All-surface use in design-based learning spaces
Lorraine Marshalsey · 2023
Identifying and recognising the critical properties of sensory affect to empower reflective teaching and experiential learning in design education, and associated learning spaces, can be complex and challenging. In the previous three chapters, this book has addressed a small portion of a much bigger landscape, in terms of discussing design education of the past and present, sensory affect as its own entity, and aspects of sensory affect fused with design and design education. The first half of this book has, effectively, set the scene and defined sensory affect, experiential learning, learning spaces, and design education, alone and in combinations of each other. Now, the latter half of this book turns towards action. The following chapters dynamically embrace sensory affect in experiential learning, learning spaces and design education through reflective teaching approaches, methods, and strategies. This chapter, and the following two chapters, unpack three distinct actionable themes, as a series of strategies for design educators to reflect upon; all-surface use, empowerment , and flexibility . First, I start with the fundamental ‘skeleton’ of design education – the physical space itself and the materials, boundaries, and surfaces present for teaching and learning. This chapter explores physical, specialised, online, communal, legacy, and outdoor learning spaces, concluding with practical implications of all-surface use in design-based learning spaces.