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participants. Those participants asked for a follow-up session upon completion, so here it is with data, photos and stories. SPEAKERS: Laura Plosz, SAA, AAA, MAA, OAA, MRAIC, LEED AP; Group2 Architecture Interior Design Ltd./Dan Van Buekenhout, ALEP, Dip Civil Eng.;Regina Public Schools/ Ryan Martin, Manager of Facilities and Capital Projects; Greater Saskatoon Catholic Schools
MINI SESSION 4: Architects and Designers can have a greater impact on student engagement
than teachers
Why is the discussion regarding student engagement so prevalent? What are the root causes of this growing concern? Are typical classroom environments contributing to this issue? We investigated these questions and found that there are key contributors outside of the school’s control that make it challenging for students to focus and stay engaged during class. We will share how we used secondary research combined with video ethnography to understand the physiological reasons why this is happening and to show how typical classroom design choices often add to the problem. We will present solutions that improve student engagement and create a more effective learning environment without changing teaching methods. SPEAKERS: Alan Rheault; Fleetwood Furniture/Jon Moroney;Kendall College of Art and Design
MINI SESSION 5: Viable disruption. Lessons from a visioning process for a start-up school in
Saudi Arabia
This presentation will provide a best practice case study of educational visioning for a new school that will intentionally disrupt existing education provision. Each of the three presenters provides a different perspective
and experience of the visioning process: education, architecture, and practitioner/end-user. The methodology underpinning our approach and presentation is one of integrating multiple perspectives, drawn from theory and practice, design and education. We will start by outlining our co-created construct of viable disruption. This concept incorporates two mutually dependent aims for a new school visioning: to ensure the facility is contextually and academically viable; and to disrupt current education provision through innovation. The concept of viable disruption is illustrated through a case study of the visioning process for a new school in Riyadh, Saudi Arabia. We will outline how new pedagogical concepts, including personalised, experiential and self-directed learning, were used as a
basis for visioning new educational environments in Saudi Arabia, which tends to be bound in traditional forms
of transmissive education. The presentation will outline the visioning processes for viable disruption to create an exemplar learning environment: • Engaging with research evidence and multiple stakeholders and perspectives to create a pedagogical framework based on contemporary concepts of quality education. • Strategic workshopping to develop an innovative spatial framework, while accounting for Arabic contextual, cultural and community influences. • The drawing together of the above two elements into a spatio-pedagogical framework, with each pedagogical concept integrated research evidence; including practice and design implications and potential learning environment scenarios. Exercise: participants will be provided with a scenario of pedagogical concepts and spatial affordances
and constraints. They will be guided through our visioning process to co-create an integrated spatio-pedagogical framework that considers the action possibilities and constraints of viable disruption in a complex context. The presentation will conclude by outlining the lessons we learnt that enabled both creative and critical thinking and co- enactment of viable disruption. This includes: • Aligning global educational and design concepts and related research evidence with the experience and practice of the Saudi socio-cultural context • Identifying potential design outcomes and considering assumptions and criteria for a critical examination of these possibilities • Capturing generative insights and questions that come the visioning process that challenges existing routines and conventions Our