such characteristics can be greatly facilitated through the introduction of varying forms of interchangable furniture, includ-ing seating, tables and room partitions. A suc-cessful example of this can be seen below in the design of North Hertfordshire College (see image on the right) where a variety of adaptable furniture layouts have been implemented, pro-viding students with the opportunity to adapt the space depending upon their needs at any giv-en time. Such fluidity in design ensures that the space can quickly and easily adapt to changing situations, arguably this creates a relatively sta-ble design, where functionality remains consis-tent across time.

Whilst function must of course underpin all as-pects of the design for a learning space (Lip-pman, 2010), aesthetics and design contribute greatly to the motivation of users. Students are notably “drawn to spaces that are open, inviting, and stimulating” (Wedges and Kearns, 2005) thus encouraging them to engage in conversa-tion with one another, and to stimulate the shar-ing of ideas; an element that seems particularly applicable to the LICA context.

Colour and Accessories:

A further point to be considered, as previous-ly mentioned by current Lancaster studentsconcerning the development of the library, is the incorporation of aesthetic elements into the space. Firstly, and seemingly most importantly, is the in-clusion of colour into the space. Colour can dras-tically effect the ways in which students engage with any given environment (Hankinson, 2013). Colour combinations must be carefully consid

ered and executed, not only to ensure the right atmosphere within the space, but to also ensure harmony between the new development and the existing infrastructure.

Furthermore, accessories and details can be successfully utilised to create a comfortable and familiar environment; an example of both colour and prop use can be seen at Birmingham Met-ropolitan College (below), where colours have been successfully combined with bold displays to enable students to showcase their own designs. This application may well be highly relevant with-in the design of the new LICA space, as it will en-able students to contribute to the overall aesthet-ics, thus creating a space that the LICA students, no matter their discipline, can truly identify with.

Above, a flexible learning space at North HertfordshireCollege; below, showcasing student work in a learningenvironment at Birmingham Metropolitan College.

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Ambience:

A final detail that seems noteworthy during pre-liminary research is the creation of an enjoyable atmosphere within the space itself. Whilst such an element within a space can often prove diffi-cult to manipulate, the use of lighting techniques can help create a positive working environment. The use of natural lighting is highly recom-mended as a means of creating balance within a space, not only does natural lighting reduce energy consumption, but also boosts work pro-ductivity (James, 2006). Thus, it seems it may be beneficial, where possible, to rely on natural lighting as a source, however in this particular context, such a source may not provide sufficient lighting for purpose. Therefore, artificial sources will be required to increase lighting intensity. As a means of ensuring the correct lighting sources are provided, further research will be required to understand the user base, however for now referring to a successfully ambient setting will provide the necessary foundation, an example can be seen at Glasgow Caledonian University effectively manages artificial and natural sourc-es to create soft lighting that is stimulating for a working environment.

Having briefly reviewed existing literature and learning zones as a basis for the development of a design proposal for the new LICA space, it is overwhelmingly evident that the design process for a learning context cannot be generalised; despite the existence of theory concerning the effect of lighting, colours and other design fea-tures, the need for truly individualistic insights and context specific variables is great; only then can one create a truly effective space.

AIMS & OBJECTIVESTo create a design solution for the potential learning space within the LICA building, by ex-ploring the current and potential uses of Lancaster’s informal and formal learning spaces, and understanding how these spac-es do, or do not, accommodate the needs and wants of key users and stakeholders.

Objectives:

1. Identify the current users of formal and infor-mal learning spaces.

2. Identify the needs and wants of potential stakeholders.

3. Explore the current and potential uses of learning spaces.

The Northern Oak, one of the many locations on campus that are used as informal learning spaces.

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A combination of natural and artifical lightingat Glasgow Caledonian University.

ETHICAL CONSIDERATIONSBefore conducting research accounted for any ethical considerations that may have arisenwith our participants. We were required to present an Ethical Review Form for Research Involving Human Participants to our supervisorfor approval. This indicated that our studies would pose no risks to the participants and ensuredtotal anonymity regarding any information pro-vided, allowing us to begin the research.

Respondents of the online survey were first tak-en to an informed consent form that providedinformation about the study, assured all responses would remain confidential, and required them to agree to voluntary participationbefore being presented with the survey.

Those who partook in the focus groups or video interviews were presented with a consent form prior to participation, which details the purpose and process behind the research as well as a guarantee of full confidentiality in the use of the findings. Those being interviewed were aware that their participation was video-recorded and that the files would not disclose their names or other personal details, and would be solely for academic use within the research project. The consent forms were to be signed and dated by the participants. All participants involved were given an e-mail address if they wished to contact us with any questions about the research study or how his/her contribution would be used.

Vibrant colour use at Plymouth University; top left, informal learn-ing at the City Lit cafe; top right, a relaxing and comfortable study environment at Glasgow Caledonian University.

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In order to address each of our objectives, we needed to settle on a range of methodologies that allowed for a smooth transition from the problem definition stage through to the delivery of the fi-nal design solution. Utilising the Design Council’s (2015) ‘double diamond’ design process model as a prompt and guide, it was possible to not only select the most appropriate methods to use within the context of the project, but also to

ensure that the methodology covered eachof the bases indicated in the model: Discover,Define, Develop and Deliver. Considerationof the temporal restrictions of the project was vital - in this case, the project had to be completed within a span of ten weeks – as was the acknowledgement of potential restrictionson available resources, primarily relating tothe monetary costs required of certain choices

DESIGN METHODOLOGY

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in methodology. Thus, we decided on a five-stage, linear design process (see previous page) that led us through all of the Double Diamond stages, as depicted above.

generate information on demographics and us-age patterns that could be of use in later stag-es of the project. In an era of widespread digital communication, using an online platform for this survey holds the most appeal, as this would op-timize its reach and enable circulation through social media channels and e-mail, as well as in printed form. These types of software are also particularly useful in that they provide a degree of interactivity that print surveys do not, such as through the use of moveable scales and indica-tors.

Process:

The survey was created online and involved a se-ries of questions in various formats that required participants to reflect on their current use of Lan-caster University learning spaces and allowed them to think about their ideal designs in a fu-ture learning space. The survey was distributed through social media platforms (Facebook) and circulated via university e-mails. Respondents were required to be current students at the uni-

Online Survey (Discover)

In order to put the design problem into perspec-tive, obtaining additional background information on the existing formal and informal learning spac-es available to Lancaster University students is imperative. Distributing a survey amongst both users and non-users of the various learn-ing spaces would provide insight into a range of factors that could prove vital to developing a solution that truly reflects the wants and needs of these individuals. A survey would also provide an opportunity to incorporate additional design tools, such as questions that draw on scenariosor ‘powers of ten’. We would also be able to

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versity. A hardcopy of the survey was also tak-en around the Learning Zone and gave a further opportunity for students to give their answers in person. Overall, the circulation of the survey was successful—over 70 participants were recorded which provided a significant amount of informa-tion for data analysis.

Camera Study (Discover)

While the survey would provide additional infor-mation about the attitudes of users towards exis-tent learning spaces, conducting a camera study would compliment these findings, capturing how the spaces are used in real-time. Observing these areas throughout various times of the day would enable us to understand how they are used, as well as when they are most and least frequented by their users. Furthermore, photographic docu-

mentation of the design and features of existing learning spaces could guide the development of a design solution, supplementing survey data about which of these have, or lack, appeal to their users. The camera study would also pro-vide insight into why users of informal learning spaces may choose to use these areas instead of the locations that have been officially provided for them.

Process:

The camera study was conducted across various formal and informal learning spaces throughout the university campus. The documentation of the use of these spaces by students and other stakeholders occurred at various times through-out the day to observe peak and off-peak hours. The pictures were taken in the Learning Zone, Library, LICA Building, the Hub, and Biology building.

Data Analysis (Discover)

Within this time span, the survey data would also have to be analysed and understood, such that any significant findings could potentially guide the remaining stages of the design process and thus, the final design solution. By identifying any recurring themes throughout the survey results, it may be possible to explore these particular concepts in greater detail in the focus groups and in-depth video interviews.

In addition to analysing the data gathered from the survey, this period of time would also be de-voted to scouring through other sources of rele-vant statistics and insights. Of particular interest are the university’s Information System Services’ (ISS) records on pod bookings and laptop rentals,as well as up-voted public suggestions for improvements to existing learning spaces on the pages of innovation events such as Impact LUMS and Jolt The Library. Each of these sourcesof data could provide insight into the peaks and troughs of learning space usage, the popularity of services offered within these spaces, as well as an idea of what students currently feel is miss-ing from existing learning spaces on-campus.

The groupwork-oriented Learning Zone.Above, Lancaster University Library.

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Process:

The data collected from the surveys was par-ticularly useful in creating a concrete and visu-al depiction of various factors in current learn-ing spaces across campus. The data about the learning zone in particular was used to determine the importance level of these factors as well as the positive feedback students had to give about each. Members of the ISS were also contacted via e-mail and followed through in providing the data on pod bookings as well as Jolt the Library, setting up possible questions for focus group participants as well as interviewees.

Focus Groups (Define & Develop)

Informed by the prior methods, focus groups are a useful method for allowing re-searchers to develop an even greater understanding of ‘user’sreactions to and ideas about a topic’ (Design Council, 2015). In this case, the focus group would enable us to make insights into the attitudes of users towards existing learning spaces, as well as uncover additional factors that would need to be considered when design-

Each of the focus groups aimed to engage 5-7 participants in discussions and generative activities.

ing the LICA learning space. A subject of partic-ular interest to us is whether the learning envi-ronment wants and needs of LICA students are significantly distinctive from those of non-LICA students.

As focus groups are intended to bring out the tac-it knowledge or inner feelings of its participants, projective techniques and generative methods such as collaging and modelling would be incor-porated into the agenda of the focus group. Each of these techniques are particularly creative and can be ‘used to discover [the] emotions, feel-ings or wishes’ of participants (Design Council, 2015), all of which will be especially useful in the ideation stage. In addition to providing inspira-tion and ideas for the final design, engaging the focus group participants through these activities will allow them to feel that they are taking own-ership of the project as well, encouraging them to expel greater effort. Also, as users of learn-ing spaces on campus, these participants are regarded as ‘experts of their own experiences’ (Hagen and Rowland, 2011), each harbouring thoughts, ideas, and insights that may prove sig-nificant over the course of the project.

Process:

Two focus groups were conducted each with approximately 5-7 participants in attendance. A

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A process was used to ensure that the focus groups were conducted in a smooth and time-ly fashion. First, an introduction was given by the moderators, who gave a bit of information about themselves and the reasons behind the research. Then, questions were posed that al-lowed participants to reflect on their current use of learning spaces across campus and any strengths/weaknesses they associated with

certain areas. Sticky notes were incorporated to the question and answer session to require par-ticipants to narrow down their thoughts into key words or phrases. After a brief discussion of cur-rent learning spaces, each participant was asked about his or her wildest component of and most ideal space. They were then taken to the poten-tial LICA learning space to initiate a brainstorm session for the space’s design using colourful markers, magazines, collages, lego pieces, and so on. These participant prototypes would be used in our final ideation stage.

In-depth Video Interviews (Define)

Just as with focus groups, in-depth video in-terviews allow researchers to obtain an even greater understanding of the needs and wants of potential users. When filling out a survey, for example, respondents often mention solely what they can think of at the moment. Comparatively, the high-involvement nature of an in-depth inter-view may bring forth themes and concepts that a survey respondent may have otherwise failed to mention. Lasting approximately 45 minutes, some of these interviews will be conducted as a follow-up to participation in the focus group, dis-cussing the participants’ collages and preferenc-es, while others will aim to bring in new insights from students that have not been involved in any of the prior stages of the project.

Process:

Video interviews were conducted with various students and particularly LICA students to gain their insights on the subject in more depth. The sessions were conducted in a private room to al-low for intimate discussion without any means of pressure that may have been present in focus groups. A list of questions was used to guide the process along and allowed for each interviewee

Above, focus group participants participate in collage andblue-printing activities; below, an example of a collage.

To view the in-depth video interviews, please use the QR code or the link provided below, and use the pass-word LICA241 to receive access:

https://vimeo.com/album/3294132

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to discuss their feelings towards each, asking follow up questions that may not have appeared on the list when appropriate. Extreme scenarios were also used to provoke thought. Before con-cluding each participant was asked if they had any questions or remaining thoughts they felt they had not expressed yet.

Stakeholder Map & User Personas (Develop)

By the eighth week of the project, all of the in-formation gathered from the previous stages will have been brought together and analysed in order to create user profiles and a stakeholder

map. Each of these tools are important because they provide a means for designers to under-stand who holds a stake in the design, as well as which users and stakeholders they must take into account when they are designing. When de-veloping a design proposal for the LICA Learning Space, for example, previous stages may reveal that only a small group of subject-specific stu-dents are likely to use the space. In that case, it is primarily their needs that we will strive to meet. It is also important to understand the impact that the design solution may have on other stake-holders in the space, such as maintenance staff, prospective students, faculty, or the university’s as a whole.

Process:

The stakeholder map was first created as a list of three types of stake-holders - internal, external,

and indirect - before turning into a visual aid. The depiction became a three-part Venn diagram that allowed stakeholders who overlapped into two of the categories to be shown as such in an organized manner. User per-sonas emerged af-ter an analysis of respondents of the surveys but particularly the focus group and in depth inter-view participants. Their insights into their daily routines as university students (especially LICA students) led to the development of distinct per-sonas that grouped together potential stakehold-ers that shared similar routines as well as per-sonality types.

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Prototyping (Deliver)

This last stage of the design process will in-volve the finalisation of a design solution and

the subsequent culmination of the abstract idea into a tangible prototype. As the project involves designing for a space, it will take the form of a rough blueprint, with additional images of furni-ture, colour palettes, features, and services pro-vided such that the design is clear and easy to interpret for the client.

Process:

The prototyping stage was extremely important, as it presented the design proposal for the LICA learning space through analysis of the data and information collected throughout the research. This finalisation occurred through a brainstorm-ing ideation session that gathered up common factors of colour scheme, spatial use, furniture pieces, and more from the drawings/collages of the focus group participants. Through this brain-storming session a prototype was first drawn up that included descriptions of various parts of the drawings and was later turned into a blueprint using a computer for a more refined look.

Personas of Learning Space Users

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RESEARCH FINDINGS & IMPLICATIONS

Through carrying out our primary research, we have ultimately aimed to uncover our key stake-holders’ core motivations and attitudes of to-wards on-campus learning spaces. Result-ing from our research methods, we have observed three key themes emerge. These key themes are outlined below, with consideration held to-wards our research objectives, atten-tion paid towards the possible implications these findings may have within the proposal and how the find-ings should influence the synthesis of a final de-sign proposition.

Theme #1 — “Home”

From the outset of the research, there was an overwhelming enthusiasm from LICA students to get involved in the the process of designing the space. As a key stakeholder, this group was heavily included in our research. This was par-tially intentional on the part of the research team, as we wanted to gather the views of LICA stu-dents as much as possible, as they are primary stakeholders in the space. However, the ener-

gy and enthusiasm of LICA students could also be seen— and was interpreted by the research team— as evidence of a long awaited and much needed opportunity for students to have an input into the design of their own environment. Lacking any space to call ‘their own’, many LICA students expressed the empty and antisocial character of the LICA building and the need for a more stu-dent-oriented environment. This was not only an exciting opportunity and insight for the research team, but also gave the project a mission and purpose.

Through the insights we gathered into the every-day rituals and behaviours of students, we found that students were (in many respects) very terri-torial beings; largely sticking to their departmen-tal or college environments and social settings. Despite the lack of a social space, this was also the case for LICA students.

“I don’t really go anywhere outside of LICA, you know, because this is where I’m based.” — Art Student, 20

Click to watch the video on Vimeo. Password: LICA241

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To compensate for the lack of social spaces, this resulted in studio spaces being utilised in many unexpected ways; primarily repurposed as so-cial spaces. This illustrated the frustration felt by many students— as they have no ‘break-out’ space to escape to.

“Sometimes you just want to take a break … We need a space in which you can be productive if you want to be, but it can also be a space where you can just collect your thoughts.” — Art Student, 19

Additionally, the studios are not well suited as a productive or usable spaces for essay, research or group based assignments. This would lead to many students going in to what was referred to as “no mans land”, i.e. the neutral learning spaces on campus which have no territorial associations (e.g. the Learning Zone). Due to LICA’s spatial isolation and the distance from other parts of the campus, this resulted in much observable ag-gravation in students. The need for sociality was central in this respect; with students expressing the lack of facilitation for students to share their ideas with each other, collaborate effectively and network with individuals in their practice who they could potentially share a professional future with.

A sub-theme within this research finding was the feeling of a need for ownership of the space. Link-ing to territoriality, LICA students want a space to call theirs. This was expressed by many partic-ipants in many ways— subtly, fully, sweepingly and wholeheartedly— however it emerged as an important aspect. Notably, reference to the Live at LICA bar/cafe was widely made. This bar/cafe space was viewed as a space for theatre stu-dents; a space which they could call theirs and use accordingly. Almost all the LICA students interviewed expressed the desire for a similar, multidisciplinary space, which would be inviting to all LICA students.

This concept must be implemented into the new space to some degree. In order for acceptance and sustained usage, it must be something that

suits the needs of LICA students in many, or all, respects.

Theme #2 — Distinct places, with dis-tinct purposes.

From our initial survey, we found that students use learning spaces for a disparate range of pur-poses; with 23% of respondents utilising learning spaces for socialising and 44% for consuming food and beverages. This encouraged us to try to gain deeper insights into why learning spac-es were being utilised in this way. Through focus groups and video interviews, we found that there was a feeling of “lack of purpose” in the current learning spaces. The Learning Zone was said to be trying to “be everything to everyone”, which lead to it often being loud, noisy and uninviting.

Our participants felt that learning spaces should have a specific purpose, “so people aren’t run-ning around campus looking for somewhere to go, they can go just go somewhere for their specific need”. We must consider this within the synthesis of our design proposal. Ultimately, this led the team to ask ourselves fundamental questions about our own intended space’s iden-tity; “What is the distinct purpose of our space?” and “What makes it different from what it already available?”

Taking the lead from our research insights and through audits of current spaces available on campus, we summarised our purpose to be— “A dedicated working space for LICA students to re-lax, share and collaborate.” This purpose is our core identity and we kept this in mind throughout the synthesis of the final design proposition.

The Live at LICA Café is considered, by many,to be the on-campus ‘home’ of theatre students.

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Theme #3 — Adaptive, Flexible, Versatile

Throughout focus groups and interviews, our re-search participants did not have one collective vision for the space. However, throughout partic-ipant discussion three similar words would con-sistently emerge, these were based around the need for:

Adaptability,Flexibility,

& Versatility.Ultimately, the space must not be rigidly con-trolled, overly focussed, or put restrictions on the users potential needs. This is consistent with our secondary research and the findings of Knoll’s (2013) research into the connection between workspace design and human behaviour, health and performance, and the quality of the user ex-perience. We must find balance between formal-ity, facilities and fun, which are conducive to a productive collaborative environment. The space needs to support small group interactions, with access to the right technology and promote infor-mal social exchanges; balancing proximity, pri-vacy, size and casual feel, with consideration to-wards the architectural restrictions of the space and our users.

Colorful post-its featuring a combination of focus group participants’ ‘wildest ideas’ and their preferred character-istics for an ‘ideal learning space’.

IDEA GENERATION

Through the use of focus groups, we were able to gain insight into the needs and wants expressed by our participants and, as a significant number of them were LICA students, we were able to ex-plore the extent to which their needs were dis-tinct from other users of learning spaces. In the two focus groups that we held, we facilitated the participants’ idea generation through a number of ‘generative methods’ that are typically used in co-design: collages and blueprinting, as well as applying ‘projective techniques’ to the discus-sion, methods that are used in a range of fields for qualitative information gathering. We wanted

to give the participants the opportunity to take ownership in the project, as they could be di-rectly affected by any resulting design solutions. Over the course of these two sessions, there were a number of recurring ideas and themes that emerged from both the discussion and ac-tivities.

Firstly, there was an iterated notion that this space should cast aside the formality and uni-formity of other university learning spaces and, instead, offer a comfortable, creative space for creative people to learn and connect. The art

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particular emphasized the communicative nature of their chosen degree, expressing that, apart from their studios, there was no environment where they bounce ideas off of their peers and develop connections with others on their course. One of the discussion questions prompted the focus group participants to list three things that came to mind when they envisioned ‘their ideal learning space’. Of the variety of words offered in response, ‘comfort’ was the one that was most widely used by participants. This was supported by the collages and blueprints generated in both sessions, in which a majority of the participants embraced the concept in the form of comfortable furniture, such as sofas, bean-bags, carpeted flooring, and floor pillows. They also emphasized the need for good lighting and access to lots of plugs which was also a common mention in the results of the survey.

Secondly, in accordance with our findings from the survey results, the focus group participants wanted a space that not only permitted students to eat and drink freely, but that also provided for this possibility. There was a recurring mention of the lack of food and drink options in the close proximity of the area, particularly with regards to the distance from the LICA building to the near-est late-open coffee shop. To many, the walking distance was an added effort that made the use of the LICA building as a learning space quite un-favourable, especially when just needing a quick bite to eat or a kick of caffeine. Thus, a number of par-ticipants suggested that the space fea-tures some kind of element that countered this problem. Among the suggestions was a tea- or coffee-corner, where learning space users could boil water and find cups, coffee, and teabags provided for their personal use, a hot and cold water dispenser, and a microwave so that stu-dents could heat up food that they had brought from home.

Thirdly, we continuously encountered the idea of the future learning space as a ‘second home’ for the LICA students while they are on-cam-pus. At present, many of them use their studios for hosting group meetings and completing as-signments because they feel that they have not been provided with an adequate learning space that is not only nearby, but that also caters for

A number of users mentioned their need for food and drinks as they were studying, suggesting that the future space should include a tea- or coffee- station, such as the one above.

for their needs, wants, and desires as students of the fine arts. They want a space that not only is their home but that feels and looks like it as well, with the potential to put their art on display and motivate them with inspiring wall-art, quotes, and feature walls.

Another recurring point was the reliance of LI-CA’s art students on interactive media and the use of devices such as printers and scanners to support the highly visual nature of their studies. However, while this is important to take note of, we were aware, upon conducting this project, that there are plans for a computer lab to be in-stalled on the same floor. Thus, this need is likely to be fulfilled through other means and need not be addressed in our design.

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IDEA DEVELOPMENT & SYNTHESIS:

We worked to refine and elaborate on these emerging themes in synthesising them into a feasible and workable space with our final prop-osition. The real challenge was trying to work with the data our research participants provid-ed and bring this into actionable insight and implementation. Obviously, the disparate wants and needs of all potential users and stake-hold-ers cannot be met, so we must balance which elements are most important— emotionally and functionally— in order to enhance the holistic user experience.

The final space is split into two areas: on one side, students can opt for a more relaxed break-off area, intended as a comfortable space with sofas and bean-bags where LICA students can unwind, bounce ideas off of each other, and connect with their peers. Students have access to a communal ‘coffee corner’, which would be stocked and upheld by the students. Other cre-ative features include a sought-after cork pin-board for LICA notices, a stationary shelf, and moveable lamps such that the space is always well-lit, even when natural lighting is not ideal.

Sketch visualizing our design solution, as it would look implemented in the learning space.

Below, the prototype of our final design solution: a binary space designed to reflect the needs and wants of the LICA learning space’s (potential) primary users.

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The largest limitation within our research was translating our participant samples into general-isable and actionable insights, which we can use to reflect and represent all stakeholders of the space effectively. Ideally, we would have want-ed to have collected more data from a larger sample, perhaps integrated a larger quantitative study of current campus learning spaces. How-ever, due to time constraints within the research period and the inability to provide sufficient in-centives, compensation, or motivation for poten-tial participants, this was not realistic.

Further to this limitation, we were unable to un-dertake many ethnographic techniques which would have gave us a much deeper understand-

ing of how users interact within current and po-tential spaces— garnering many valuable in-sights into potential interactions within our own space, inexpressible through interviews or focus groups.

Furthermore, due to the nature of the research study, the data produced was largely abstract. Translating this abstract and conjectural infor-mation into truly actionable insights was difficult and imperfect. Additionally, the nature of our re-search— and design research more generally— must be appreciated only in the specific context of our brief and particular design challenge on which it focuses.

The currently vacant space for the LICA Learning Zone, the place to which our insights and findings have been applied.

LIMITATIONS & REFLECTION

The second area is a collaborative workspace, with a layout that is ideal for groupwork, as well as independent study. On the far side of the room, there is a blackboard wall, both to encour-age creativity and enable better communication between the groups. The surface of the group-work tables act as white-boards, providing an al-ternative to traditional white-boards.

Not depicted in the diagram on the previous page, the outer hallway of the space would fea-ture café-style seating with tables, for indepen-dent study. Frames would be fitted into the walls in the hallway, such that it would be possible to

feature and, thus, show appreciation for LICA students’ work in a communal space, perhaps on a monthly or bi-weekly rotation. This small taskwould, preferably, be left for LICA tutors to facilitate.

Both of the areas would feature glass slid-ing-doors, allowing users of the learning space to control the amount of noise in the learning environment. Our hope is that the flexibility, cre-ativity and sense of community embraced by this space will provide LICA students with the space they need to develop themselves as budding art-ists, communicators, and professionals.

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