Abstract
The creation of innovative learning spaces, such as makerspaces, learning commons, and incubators, is a large-scale instructional design problem, which relies on design thinking and effective storytelling to facilitate project success from the start to finish. This qualitative research study analyzes four cases of innovative learning space design in four very different higher education contexts. We identify commonalities in the space design and in how the space connects to each institution from mission to outcomes. The design thinking cycle can assist in leveraging support for space that will transform the learning experience by unearthing the stories of transformation that serve as the powerful mechanism to move these projects forward.
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Notes
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Brutalism emerged as an architectural movement in the 1950s and flourished until the mid-1970s. Examples are characteristically fortress-like, with a predominance of exposed concrete construction.
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Tillberg-Webb, H., Collier, N. (2018). Using the Design Thinking Cycle to Tell the Story of Innovative Learning Spaces. In: Hokanson, B., Clinton, G., Kaminski, K. (eds) Educational Technology and Narrative. Springer, Cham. https://doi.org/10.1007/978-3-319-69914-1_12
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DOI: https://doi.org/10.1007/978-3-319-69914-1_12
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