How do we know if the education environments we design for students, academics and general staff actually support their learning and teaching objectives?

At best we receive anecdotal feedback from facility managers and key stakeholders. Sometimes this feedback is volunteered by the client; usually it is up to the architect/designer to seek out this information some time after the space/facility has been in operation. This kind of feedback can be unreliable or contaminated if:

not received direct from the source: i.e. from occupants/users of the space/facility

other agendas get in the way (e.g. Issues with maintenance may cloud the qualities and attributes that work well)

the person asking the questions is too close to the project

the right questions are not asked

the right people are not asked key questions

 

Unless we ask the right questions to the right people, we will not be able to declare with any certainty that the educational environments support their learning and teaching objectives.

POE does not serve to find design errors or try to focus blame for problems at the architects or designers. POE may reveal issues relating to the management of space that will be of benefit to the client. POE may reveal to the client that they are not using the space/facility in an optimal way and with some strategic communication can be resolved. POE can of course confirm that a project is highly successful, providing documentary evidence that can be used for P.R. and marketing purposes by both architect and client.

POE is a form of research that aligns with each of the Woods Bagot core values: include, enable, care, engage & intrepid.

A POE would not normally be recommended to take place until at least six months after occupation. This allows time for defects and start-up issues to settle, hence avoiding temporary issues from contaminating the POE findings.

What can we learn from our education projects that we can take into future education projects?

What are the benefits and risks associated with undertaking POE?

Benefits to Woods Bagot:

POE data is documentary evidence that can inform future projects through knowledge sharing, including the pursuit of striving to improve outcomes for occupants

POE confirms to the client our commitment to continual learning and sharing knowledge with the client

A commitment to POE implies a confidence in our own design process (not fearful of negative feedback)

POE findings can serve to improve design processes and outcomes

POE findings can influence future briefing methods, for example, influence the types of questions asked and issues addressed during briefing

 

Benefits to the client:

POE data is documentary evidence that can inform future projects (regardless of who the architect is)

POE findings can reveal space management issues that may be easily rectified/improved

POE recommendations can lead to increased space utilisation if adopted

POE confirms the university’s commitment to a continual learning cycle

POE findings can influence future projects through more effective allocation of infrastructure budgets, for example, don’t budget for expensive lecture theatre infrastructure if teachers and students do not want to teach and learn that way.

POE can reveal important information pertaining to use of educational technology that is often considered an afterthought, or not integrated into architectural services early enough in projects

POE findings can inspire confidence in determining budgets for future projects

 

To contact Jo Dane, please click here.