Sixteenth International Conference on Design Principles & Practices

Abstract

My study developed a multilayered approach, exploring learning spaces for doctoral education. As an exploratory process, it supported the development of design methodology and domain theory based on Design-Based Research (DBR). It identified the main conceptualizations of learning space from doctoral students’ points of views and developed a participatory model to make students’ multiple voices heard. Intersection of Production of Space in Architecture and Situated Learning theory in Education enabled me to build an integrated conceptual framework to explore doctoral students’ perceptions, lived experiences, and imaginations of learning spaces. Three research questions reflected theoretical and practical aims. I developed a multi-phased research through three sequential phases: questionnaire, Photovoice, and prototyping, which respectively addressed subjective, objective, and co-constructed aspects of spaces. Thematic Analysis informed the data analysis process. Findings suggest that while doctoral students emphasized individual space as a necessity in any PhD journey, they viewed a learning space beyond its physicality. Participants’ experiences reinforced that learning is embedded in communities of practice in doctoral undertaking. They implied creation of communities can turn any space into a place. Participants imagined spaces that support physicality (individual and shared spaces), liminality (in-between and on the margins), and (re)-configurability. Design principles included: Learning space is a layered multi-faceted phenomenon; Learning space is an indicator of support; Learning space has a potential to improve and sustain well-being; Learning space is a changing entity.