Often silos exist within the communities we serve. From our experiences, we have learned that the path of least resistance securing change is to establish a unified front. Initial efforts may simply be creating bridges across established disciplines to enable open lines of communication between instruction/curriculum and facilities.
Assembling a diverse range of community of stakeholders at a common table begins to lay the foundation for establishing change.
We realize that we are all products of our environments and we carry this historic reference with us as we make decisions. In the processes of initiating change within communities, we focus on equipping the guides with a new language to allow new ideas to flow naturally. For instance, when you hear the word “classroom”, we generally build images of what a classroom looks like from our own experiences. In contrast, the phase “educational space” evokes a completely unique set of imagery. Simply put, antiquated titles get in the way of the journey.
“The creation of change can be extremely laboring or it can be relatively easy. Regardless of how we arrive at change, the truly difficult task is sustaining change. No matter as to how we arrive, if we desire to sustain our work, it ultimately requires maintenance to be successful.” Below is a sampling of lenses and subsequent descriptors that David Stubbs Design generally employs. Please be aware this set of tools is not intended to be an inclusive list of offers. However, we believe this is a nice set of thought starters that end up in various locations. Sustained change is not linear and honestly, it should get quite messy at times.
This set of conversations assists in defining the social, emotional and physical requirements of this new set of learners from proven research, data and conversations acquired from educational communities nationwide.
Realizing the differences as well as the requirements when discussing the transformation of next generational environments. This conversation should focus on the physical differences between student and teacher centered designs as well as the success of these tools and resources
There is comfort with familiarity and subsequent gravitation toward “the next shiny thing” that may be loaded with antiquated features. This is a deep analysis of what inhibits the agility of our environments. It will offer a lens into “systems” that support authentic, next generation learning while embedding future ready support in the form of agile solutions.
Understanding key attributes of how products are constructed, sold, delivered and function. What is total cost of ownership? This conversation will provide the end-user with newly found knowledge when making one of the most significant purchases within an educational facility impacting generations of learners.
Design is very personal and we believe it requires a passion to ignite it. As an example, the very core function of creating a new perch, should have nothing to do with designing “the next shiny thing”. It is about designing something to respond to specific tasks, providing rest, shifting or even response to our intuitive movements. The process should be embedded with observational research supported by inquiry, not surveys or boxes to be checked. Let us support you in understanding the physical requirements of your stakeholders, and how to correlate this to your vision and or mission.
