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Unexpected discoveries: connecting inclusive, transformative shared learning spaces - Professor Do Coyle, Chair in Languages Education and Classroom Pedagogy, University of Edinburgh & Pamela Briggs, Head Teacher, Corstorphine Primary School

The Shared Learning Spaces Team at the University of Edinburgh in partnership with the Scottish Alliance (working with ILE+SE Scoping Study, University of Melbourne) will share research evidence on the dramatic shifts in perceptions of space and in particular learning spaces due to COVID lived-through experiences. Rethinking how learning happens across different spaces- outdoors and indoors - disruptions to schooling and immediate responses to educational challenges extended rapidly to facing pedagogies of uncertainty and the need to reflect and rethink learning spaces from holistic and inclusive perspectives. With raised spatial awareness of learning and working spaces, a shared understanding has emerged uniting all those involved in designing, creating, supporting and working in learning spaces to foreground pedagogic thinking which promotes designing learning and learning spaces together. This has resulted in identifying factors, indicators and values which underpin a common language so that physical and virtual, cognitive and social factors can be owned by teachers and their learners in order to explore how deeper awareness can lead to new ways of making learning matter. The studies demonstrate the crucial importance of enabling learners to know how to design and use spaces which support their learning so that they lead to equitable opportunities for confidence building, agency and above all a sense of pride and achievement for all learners. The research also indicates the need for designers and educators to rethink learning design so that physical spaces can be transformed into safe learning spaces in a variety of ways - not dependent on the style or age of physical infrastructure. The case studies provide a means to reflect deeply and carefully about ways forwards.

Learning Points:

• Shared COVID experiences have highlighted spatial awareness and its impact on learning
• Research suggests that a common language for all those involved in designing, creating and working in learning spaces can promote to transformative learning
• Examples show how when pupils and teachers using learning design tools in the classroom that provide new insights into safe, challenging yet inclusive space

Making Social Value Aspirations a Reality - Thomas Brumby, Social Value Champion, HLM Architects, Paula Leca, Communities and Social Impact Manager, Morrison Construction & Billy Burke, Head Teacher & Pupils of Renfrew High School

The National Manufacturing Institute Scotland is an industry-led international centre of manufacturing expertise where industry, academia and the public-sector support bodies work together to transform skills, productivity and innovation making Scotland a global leader in advanced manufacturing and a magnet for investment.

The student design competition with Renfrew High School, is an outreach project within the local community of Renfrewshire, that represents the wider objectives and aspirations of the National Manufacturing Institute of Scotland with regards to Social Value. It has been facilitated by the architects and lead contractor of the NMIS project, HLM and Morrison Construction.

HLM Glasgow worked alongside Renfrew High School, and Morrison Construction to facilitate this student led design competition to develop designs for how to make use of a grant of £20,000 to redevelop the outdoor environment of the school. We will demonstrate the processes involved throughout, and how this social engagement with local school children has fostered new learning and engagement outcomes by being part of this design competition activity.

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