Pedagogical walks through open and sheltered spaces: A post-occupancy evaluation of an innovative learning environment

Abstract

This paper describes a post-occupancy evaluation of a school building in Iceland that combines open and confined spaces, designed for manifold pedagogical approaches and multiple uses. The school was built for students at the primary and lower secondary school levels and serves a neighborhood still under construction in a coastal town about 40 km from Iceland’s capital area. The building will be an essential part of a larger complex, constituting the heart of its neighborhood, including a compulsory school tied into a preschool, a public library, sports facilities, and a site for local events. Our aim was to map how plans for this innovative learning environment have succeeded, as viewed by practitioners and students. Several research interviews with leaders of the building project and a method called pedagogical walk-throughs were used to collect data. Four focus groups of teachers, teaching assistants, and students were asked to review selected sections of the building. The results serve to show the strengths and weaknesses of the design, as perceived by participants, as well as commend the methodology applied. They provide insights and considerations of value for anyone involved in the design and application of educational spaces.