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Re-designing Informal Learning Spaces
Last Updated: 2026-06-03 00:07:38
Abstract
The course explores informal learning spaces: what they are, their relevance historically, and how they shape students’ learning experience. Students collect and analyse behavioural data to understand how the space is used. They propose and implement a design intervention in a real space and evaluate whether their intervention improves the space. The course is open to architect and non-architects.
Objective
This interdisciplinary seminar has several learning objectives: • To critically reflect on how the design of an informal learning space impacts the student learning experience. • To engage with ideas and methods from several different disciplines: spatial cognition, architecture, and learning sciences. • To learn how to collect and analyse behavioural data of how users behave in a space. • To learn advanced spatial analysis methods that predict how users of space will behave in a redesigned space. • To propose and implement a redesign of an existing learning space. • To obtain permission where required from the relevant stakeholder for the desired intervention of the space. • To evaluate whether the redesigned space positively impacts the way the space is used. • To be able to communicate the value of such a redesign to students from different disciplines. • To write a scientific report. Students are given a scientific report template which they use to report their design intervention project. The scientific report is a useful way to present the collected behavioural and spatial data for both the status quo and the intervention states of the space.
Content
What makes a good informal learning space? How does this differ for different users of the space (e.g. students from different disciplines)? This interdisciplinary seminar addresses how the design of informal learning spaces impacts the student learning experience by combining methods from architecture and psychology. Students are given an introduction to informal learning spaces, what they are and how they have developed historically. The main part of the seminar is structured around a real intervention in an existing informal learning space. Students choose a space that they would like to improve and decide what kind of design intervention they will implement. The intervention should fit within the constraints (e.g. time and budget) of the seminar. Students themselves arrange for permission to intervene in their space where needed; by doing this themselves, students learn something about the process of how changes in informal learning spaces can be implemented. Students are taught formal methods of behavioural observation so that they can observe and analyse how a space is utlized by the users of the space (e.g. students, faculty, visitors) over time. Students are also taught advanced spatial analysis techniques (known as space syntax) that predict how users of space will behave in any given floorplan. Both the behavioural observation and the spatial analysis methods are used pre- and post- design intervention, so that students can quantify what the impact of their redesign is on the users of the space. Students work in groups; each group has at least one architect and one non-architect, allowing for students from different disciplines to bring their strengths to the project. Through the interdisciplinary nature of the group composition, students learn the skills required to work as team with other students from other disciplines. The seminar encourages students to critically reflect on what elements are necessary for designing the learning spaces of the future.
General Information
- Language
- English
- Levels
- DS , DR
- Frequency
- Yearly recurring
Examination
- Type
- graded semester performance
Registration & Places
- Max Places
- 40
- Signup End
- 04.10.2026
Course Components
| Type | Title | Time & Place | Hours |
|---|---|---|---|
| seminar | Re-designing Informal Learning Spaces | No time listed | 2 h weekly |
Offered In
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Science in Perspective (In “Science in Perspective”-courses students learn to reflect on ETH’s STEM subjects from the perspective of humanities, political and social sciences. Only the courses listed below will be recognized as "Science in Perspective" courses.)
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Type A: Enhancement of Reflection Competence (SiP courses are recommended for bachelor students after their first-year examination and for all master- or doctoral students. All SiP courses are listed in Type A. Courses listed under Type B are only recommendations for enrollment for specific departments.)
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Doctorate Humanities, Social and Political Sciences (More Information at: )