toolkit for planning a digital atelier - Archeworks

TOOLKIT FOR PLANNING A DIGITAL ATELIER

P R EFACE At Archeworks we believe design should benefit and serve the public good. Through our New Practice program, design professionals from Chicago-based firms are exploring new ways to create community value, and reflecting on meaningful ways to further integrate socially engaged work into their practice. In 2013-14, Archeworks’ New Practice program assembled a senior team of architects, design strategists, and graphic designers to collaborate with Columbia College’s Convergence Academies: a digital media learning initiative and culture change model piloted in high-need neighborhood schools in the Chicago Public School system. The Archeworks New Practice team advised on participatory design and planning strategies to guide Convergence Academies as it launches Digital Ateliers at Tilden Career Community Academy and Morrill Elementary School. The design planning tools in this publication are intended to guide inclusive school planning processes as Convergence Academies replicates its Digital Ateliers—these innovative, student-directed digital media learning spaces—at other schools in the future.

teachers shared with our design team. We are grateful to Principal Maurice Swinney at Tilden and Principal Michael Beyer at Morrill, who welcomed Archeworks and shared their visions for transforming student learning. We are especially privileged to have collaborated so closely with Convergence Academies Co-Directors, Mindy Faber and Don LaBonte, and their amazing team. The entrepreneurial energy and optimism that infuses Convergence Academies continues to inspire us, and we wish these exceptional educators every success in bringing their vision to fruition! Finally, Archeworks is grateful for the leadership commitment of the New Practice team. This talented and passionate group of professionals from several Chicago firms became a true community of practice that dedicated wide-ranging design talents to this project. New Practice team members share co-authorship of this toolkit, which is the culmination of their eight-month collaboration. We are especially appreciative of the outstanding graphic design and production leadership on this publication—led by Stephanie Hunt of exp US Services Inc., with assistance from her exp colleague, Dan Hood.

We want to express our appreciation to the students and teachers at Tilden Career Community Academy who participated in our visioning workshops. A case study in this toolkit highlights the valuable ideas and insights students and

© 2014 Archeworks | All Rights Reserved | First Edition Created by Archeworks New Practice

CONTENTS HOW TO U S E T H IS TO O LKIT This toolkit serves as an ideas catalogue and resource for Convergence Academies to use as they design student digital media centers. This guidebook includes tools needed to replicate an inclusive planning process as well as several typologies about how Digital Atelier space can be organized and replicated. It also highlights a collaborative design and space planning process in a case study on Tilden Career Community Academy. When referring to the toolkit, school leaders are encouraged to adapt, modify, and improvise as necessary to best suit their learning culture and other specific needs such as site conditions, technology, and available materials.

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Partnership Genesis

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The Digital Atelier

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Toolkit

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Tilden Career Community Academy Case Study

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Appendix: Template Forms Information Design Assignment at Columbia College Digital Photography: Student Work from Tilden Career Community Academy

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PARTNERSHIP GENE SIS

“FOCUS ON HOW MEANINGFUL AND IMPACTFUL LEARNING OCCURS WHEN IT IS SOCIALLY CONNECTED”

CO NVERG ENCE ACADEM IE S Supported by the Investing in Innovation Fund of the U.S. Department of Education, the Convergence Academies is a three-year demonstration model project led by the Center for Community Arts Partnerships at Columbia College Chicago. Convergence Academies is collaborating with Chicago Public Schools (CPS) to implement a whole school model that supports 21st Century learning by integrating digital media and technology into curriculum, instruction, learning, and culture across an entire school. Convergence Academies is both a place-based designed learning environment and a relationship-based, coaching model that activates and empowers teachers as designers of new pedagogical approaches using these digital media tools to increase student achievement in an age of convergence. Drawing on Connected Learning research that shows how meaningful and impactful learning occurs when it is socially connected, interest-driven, and oriented towards educational opportunity, Convergence Academies strives to increase student learning by cultivating a dynamic media ecology that bridges learning across the classroom, home, and peer networks. The Convergence Academies model integrates digital media into formal classroom curriculum, informal activities outside the classroom, and school-wide learning experiences. The Convergence model uses a variety of tools, technologies, and software to facilitate both project-based classroom learning and experimental, creative play in informal learning environments. This digital media instructional model aims to engage students more deeply in their learning, increase achievement in core content, improve academic college readiness, build students’ ability to create and analyze media, and develop important 21st century competencies in critical thinking, communication, collaboration, and media literacy.

KEY COMPONENTS OF THE CONVERGENCE ACADEMIES WHOLE SCHOOL MODEL • The Digital Atelier, a multimedia studio that encourages creativity, play, critical media consumption and design thinking using new technologies • Creation of a K-13 continuum in digital media learning aligned to Common Core state standards • Curriculum that integrates digital media across all subjects including science, math and language arts • Opportunities for students to explore learning pathways connecting the school day to out-of-school networks • Intensive professional development for CPS teachers to build long-term capacity and sustainability TWO PILOT DEMONSTRATION SCHOOLS The Convergence Academies is based at two high-need underperforming public schools serving approximately 1,200 students and 50 teachers each year – Tilden Career Community Academy and Morrill Math and Science Elementary School. The pilot project began in the 2013-14 school year.

OUTCOMES AND IMPACT During the three-year demonstration program, Convergence Academies will build and document a replicable model and process that: • Enacts a connected learning framework inside a high-need, under-resourced public school environment; • Builds digitally supported learning pathways between classroom curriculum, out-of-class time, and informal learning experiences that support college and college readiness; • Provides professional learning programs for teachers so they can enhance their capacity to design project-based digital media integrated learning experiences for their students; • Guides scaffolded learning experiences along a scope and sequence from K-13 through a digital media curriculum continuum.

COLUMB I A CO L L EG E C HI CAG O

CENT ER FOR COM M UN ITY ARTS PARTN ERSHIPS

Columbia College Chicago is an international leader and recognized pioneer in arts and media education. With over 120 years of deep experience teaching creative students to develop authentic voices and meaningful skills, Columbia prepares its graduates to launch sustainable careers in the visual, performing, media and communication arts. Our educational philosophy is rooted in the essential wedding of theory with practice. Our students are immersed in a creative learning environment designed to give them ample opportunity to test and perfect their art, craft or practice, while grounding them in a rigorous academic curriculum that provides broad context and the intellectual, analytical and creative capacity to succeed in their chosen fields.

Since its inception in 1998, the Center for Community Arts Partnership (CCAP) has transformed the lives of thousands of Chicago’s young people through its unique approach to college-community partnership building. Founded on a mission to link the academic departments of Columbia College Chicago with diverse communities throughout the city, CCAP brings the concepts of community-based learning, arts-integrated curricula and reciprocal partnerships into the spotlight. It unites artists, educators, students, corporations, schools and community-based organizations to form meaningful, sustainable partnerships in the arts. At the heart of CCAP lies a commitment to improve the quality of education through a vision of collaboration in the arts and an emphasis on the value that civic engagement brings to student learning. The result is a practice that recognizes the unique needs and expertise of each partner, an approach based on mutual trust, respect, inclusiveness and voice. Through these unique relationships, CCAP and its many partners create innovative arts programming that builds stronger schools and communities and launches a new generation of engaged artists.

TILDEN CAR EER COM M UN ITY ACADE M Y

Tilden Career Community Academy is a trailblazing turnaround public high school that fosters and promotes a 21st century learning environment, a college-bound culture, and a student-led school community of unity and pride. Tilden strives for excellence with the support of committed teachers, parents and partner organizations, including City Year, Umoja Student Development Corporation, and Convergence Academies. Tilden is on a trajectory to reach its highest potential in professional development that prepares teachers to serve its students. After many years of school performance challenges, Tilden reached an exciting first milestone in student achievement in the 2013-14 school year enabling it to become a Level 2 school. Tilden is already standing tall as it continues to generate positive academic gains among all of its students.

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Tilden students live primarily in the Southside communities of Englewood, Back of the Yards, and Bridgeport. Every Tilden student participates in one of 16 school clubs, which meet during their school day schedules.

M OR R ILL M ATH AN D SC IEN C E SC HOOL

Morrill Math and Science Elementary School is located in the Chicago Lawn Neighborhood. Morrill services over 800 students in grades Pre-K through 8th grade from the Chicago Lawn, Gage Park, and West Englewood neighborhoods. We have an extremely dedicated administration and faculty that works closely with a caring community who also supports our hard working, energetic, and fun students. The teaching and learning that occurs at Morrill is centered around inquiry-based instruction that embeds digital media arts, social justice, and technology into the curriculum. page 9

ARCH EWORKS NEW PRACT ICE PROG RAM

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AR C HEWOR KS new practice

Archeworks, a Chicago-based public interest design center, is a catalyst and incubator for emerging models of socially engaged design work and new approaches to incorporating this work into professional practice. Our goal is to encourage practitioners across all design disciplines to expand their roles as collaborators, community builders, and civic innovators whose expertise brings significant public value. Our guiding principle: socially engaged design work— when more fully integrated into core business practice—can add high value to the design process, foster innovative design solutions, and benefit community stakeholders while also serving the broader public interest.

Founded in 1994, Archeworks is a Chicago-based multidisciplinary design educator that advances design in the public interest and inspires collaborative action to shape more healthy, sustainable and equitable communities. Our partnership-based educational programs and public forums propose innovative design solutions to improve the physical, social, and environmental health of Chicago’s urban communities. We make design accessible to the communities and individuals least able to access it.

The Archeworks New Practice program provides a framework to develop, test, and integrate new models of socially engaged design work into professional practice. Since the program’s launch in 2012, these peer-to-peer seminars and partnership-based design projects have engaged over 35 mid-and senior-level design practitioners from diverse disciplines representing a range of large firms and small design consultancies.

ARCH EWO RKS NEW PRACTIC E TEAM

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n ew pr a c t ic e

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TEAMI N G & PART NERSH IPS CONVERGENCE ACADEMIES & CCAP

ARCHEWORKS NEW PRACTICE TEAM

CHICAGO PUBLIC SCHOOLS

Margaret Conway, Media Integration Specialist Convergence Academies

Nina Charnotskaia, LEED AP Gensler

Michael Beyer, Principal Morrill Elementary School

Dan Hood exp

Maurice Swinney, Principal Tilden Career Community Academy

Mindy Faber, Co-Director Convergence Academies David Flatley, Executive Director Center for Community Arts Partnerships Don LaBonte, Co-Director Convergence Academies Sean Owens, Digital Atelierista Morrill Liz Radzicki, Media Integration Specialist Convergence Academies Kim Richards, Digital Learning Strategist Convergence Academies Kathleen Tieri Ton, Lead Digital Atelierista Convergence Academies

Stephanie Hunt, LEED AP exp Chris Lambert, LEED AP CannonDesign Matt McGrane, AIA, LEED AP Farr Associates Architecture Susanne Schnell Archeworks Mark Schwamel, AIA, LEED AP Gensler Susan Stirling Design Research and Strategy Consultant, Adjunct Faculty, Columbia College Chicago and UIC

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John Syvertsen, FAIA CannonDesign & Archeworks Board Chair

Jacob Watson, Coordinator of Digital Pedagogy and Mentorship Convergence Academies

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THE DIGITAL ATELIER

“AN IDEA INCUBATOR WHERE STUDENTS LEARN ON THEIR OWN AND EXPLORE THEIR CURIOSITY”

WH AT IS A D IG ITAL ATELIER ? The Convergence Academies re-imagines the atelier as a digital media space that serves as a physical manifestation of the values of play, exploration, and autonomous learning for students within K-13 settings. Housed within schools, the Digital Atelier serves as an incubator for new ideas about how learning can occur in a school environment, connecting in-school and out-of-school learning experiences and projects. The goal of Digital Atelier is digital media community building – creating a studentcentered culture, a sense of belonging, ownership, and support that changes the context of what “schooling” is all about. Students explore interests on their own without the structure of a top down “adult-driven” learning experience. A long-term goal of the Digital Atelier is to catalyze a spreadable concept and process for designing school spaces that mentor students and teachers to learn in new ways. For students, the Digital Atelier is designed as a vital third space between home and the classroom that facilitates formal and informal learning in multiple modalities. For teachers, the Digital Atelier is an exploratory environment where they embrace an open learning ecology with a greater diversity of resources, media, and methods.

W HAT M AKE S A DIGITAL ATEL I ER A UN IQUE LEAR N IN G SPAC E ? The Digital Atelier is a marriage of formal and informal learning within the culture and space of what we call school. It is a place for convergence that asks us to re-imagine learning spaces as fun, playful, and engaging. It closes the gaps between the traditional experience of school-based, formal classroom learning—often driven by standards and testing—and out-of-school, informal learning inspired by youth interests. The Digital Atelier also serves as a powerful site for media creation that in turn inspires a transformation in classroom-based practices. While a Digital Atelier will look different at every school depending on its own unique context, it is a place that belongs to students and nurtures their identity development as Next Gen Millennials.

W HAT DOE S THE WOR D ‘ATEL I ER’ M EAN ? The word “atelier” is derived from the Reggio Emilia model of early childhood education and the French word for “workshop” or “studio.” Originally developed in Italy after World War II, the Reggio Emilia model centers on the atelier, which is traditionally organized to allow children the space, time and resources to focus on a particular project or tool. Play, creativity, and the visual arts are foregrounded in the space. The child is the “protagonist” or leader of her own learning.

W HAT I S T H E RO LE OF MENTORING I N A D I G I TAL AT ELIER? The Digital Atelier invites a diverse intergenerational mix of digital artists, college students, parents and community volunteers to serve as mentors and guides to students. These mentors listen, offer feedback, encourage experimentation and risk-taking, and help students navigate new learning pathways. Digital Media Mentors (DMM)—practicing professionals in the field of digital media—draw on a rich legacy of teaching artistry to encourage creative exploration, community connections, and critical analysis within the context of today’s digital culture. Digital Media Mentors also coach teachers to design and implement powerful learning experiences for students. A Digital Atelierista serves as a multimedia specialist and curator of physical and online resources in the space. The Digital Atelier itself also plays a mentoring role by inviting students to explore creative zones and hubs, and to grow as empowered, self-directed learners in this special learning space.

W HAT I S A M AKERST UD IO? MakerStudios are a core component of informal learning and expressive creating that is supported by the Digital Atelier. Using a MakerStudio, students personalize core concepts from the curriculum and create programmable and expressive objects based on their interests and backgrounds. Examples include kinetic sculpture programmed to respond to the environment; remote-controlled robots; interactive, handmade clothing that responds to its wearer; and video games that explore socially-conscious themes. The hands-on process of making these objects is one of mindful ideation, where students integrate the concepts they have learned in the classroom with personal interests to produce new knowledge.

WHY IS A DIGITAL ATELIER IM PORTAN T TO A W HOLE SC HOOL R EFOR M M ODEL? The Digital Atelier is integral to the Convergence Academies whole school reform model because it connects learning with creative practices, and brings real world relevance to the culture, climate and curriculum of schools. The Digital Atelier is directly linked to the learning philosophy of Convergence Academies, and encourages students and teachers to learn in new ways and experience each of the six pillars that guide a whole school culture change: • Collaboration

• Authentic Participation

• Play

• Critical Response

• Choice of Expression

• Iterative Learning

K - 13 Digital Media Continuum

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W HAT OT HER D IG ITAL TO O LS AR E I N S I D E A D I GITAL AT ELIER? Other learning and making tools in the Digital Atelier include complex creative software (e.g. Adobe Creative Suite), interactive games and media, online learning platforms, digital sound, photo and video production tools, makerkits and alternative assessment systems (e.g. digital badges).

Collaboration

Play

Choice of Expression

Authentic Participation

Critical Response

Iterative Learning

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TOOLKIT

“ACCUMULATING RESPONSE AND REACTION TO PRODUCE A LEARNING SPACE”

E NGAG E Visioning Session Utilize User-Centered Design Process with Teachers, Students, School Leadership, and Community to Define Vision and Opportunities for the New Digital Atelier Program Interpreting User Feedback Design Concept Use the Matrix to Identify Appropriate Tools, Space Elements, and Overall Design Purpose and Space Configurations

SYN THE SIZ E Hire Design Team Professional Design Services, University Group, Non-Profit Design Organization Existing Conditions Assessment Design Charrette Host Project Stakeholders & Design Team for a Design Charrette School Town Hall Host School for a Town Hall Meeting Introduce Digital Atelier (DA) Program and Share Concepts for the New DA Space

DELIV ER Identify Partners & Donors Engage Furniture, Construction, Technology/ Product, and Community Partners Targeted at Sponsoring, Supporting, or Helping Develop Specific Design Elements of the Space Finalize, Review, & Document Design Plan Assess Code Compliance and Accessibility Build Day Host a Day When the School and Its Partners Can All Contribute to the Building of the Space

W H Y A U S E R- CENT ERED D E SIG N PR OC E SS? An informed design process begins with understanding and supporting user needs. The Archeworks New Practice team believes there is no better expert than users themselves, which is why our design strategy is rooted in a highly engaged, user-driven process. Inclusion and diversity are core tenets of our mission. We design “with” not “for” others, and believe our user-centered collaborative relationships with partners lead to innovative design solutions that are responsive and sensitive to user needs. By employing a participatory design process, we engage the user in directly contributing to the content that informs and defines design decisions. In the Engage phase of the process, we recommend facilitating interactive workshops where we ask users to generate a range of concepts, scenarios, and proposals. By contributing to this process equally, users and design teams become equal stakehold-

ers, developing a project vision that is not just informed, but championed by everyone involved. As a result, a participatory design process empowers end-users to become advocates who are vested in the project’s long-term success.

envision what happens in the space and how they can make it their own. Students will have an exciting opportunity to develop their own learning environment, and to see a participatory planning process come to fruition.

To support a user-centered design process for the Digital Atelier, the New Practice team developed a “how to” guide that includes tools and formats for organizing and facilitating interactive workshops with students, teachers and Digital Media Mentors. These interactive planning approaches give stakeholders an opportunity to share their imaginative ideas and functional needs for a Digital Atelier space. This engagement process also helps to build interest and enthusiasm for a Digital Atelier at their school.

The New Practice team recognizes the success and sustainability of the Convergence Academies model depends in large part on the success of the Digital Atelier. As the Digital Atelier space is used over time for both informal and formal learning, the principles of user-centered design should inform changes to the space. Experienced users (students, teachers, and DMMs) will have additional valuable information that informs the sustainability and scalability of this model. We recommend that Convergence Academies staff periodically reconvene small workshops to facilitate discussions about what works well and less well in the space.

User engagement is a critical step in the Digital Atelier planning process—especially for students, who are invited to

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V IS I O NI N G SE SSIO N GOALS F O R INT ERVIEWS & WO RKSHOPS

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PRINCIPAL / ADMINISTRATION

TEACHERS / DMM’S

STUDENTS

• Create general awareness of the Digital Atelier and its features



• Make Administration aware of Convergence Academies’ goals for the space and how administration is expected to contribute to these goals

• Make teachers/DMM’s aware of Convergence Academies’ & administration’s goals for the space and how teachers are expected to contribute to these goals

• Make students aware of Convergence Academies’ & administration’s goals for the space and how students are expected to contribute

• Understand Administration’s expectations of the Digital Atelier’s role in in-school and after-school activities

• Make teachers/DMM’s aware of student goals & interests for using the space

• Make students aware of teachers/DMM goals & interests for using the space

• Understand teacher’s expectations of the Digital Atelier’s role in in-school and after-school activities

• Encourage students to use their perspective/expertise to define relationships they would like to see between the DA and the in-school/after-school experience

tt Including : educational outcomes, social/cultural impact, program and school branding • Understand Administration’s intent for teacher and student participation and involvement

tt Including : educational outcomes, social/cultural impact, program and school branding • Identify synergies that inform physical relationships

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• Collect input on how they envision the space ‘working’ from an educational and management perspective

• Understand what do they want/need to be successful beyond what they have now • Identify functional relationships between groups that should inform physical adjacencies of the space

SAM PLE TEM PLATE S FOR WOR KSHOPS Full-scale templates provided in the Appendix

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V IS I O NI N G SE SSIO N WO R KS HO P EXERCISE S & TO O LS PRINCIPAL / ADMINISTRATION

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SCHOOL APPLICATION

PRINCIPAL QUESTIONNAIRE*

FACE-TO-FACE PRINCIPAL INTERVIEW

• Leverage application responses to identify broad goals, challenges, and opportunities at the school

• Establish broad goals and themes relative to performance and impact

• Use interview time to tease out more detailed responses to the application or questionnaire.

• Identify basic space resources and technology assets

• Identify items for future discussion and clarification during interview

• Identify specific circumstances at this school that require special attention.

• Leverage questionnaire as tool to concisely memorialize and communicate administration’s goals to teachers and students

• Use Synthesis matrix to identify administration’s attitude regarding the space (instruction vs. resource, whole-class or small groups, teacher or student-centered, etc)

• Identify any metrics for defining success

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*supplemental materials provided in the Appendix

V IS I O NI N G SE SSIO N WO R KS HO P EXERCISE S & TO O LS TEACHERS / DMMs

TEACHER QUESTIONNAIRE*

‘SPACES THAT INSPIRE’ INDIVIDUAL REFLECTION*

TEACHER WORKSHOP

• Identify teacher familiarity with Convergence Academies’ program, including goals and resources

• Have teachers reflect on effective educational spaces.

• Use Synthesis matrix to identify teacher’s and DMM’s attitude regarding the space (instruction vs. resource, whole-class or small groups, teacher or student-centered, etc.)

• Identify teacher familiarity with Administration’s goals for Convergence Academies’ program and participation • Establish broad goals, challenges, and opportunities relative to implementation of the Digital Atelier spaces at the school

• Identify what ‘works’ about these spaces: • Is it the activities that take place there, the number of students/teachers, some specific physical characteristic, etc? • Have teachers leverage digital media to create short written response, blog post, video, or collage.

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• Understand teacher and DMM’s working relationship and how the space can be leveraged to empower both • Conduct survey relative to cultural issues of behavior management, access, storage, and security


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V IS I O NI N G SE SSIO N WO R KS HO P EXERCISE S & TO O LS STUDENTS

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‘A DAY IN THE LIFE’ INDIVIDUAL REFLECTION*

‘SPACES THAT INSPIRE’ INDIVIDUAL REFLECTION*

CASE STUDIES PRESENTATION (BY CA/DA STAFF)

• Have students map the activities of their typical day, including before and after school

• Have students reflect on their favorite places to be

• Present visual information about similar Digital Atelier spaces (2 or 3)

• Encourage students think about the types of environments they encounter, and how these spaces influence the type of activities that go on there (home, school, clubs, etc) • Prompt students to reflect on the ways that technology is utilized in these spaces • Utilize digital media to create a short written response, blog post, video or collage

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• Encourage students to think about what they love about these spaces: • Is it the people who are there, the activities that take place, or some specific about physical characteristics of the space, etc? • Utilize digital media to create short written response, blog post, video, or collage

• Highlight prominent features and discuss synergies and trade-offs relative to their own space and needs • Survey students about what they liked best, what they liked least, and what would be great to see at their school • Include topics such as Color, Furniture, Technology, Storage, Surfaces, Identity

‘YOUR DIGITAL ATELIER’ CO-DESIGN CHARRETTE

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• Use plans or images of the designated Digital Atelier space for students to overlay design input • Furnish colored paper, pipe cleaners, markers, modeling clay, etc. for students to use to ‘make their mark’ on the space • Prompt the students to discuss what they would like to see the space become • Document what they like and do not like about the room, and what they would change • Focus the discussion on how they envision working in the space given their individual interests and with an emphasis on relationships and adjacencies • Encourage students to weigh individual vs. collective work modes, flexible vs. fixed furniture, public vs. private zones, and opportunities for display and identification

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INT ERPRET ING USER FEEDBAC K The feedback provided by the user-centered design process will inform the physical design of the Digital Atelier space. It is critical to assess the priorities as communicated by the stakeholder groups, and balance these priorities relative to Convergence Academies goals and resources. Some questions to ask:

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•

In terms of function, is there a strong desire for the Digital Atelier to be a INSTRUCTION SPACE where teachers and DMM’s are actively delivering content to students? Or, is there a desire for the Digital Atelier to function as CREATIVE SPACE for students to explore and develop content independently?

•

In terms of work mode, is the Digital Atelier intended to be used by an entire class focused on a common task, or will it be utilized by individuals or small groups focused on a variety of tasks and topics?

•

Is the Digital Atelier meant as a project space where students are able to display and securely store their work to access at a later time? Or is the Digital Atelier only a WORK SPACE, with students responsible for management and storage of their own materials?

•

Will students have access to the Digital Atelier at all times, or will access be scheduled. Is access equal to all students, or only specific groups at specific times?

D E SIG N CO NCEPT MAT RIX Use the matrix on the right to begin to identify the school’s priorities for the use of the space. These priorities have spatial implications that will be outlined in the following pages. The space configurations should be considered generic recommendations to be modified and combined as appropriate to address each context.

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RU er/ dm C m TI O N

E D O

C

RE

st u

de

AT nt IV E

W O

N

RK

TI

Instruction led by a teacher/DMM

LSd se UAfocuks IDupse tas IVgro tipl D all mul INor smon

OR

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C

Full Class focused on common task

Creative space for students to use as they see fit

O

N

OR

FUNCTION

M

FU

Individual/Small Groups working on multiple tasks

IN

ST

te a

ch

SStask n LA o Ccomm LdLon FcUuse

fo

WORK MODE

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SPACE CO NF IG URATION S L AYOU TS B ASED ON 900 SF SPACE

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large group DIRECTED INSTRUCTION SPACE (20 STUDENTS + 1 INSTRUCTOR)

This space configuration is maximized for efficiency for DIRECTED INSTRUCTION for LARGE GROUPS. In order to maximize instruction time, a fixed configuration for students and instructors eliminates the need for set-up or breakdown time, or the checking out of materials. Storage and display is focused on communicating instructional content.

ADVANTAGES

CHALLENGES

• Consistency

• Flexibility

• Student Management

• Individuality

• Security

• Inspiration

• Efficiency

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ST teach RU er/ C dmm TI O N

M O D

E

IN

SnStask LA o Ccomm LdLon FcUuse

fo

FU N C

O

C RE

st

u

ATdent IV E

N

W O RK

TI LsSed UAfocuks IDupse tas IVgro tipl D all mul INor smon

FIXED WALL-MOUNTED WHITE BOARDS AND DISPLAYS USED FOR COMMUNICATION OF COMMON INSTRUCTIONAL CONTENT

FIXED WORKSTATION BENCHES PERPENDICULAR TO WINDOWS WITH MOVABLE OFFICE CHAIRS. STUDENTS TO STORE PERSONAL MATERIALS AT WORKSTATION

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DEDICATED INSTRUCTION ZONE WITH INSTRUCTOR WORKSTATION, PROJECTOR & DEDICATED STORAGE

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small group DIRECTED INSTRUCTION SPACE (24 STUDENTS + 1 INSTRUCTOR)

This space configuration is maximized for efficiency for DIRECTED INSTRUCTION for SMALL GROUPS. If space or number of computers is at a premium, this configuration assumes 2 students per workstation. The configuration is ideal for 2-6 person group work. The workstation configurations are fixed, limiting flexibility. Mobile displays and carts can house student work and technology to accommodate multiple groups and projects simultaneously.

ADVANTAGES

CHALLENGES

• Consistency

• 2 Students Must Share a Workstation

• Ability for Large or Small Group Instruction/Work

• Flexibility

• Security • Efficiency

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• Limited Work Modes


M O D

E

IN


fo

FU N C

O

C RE

st

ud

AT ent IV E

N

W O RK


FIXED WALL-MOUNTED WHITE BOARDS AND DISPLAYS USED FOR COMMUNICATION OF COMMON INSTRUCTIONAL CONTENT

FIXED SHARED WORKSTATIONS WITH MOVABLE OFFICE CHAIRS

MOBILE DISPLAY BOARDS DEDICATED TO SMALL GROUP WORK. MAY ALSO BE USED FOR VISUAL PRIVACY

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DEDICATED INSTRUCTION ZONE WITH INSTRUCTOR WORKSTATION, PROJECTOR & DEDICATED STORAGE

LOCKABLE CARTS FOR STUDENT WORK OR MOBILE TECHNOLOGY STORAGE

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large group CREATIVE SPACE (27+ STUDENTS/INSTRUCTORS) This space configuration is intended as a CREATIVE SPACE FOR LARGE GROUPS. The goal in this space is to provide adequate space and maximum resources to occupy a large group on a common task. Some advantages of this layout include the ability to view all screens simultaneously from the center of the room. In addition, low bookshelves would provide storage for common physical resources as well as layout space above. On the other hand, opportunities for group brainstorming or ideation are somewhat limited.

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ADVANTAGES

CHALLENGES

• Consistency

• Flexibility

• Security

• Privacy

• Efficiency

• Inspiration


M O D

E

IN


fo

FU N C

O

C RE

st

ud

AT ent IV E

N

W O RK


FIXED WALL-MOUNTED WHITE BOARDS AND DISPLAYS

FIXED WALL-MOUNTED WORKSTATION BAR WITH DESKTOP COMPUTERS & STOOLS

0.3 FIXED LOW BOOKSHELVES FOR PHYSICAL RESOURCES, STUDENT STORAGE OR LAYOUT SPACE ABOVE

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individual/small group CREATIVE SPACE

(25 STUDENTS/INSTRUCTORS) This space configuration is intended as a CREATIVE SPACE FOR INDIVIDUALS OR SMALL GROUPS. This configuration allows for multiple work modes to occur coincidentally, from brainstorming and group ideation, to focused individual production. Without a dedicated instruction zone, the space is more open and available to students to utilize how they wish. The challenge of this configuration is management of multiple groups focused on different tasks coincidentally. There is also less opportunity for full-class instruction.

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ADVANTAGES

CHALLENGES

• Flexibility

• Security

• Public/Private Zones

• Power Integration

• Multiple Work Modes

• Set-Up/Breakdown

• Identity & Inspiration

• Full Group Instruction


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FORMAL GROUP WORK STATION WITH DEDICATED DISPLAY RESOURCE/STUDENT STORAGE

INFORMAL GROUP BRAINSTORMING AREA WITH DEDICATED DISPLAY

FIXED SHALLOW WORKSTATION BAR WITH WALL-MOUNTED WHITEBOARD MOBILE DISPLAY BOARDS DEDICATED TO SMALL GROUP WORK

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INFORMAL SOFT SEATING FOR INDIVIDUAL OR GROUP WORK

HIGH CAPACITY LOCKABLE STORAGE LOCKABLE CARTS FOR STUDENT WORK OR MOBILE TECHNOLOGY STORAGE

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HYBRID SPACE (25 STUDENTS+ 1 INSTRUCTOR) This space configuration is intended as a HYBRID SPACE. This configuration allows for INSTRUCTION as well as CREATIVE uses through a mix of fixed and flexible furniture and equipment options. Although not as efficient as a dedicated instruction or resource space, this configuration provides opportunities for multiple work modes, resource and project storage, and limited instruction depending on the integration of mobile technology.

ADVANTAGES

CHALLENGES

• Flexibility

• Security

• Multiple Work Modes

• Power Integration

• Instruction Capacity

• Set-Up/Breakdown • Efficiency

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HIGH CAPACITY LOCKABLE STORAGE

FIXED LOW BOOKSHELVES FOR PHYSICAL RESOURCES, STUDENT STORAGE OR LAYOUT SPACE ABOVE LOCKABLE CARTS FOR STUDENT WORK OR MOBILE TECHNOLOGY STORAGE

MOVABLE TABLES AND CHAIRS

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MOBILE DISPLAY BOARDS DEDICATED TO SMALL GROUP WORK

FORMAL GROUP WORK STATION WITH DEDICATED DISPLAY DEDICATED INSTRUCTION ZONE WITH INSTRUCTOR WORKSTATION, PROJECTOR & DEDICATED STORAGE

INFORMAL SOFT SEATING FOR GROUP OR INDIVIDUAL WORK

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SPACE ELEMENTS F LEXIBLE STRATEGIES FOR SPACE CONFIGU RATIONS The following are design strategies that should be applied to any of the preceding space configuration scenarios. These strategies can be used to customize the Digital Atelier space to meet the needs of a specific school.

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DISPLAY/SIGNAGE

SPECIALIZED ZONES

SIGNAGE & DISPLAYS are opportunities to bring identity to the space and showcase student work. Displays may be fixed or movable and content may be static or dynamic. Some questions to ask:

Depending on the program, schools with specific specialties or interests may require SPECIALIZED ZONES of program or equipment within the Digital Atelier space. These specialized zones, such as video or sound production, can promote the unique talents of the school and its students. They also can be space- and resource-intensive. Some questions to ask:

• Given the school’s preferred work modes, should displays be digital, analog, or a combination of both?

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• Are displays to be used for instructional purposes? Will they provide general school information or will they be specific to the Digital Atelier? How does the Digital Atelier intend to display student work? • How is the Digital Atelier identified from the corridor? Is there an opportunity to continue the branding and identity of the Digital Atelier beyond the doors of the space itself?

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• What are the equipment requirements? Also, what are the spatial, acoustic, and lighting requirements to maximize the effectiveness of this equipment? • Given the constraints of the space, will this equipment have impact proportional to its resources? • Does this space need to occur within the Digital Atelier, or is it possible for these activities to occur elsewhere?

ROOM SEPARATIONS

COLOR

ROOM SEPARATIONS are opportunities to sub-divide the space to promote multiple work modes and provide visual or acoustic privacy between groups. Separations can be accomplished with ceiling-mounted curtains, folding partitions, or mobile display boards. Some questions to ask:

COLOR is a simple way to bring energy and identity to a space. Accent colors can be used on walls, on the floor, or as part of furniture. Some things to consider:

• Are there activities that are to take place in the space which require visual/acoustic separation? • What is the level of visibility of student work required by instructors? • Are there security/equipment management considerations that may preclude subdividing?

• Soft color and lighter floors make rooms feel larger, while darker colors mask dirt and damage. • On walls, consider an accent color on a single wall complemented with neutral tones on other surfaces. •

Avoid accent colors on instruction walls or behind computer areas where they might create eyestrain.

• Does the space want to be infused with the colors of the school, or is it preferable that the Digital Atelier maintain an autonomous identity?

LIGHTING

POWER/DATA

A combination of natural and artificial LIGHTING is necessary to accomplish visual-based tasks. Natural and artificial light must also be managed to ensure a productive learning environment. Some questions to ask:

POWER/DATA is a critical technical requirement to consider. The power/data requirements will vary greatly depending on the intended uses and work modes in the space. Some things to consider:

• Are multiple lighting zones required within the space?

• What is the mix of fixed vs. mobile technology? Do mobile devices need to be plugged in at all times?

• Are the existing lights adjustable beyond simple on/off functions? Can they be dimmed if necessary? • How is natural light being managed? Depending on the tasks to be completed, are shades necessary? • Are there opportunities for task-specific lighting incorporated as part of work surfaces or seating systems?

• What are the tasks that need to be completed? Do these tasks require a hard-wired data connection? • Linear, wall-mounted plugs and receptacles are the most efficient from a planning perspective. Floor mounted receptacles can require significant modifications and limit the future planning flexibility of the space. Is there an opportunity to connect through the ceiling?

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CASE ST UDY

“...I PERSONALLY LIKE TO WORK WITH TECHNOLOGY, AND HAVE FUN WITH IT MORE THAN WRITING ON A PIECE OF PAPER...”

EXECUT IVE SUMMARY The Archeworks New Practice team engaged students, teachers, Digital Media Mentors (DMMs), and school leadership in a participatory planning process that included site visits to Tilden Career Community Academy, interviews, and facilitated workshops. The team also engaged Convergence Academies’ staff in internal planning workshops to better understand the need for a framework plan that serves their long-term goal of replicating the Digital Atelier planning process at other schools.

ENGAG E

SYN THE SIZ E

DELIVER

V IS I O N & D ISCOVERY Our engagement process gathered diverse perspectives from current and future users on a range of informal and formal learning activities that the Digital Atelier can support. These facilitated discussions generated valuable ideas and insights into the need for flexibility of uses for creative experimental uses and teacher-led activities. Our findings are presented in further detail in this chapter. This section also includes tools needed to replicate an inclusive planning process at other schools.

Interviews

The New Practice team also drew from these user-centered discussions to develop several typologies about how Digital Atelier space can be organized and how it can be replicated at other schools. Feedback from the workshops also informed our team’s proposal for customized space design of Tilden’s Digital Atelier, including functionality requirements and flexibility to accommodate creative vs. controlled uses.

Interviews teerviews

Principal

Teachers User Centered Design Process

Workshops

Site Investigation

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Students Digital Media Mentors

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T ILD EN CAREER COM M UN ITY ACADEM Y

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Tilden Career Community Academy is a trailblazing turnaround school that fosters and promotes a 21st century learning environment, a college-bound culture, and a student-led school community of unity and pride. Tilden strives for excellence with the support of committed teachers, parents and partner organizations, including City Year, Umoja Student Development Corporation and Convergence Academies. Tilden is on a trajectory to reach its highest potential in professional development that prepares teachers to serve its students. After many years of school performance challenges, Tilden reached an exciting first milestone in student achievement in the 2013-14 school year enabling it to become a Level 2 school. Tilden is already standing tall as it continues to generate positive academic gains among all of its students.

Tilden students live primarily in the Southside communities of Englewood, Back of the Yards and Bridgeport. Every Tilden student participates in one of 16 school clubs, which meet during their school day schedules. Beginning in the 2013-14 school year, Tilden offers an innovative 4x4 block schedule where students take four classes during the first semester and four classes during the second semester, allowing for greater immersion and enrichment in subject areas.

CHICAGO CITY LIMITS

IL EER TILD E N CARACADEMY Y COM M U N IT

Chicago Public Schools (CPS) is the largest school district in the State of Illinois, and the third-largest in the nation with 681 schools and more than 400,000 students enrolled in pre-K-12 programs. The district includes 106 high schools with varying types of educational programs and enrollment requirements. Tilden Career Community Academy is one of the district’s 48 neighborhood high schools, meaning it is open to all residents within its attendance boundary. Tilden High School Population Demographic (2013) Asian Black Hispanic White Other

1.9% 66.4% 22.2% 7.7% 1.9% 0

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100

Tilden High School Key Measures (2013) Low Income Special Education Limited English Student Attendence Teacher Attendence

96.3% 26.2% 4.0% 75.5% 95.4% 0

100

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PART ICIPATO RY WOR KSHOPS/IN TERVIEWS & FIN DIN GS This chapter provides a summary of ideas and insights shared in facilitated workshops about the envisioned uses and design of the Digital Atelier space at Tilden Career Community Academy.

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The New Practice team conducted two workshops with students, teachers and Digital Media Mentors at Tilden in December 2013. The team also conducted a short interview with Tilden Principal, Maurice Swinney. Samples of the forms to use for referenced workshops are located in the Appendix chapter.

PRINCIPAL INTERVIEW 30-45 MINUTES

Goal of this interview was to understand Principal’s vision for: • Student learning and leadership • Teacher development • Convergence Academies as a school-wide culture change model • Digital Atelier (DA) as a formal and informal educational space Questions: What are major themes and challenges at your school? What do you see as your overall goals/mandate as principal? Can you tell us about your vision for culture transformation at your school? Who is driving this change?

PRINCIPAL / ADMINISTRATION FINDINGS

Maurice Swinney wants a student-driven school and a studentowned culture “where learning and fun are synonymous”. He believes that all Tilden students deserve a quality education. His vision is that the Digital Atelier space and Convergence Academies are key parts to Tilden’s cultural transformation. • All Convergence Academies activities should be linked to educational outcomes • DA space should be collectively owned by students and teachers (no turf wars) • The DA should be a problem solving space with guided practice

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• The DA should function as a collaborative learning environment where teachers, DMMs and students can learn from one another

What is your vision for the Digital Atelier? How will students use the DA space? How will it support student-centered learning? How does it support formal learning? Informal learning? How will teachers use the DA space? How will it support teacher’s learning and ability to develop curriculum that uses digital media? Who “owns” the DA space? Is the DA a shared space between students and teachers? Are students priority users?

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TEACHER/DMM WORKSHOP 45 MINUTES - 1 HOUR Recommend that both teachers and DMMs are part of the same workshop discussion.)

Goal of this session is to understand:

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• Size of typical class • Formal and informal uses of Digital Atelier space • The co-design curriculum process between teachers and DMMs

• Role played by DMMs • What planning looks like: * Scalability * Resources * Iterations

Script: “You are part of an innovative pilot program, and we would like to understand what you’ve learned so far, what’s working and where some opportunities are. We also want to understand how this space can support the goals of Convergence Academies at your school.“ Questions: Ask teachers and DMMs to discuss how these connections work What is the connection between the DA and the classroom? What do you like about this space? What do you not like about this space? What do you need to make it more effective for your purposes? What equipment do you need in this space? What do you see as the DMMs’ key roles/functions in the DA space? Give an example of a lesson you developed together. What worked well? How could you have improved upon it?

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TEACHER WORKSHOP FINDINGS

DMM WORKSHOP FINDINGS

The teachers we spoke with see the DA as a tool and an opportunity to access valuable resources at the school. Their key issue is control of the students and supervision within the space.

The DMMs view the DA as a place outside the classroom to help students cultivate and celebrate creative work.

• Teachers want to integrate digital media curriculum into lesson plans • Security and logistics are a concern: need for controlled space and site lines in order to monitor students. Important to set the goals for behavior in DA space • Teachers are open to collaboration with DMMs to co-create curriculum based on learning goals. Process will vary based on interests and work styles • Teachers are looking to learn skills and techniques from DMMs to build their capacity as curriculum designers • Teachers need clear parameters for curriculum co-design process that supports a continuous cycle of experimentation and also replicates what works well • Their goal is to use the DA as a resource and a tool to create learning pathways, both formal and informal

• The DA space can help to create richer learning experiences in a flexible and unique learning environment • A culture of experimentation, where it’s “ok to fail” • DMMs are available to be mentors/coaches for both teachers and students • Creative play can be contagious, use the space like an artist’s studio • A variety of spaces to support activities (small pods for working in groups, sound secure spaces and private spaces to think out loud) • DMMs can create energizers within a lesson plan that enable students to connect with subject matter

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STUDENT WORKSHOP & VISIONING 60 MINUTES

STUDENT FINDINGS

Goal of this session is to understand:

Students want the DA to be a casual, “chill out” space where they can hang out with friends and other students and work together to produce creative projects. They see big things happening in this comfortable space.

• Student’s vision for the Digital Atelier space • Visibility • Sharing • Individual space versus group space

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Script: Welcome! We invited you here because we need your help in coming up with a design for this space. We think that as students, and users of this space, there is no better way to do this than to invite you to co-design it with us. Help us understand your classmates and how this digital library space could work best for all of you. Pretend that this is your room at home, and you could do anything you wanted here. What would you build in this space? Using art materials, please create the space as you’d like to see it. Questions: What clubs do you participate in? What do you like about the clubs? Why do you think this space is here? What do you like about this space? How does the teacher help when you’re here? What do you wish you could do in this space?

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• Students want the DA to be a place to experiment with different ways to think, play and plan • They’d like to use the space to make music and explore social media and new technology • The physical space should be bright and colorful with storage for books, backpacks and personal items • The students want tech and non-tech zones with moveable, comfortable furniture, drinks and snacks • Students want the DA to incorporate homework help and mentoring • Students think there should be earned entry to the DA based on criteria such as GPA, behavior goals, attendance and other goals

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OVE RAL L I N SIG H TS Facilitated discussions were well received by workshop participants who rarely have an opportunity to share their ideas about uses of educational space and to see themselves as co-designers of an innovative learning environment. Devoting time at the beginning of the Digital Atelier design process to these visioning discussions can be an energizing and empowering experience for participants, generate valuable insight into the form and function of the Digital Atelier, and raise awareness of its important role supporting school-wide pedagogical culture change.

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ENTHUSIASM & ALIGNMENT AROUND VISION

There is enthusiasm and excitement about the Digital Atelier, a new learning environment, at Tilden Career Community Academy. The principal, teachers, DMMs and students appear to be aligned on the goals and purpose of the Digital Atelier and welcome the opportunity for partnership and experimentation.

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FLEXIBLE USES: INFORMAL & FORMAL

The co-design process revealed a vision for flexible space with zones for creative experimental space, an “un-classroom” environment for play and informal learning, as well as controlled space for teacher-led lessons. In addition there is a need to further develop plans for a portable or mobile digital atelier outside the physical space of the DA.

DUAL PEDAGOGICAL APPROACHES

Teachers and Digital Media Mentors (DMMs) are eager to collaborate on curriculum development and creative projects for the students that support learning goals. However, there is concern on the part of the teachers regarding the dual pedagogical approaches (exploratory learning vs. specific learning goals) – and their respective roles supporting both.

INTEGRATING DIGITAL MEDIA INTO CURRICULUM

The Digital Atelier has the potential to help teachers (in partnership with DMMs) move from seeing digital media as a tool, to integrating digital media into the curriculum and lesson plans.

STUDENT-LED CULTURE CHANGE

A Digital Atelier can support the larger goal of culture change at Tilden by “remixing” – or developing an environment that encourages new ways of learning – allowing students to own and brand their school, and create a student-driven college-bound culture.

SCHOOL LEADERS CRITICAL TO PROCESS

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School leaders are critical to the planning process and the successful launch of a Digital Atelier. School leaders (the principal and assistant principals) can create a “readiness for change” by generating enthusiasm and interest in the Digital Atelier among teachers and students. These expectations must be set by school leadership as early as possible in the planning process by communicating often with students, teachers, DMMs about their respective roles as school change agents.

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DE S I G N D I R ECT IO N F OR T ILD EN HIGH SC HOOL

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• Space that is flexible, malleable and comfortable • Support hanging out, messing around and geeking out (HOMAGO)

CO N LE TR D O EN LL VI ED RO TE NM AC EN HE T R-

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Through our engagements with leadership, teachers and students at Tilden, we identified two distinct needs that the Digital Atelier space will need to support: a Controlled Teacher Led Environment and a Creative Experiment Environment. The two buckets below outline the design and experience elements that define the two unique spaces:

• Space setup that is consistent and structured • Quick and simple “plug-n-play” technology connections

• Reinforce co-ownership, co-creation and Individuality

• Ample vertical work surfaces (white boards, pin boards)

• Support interpersonal and autonomous discovery (MakerStudio)

• Ability to visual monitor space

• Surfaces, materials and fixtures that are durable enough to handle work and play

• Place that fosters teaming • Set up for teacher-led learning • Storage for teaching and reference materials

DE S I G N D I R ECT IO N F OR T ILD EN HIGH SC HOOL The nature of the Digital Atelier space at Tilden allows us to create two distinct zones to define each distinct environment, while ensuring that they remain visually and physically connected. This connection communicates that learning happens in both structured and flexible environments, while in class and at play.

CONTROLLED TEACHER-LED ENVIRONMENT

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CREATIVE EXPERIMENT ENVIRONMENT

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DE S I G N D I R ECT IO N F OR T ILD EN HIGH SC HOOL Within the two distinct zones, creative experiment and controlled teacher-led, the spaces are broken out into another layer of zoned space or sub-space. However, the spaces themselves still allow a flexible learning environment where the teacher and student can design the space or spaces to enable optimal learning as needed. The sub spaces shown below have the flexibility to orbit the larger zones.

CREATIVE ENVIRONMENT ZONE

TEACHER-LED LEARNING ZONE STORAGE ZONE

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HANG-OUT ZONE

AUTONOMOUS PLAY

CREATIVE ENVIRONMENT ZONE HANG-OUT ZONE

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TEACHER-LED LEARNING ZONE PRESENTATION ZONE

D E S I G N D I RECT ION F OR T ILD EN HIGH SC HOOL Display/Pin-up Board Collaboration Zone Autonomous Play Movable White Board

Pantry Space Storage Cubbies Large Printer

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Collaboration Zone Movable White Board Display/Pin-up Board

Teacher Zone Presentation Wall Display/Pin-up Board

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DE S I G N D I R ECT IO N F OR T ILD EN HIGH SC HOOL Students are hoping for a place that’s cool. They want to be able to hang-out, geek-out, play and create. The space needs to equally support groups connecting and playing together, and individuals trying out something new and having the security and privacy to try new things. Teachers have to be able to maintain visibility of their students, and hope for an environment that allows them to shift gears and try something new, experiment themselves, as well as with their students.

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A PLACE TO THINK OUT LOUD.

BREtFORD.COM

IT IS, MORE THAN EVER, A COLLABORATIVE SPACE.

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Photos: Copyright of Gensler

DE S I G N D I R ECT IO N F OR T ILD EN HIGH SC HOOL Visibility, consistency and side-by-side co-creation were features that teachers felt would make the space most conducive to learning. Teachers were also looking for the ability to project content on a wall and store some of their reference and class materials in the space for easy access. Students are most excited about the available tools and technology, so the ability to quickly and easily connect and do their work or play is critical.

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Photos: Copyright of Gensler

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DE S I G N D I R ECT ION F OR T ILD EN HIGH SC HOOL VIEWS & PERSPECTIVE S

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FU R N I T U R E S UG G E ST IO NS F OR T ILDEN HIGH SC HOOL

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DE S I G N D I R ECT IO N F OR T ILD EN HIGH SC HOOL TILDEN DESIGN CONCEPT: In addition to these concept images of the Tilden High School Digital Atelier, the Archeworks New Practice team has developed specific recommendations that intend to guide the further design and delivery of this space. In keeping with these principles and our understanding of the Digital Atelier program, the New Practice team recommends that other space within the school outside of this DA space be allocated for sound and television studios.

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WALLS

The walls for the ‘teacher-led’ space want to be neutral in color (white is recommended) versus bright colors to create a calming environment and help maintain student focus. Lighter colors will reflect light, both natural and artificial, and reduce computer screen and presentation glare. In addition, wall surfaces that do not have surface mounted white boards should be painted with a writeable paint. In the ‘creative’ space, we recommend some moments of color in niche areas and at the opening that separates the two spaces. This will help to designate student collaboration areas and create more personality to the space. Display areas for student work are very important to the success of the space. It is recommended to mount cork board on the walls separating the teacher-led and creative spaces to promote pin-up of both finished work and work in progress.

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FLOORING

FURNITURE

If new flooring is to be considered, the recommendation is large, carpet tile squares. Carpet tiles are durable and can easily be replaced if soiled or damaged. Carpet tile will also help absorb sound and create a softer, more comfortable footing environment.

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All furniture selection should be considered for ultimate flexibility and extreme durability for both spaces. Furniture that can be grouped for large discussion and then pulled apart and reassembled into smaller work and collaboration zones is ideal. This requires majority of the furniture to be on casters and easily stackable for mobility and storage.

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LIGHTING

In the ‘teacher-led’ space, in addition to the existing overhead room lighting, task lighting at individual work surfaces would help maintain focus and allow the overhead lights to be turned off and task lighting to illuminate the work zone giving DMMs, teachers and students more control. In the ‘creative’ space, stand up light fixtures at student collaboration areas are recommended to create a more friendly setting and unique environment with more user control.

DATA / POWER

A strong WiFi connection is recommended to promote flexibility within the space. To serve the electrical power needs, install super flat electrical tape cord that attaches to the floor system below the carpet and alleviates any large cords taped on top of carpet creating trip hazards. Furniture should be selected with integrated power outlets if possible.

SOUND / ACOUSTICS

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Use furniture solutions, such as furniture with high backs, to create smaller collaboration areas that help reduce sound and allow for peer-to-peer communication. Another consideration to separate the ‘teacher-led’ space versus ‘creative’ space for sound control would be to install a high grade, sound curtain on a mounted track with acoustic properties built into the curtain. A more effective solution to control sound and give ultimate visual control of both spaces would be a glass system with a glass door built into the opening.

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D E S I G N D IRECT IO N F OR T ILDEN HIGH SC HOOL Display/Pin-up Board Collaboration Zone Autonomous Play Movable White Board

Pantry Space Storage Cubbies Large Printer

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Collaboration Zone Movable White Board Display/Pin-up Board

Teacher Zone Presentation Wall Display/Pin-up Board

N E XT ST E PS

E NGAGE Visioning Session Utilize User-Centered Design Process with Teachers, Students, School Leadership, and Community to Define Vision and Opportunities for the New Digital Atelier Program Interpreting User Feedback Design Concept Use the Matrix to Identify Appropriate Tools, Space Elements, and Overall Design Purpose and Space Configurations

SYN THE SIZ E Hire Design Team Professional Design Services, University Group, Non-Profit Design Organization Existing Conditions Assessment Design Charrette Host Project Stakeholders & Design Team for a Design Charrette School Town Hall Host School for a Town Hall Meeting Introduce Digital Atelier (DA) Program and Share Concepts for the New DA Space

DELIVER Identify Partners & Donors Engage Furniture, Construction, Technology/ Product, and Community Partners Targeted at Sponsoring, Supporting, or Helping Develop Specific Design Elements of the Space Finalize, Review, & Document Design Plan Assess Code Compliance and Accessibility

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Build Day Host a Day When the School and Its Partners Can All Contribute to the Building of the Space

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APPENDIX T EMPLATE FOR M S ENGAG IN G OTHER C R EATIVE PARTIE S Information Design Assignment at Columbia College Digital Photography: Student Work from Tilden Career Community Academy

principal questionnaire W hat are the intended OUTCOMES of the installation of the Digital Atelier in your school?

For STUDENTS

For TEACHERS & STAFF

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What are the intended EDUCATIONAL OUTCOMES of the Digital Atelier? Are there metrics that will be collected to measure PERFORMANCE?

What are the intended CULTURAL OUTCOMES of the Digital Atelier? How do you envision the Digital Atelier transforming the CULTURE of your school?

What are the intended BRANDING OUTCOMES of the Digital Atelier? How do you envision the Digital Atelier transforming the IMAGE of your school?

principal questionnaire W hat are your school’s GREATEST ASSETS and CHALLENGES to realizing the goals for the Digital Atelier?

What are the EDUCATIONAL RESOURCES that What are the CULTURAL & COMMUNITY RESOURCES What are the GREATEST CHALLENGES currently exist to supplement the successful that currently exist to supplement the successful to sustaining a long term impact for the implementation of the Digital Atelier? Are implementation of the Digital Atelier? Are there Digital Atelier? Are there strategies for how there new educational initiatives that will new cultural initiatives that will be developed to these challenges can be mitigated? be developed to complement what will be complement what will be happening in the space? happening in this space?

For STUDENTS

For TEACHERS & STAFF

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page 72 Please describe the GREATEST ASSETS that currently exist in my school to the successful implementation of the Digital Atelier. Are there existing synergies or relationships that should be reinforced?

Please describe the GREATEST CHALLENGES that currently exist to the successful implementation of the Digital Atelier. Are there additional resources that should be considered to address these challenges?

If you answered ‘NO’ to above, please describe what information you’d like to know more about. (Student performance metrics, expectations of teacher participation, curriculum/schedule, etc)

If you answered ‘NO’ to above, please describe what information you’d like to know more about. (Materials, staff, project ideas, facilitation, scheduling, security, training, etc.)

Not Sure

Not Sure

If you answered ‘YES’ to above, please describe how you plan to contribute to the school’s goals for the Digital Atelier

No

No

If you answered ‘YES’ to above, please describe how you plan to leverage these resources. Do you plan to include Digital Atelier/ media based activities in your lesson planning? If yes, please describe. If no, why not?

Yes

I am familiar with my administration’s goals for the Convergence Academies Digital Atelier

Yes

I am familiar with the resources available to teachers as part of the Convergence Academies Digital Atelier

Please answer the following questions to the best of your ability, and provide additional feedback when prompted. Responses to this questionnaire will remain anonymous.

teacher questionnaire

a day in the life MAP THE ACTIVITIES OF YOUR TYPICAL DAY. TELL US ABOUT THE PEOPLE YOU MEET, THE PLACES YOU GO, AND THE THINGS YOU DO THERE

Before School

During School

After School page 73

spaces that inspire (student) TELL US ABOUT YOUR FAVORITE PLACES TO BE, AND WHAT YOU LOVE ABOUT THEM

is my favorite place. page 74

What I love most about this place....

To make my school more like my favorite places, I wish it had...

(activities, people, physical characteristics, etc)

(activities, people, physical characteristics, etc)

spaces that inspire (teacher) TELL US ABOUT EFFECTIVE EDUCATIONAL SPACES AND WHAT YOU LOVE ABOUT THEM

These are characteristics of effective learning spaces...

To make my school more like my favorite educational places, I wish it had....

(activities, people, physical characteristics, etc.)

(activities, people, physical characteristics,etc) page 75

COLUMB I A CO L L EGE ST UD ENT ASSIG NM EN T I N F O R M AT I ON DE S I G N , FA L L 2 013

OVERVIEW & ASSIGNMENT

STUDENTS

The students in Susan Stirling’s Information Design - Fall 2013 class at Columbia College participated in a final project to visually “rebrand” Tilden Career Community Academy High School to support the school’s evolving positive identity and culture. In order to understand the issues Tilden students, teachers and administration are faced with everyday the Columbia College students did the following user-centered research:

Hector Banuelos

Lena Masek

Matthew Barr

Emily Rochester

Kwadwo Bediako

Cody Severa

Jacob Buchholz

Alexandros Skouras

Andrea Cannon

Ian Tormey

• Researched problems in urban high schools and programs making a difference

Andrew Fortnum

Michael Walker

Michael Katzenback

Nicole Wicks

Michael Ludwig

Kris Wong

• Interviewed Principal Maurice Swinney • Visited Tilden High School • Conducted “Day in the Life Workshop” with Tilden students The Columbia College students then analyzed and synthesized their data to come up with high level insights about Tilden High School and several branding concepts for the school.

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