Fostering a Sense of Place: Planning Complementary Settings for Contemporary (Innovative) Learning Environments
Peter C. Lippman （ Places Created for Learning, Perth, Australia ）
https://doi.org/10.37155/2972-4856-jei0303-4Abstract
Innovative Learning Environments (ILEs) are transforming the ways in which school design is being conceived by introducing the notion of integrated and flexible spaces that include both classrooms and common learning areas featuring informal or breakout spaces (Lippman, 2022). This article defines these essential informal or breakout areas as complementary settings, highlighting their critical role in the learning ecosystem (Lippman & Matthews, 2023). However, a significant challenge reigns: secondary school teachers and learners often struggle to effectively engage within these ILEs due to a disconnect between idealistic learning theories and practical design, where flexibility concepts lack clear pedagogical grounding (Lippman, 2022). This article argues that fostering a genuine sense of place within these complementary settings is fundamental for effective learning, transforming mere spaces into meaningful environments that promote participation, concentration, and belonging (Lippman, 2022; Altman, 1992). To address these issues, the article investigates the foundational role of educational theory, explores environmental perception to understand user experiences, discusses activity settings for purposeful design, and examines complementary settings as the physical manifestation of these concepts. By grounding these ideas in pedagogical theory, human behavior, and current research, this article proposes an alternative framework for intentionally and attentively designing school buildings where complementary settings enhance classroom activities. Lastly, it reviews ILE literature through the lens of educational theory and environmental perception, leading to the development of a sense of place, while also exploring current conceptualization limitations to provide a rationale for these settings' purpose and offering actionable design recommendations across architectural, educational, psychological, and evidence-based perspectives, including strategies to overcome challenges like alignment and the need for shared practical knowledge.
Keywords
Innovative Learning Environments (ILEs); Complementary settings; Common learning areas; Sense of place; Environmental perception; Activity settings; Educational theory; Learning space design; Place identity; Place attachment; Flexible learning spacesFull Text
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[3]. Bell, P. A., Greene, T. C., Fisher, J. D., & Baum, A. (2001). Environmental psychology. Harcourt College Publishers.
[4]. Bennett, S. (2003). Learning commons: A learning-centered approach to services and facilities. American Library Association.
[5]. Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. National Academy Press.
[6]. Byers, T. (2023). Not Buying into the Hype of Contemporary or New School Learning Spaces: One School’s Attempt at Interrogating Their “Actual” Impact on Teaching and Learning. In P. C. Lippman & E. A. Matthews (Eds.), Creating Dynamic Places for Learning (pp. 253-266). Springer, Singapore.
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[8]. Carvalho, L., & Yeoman, P. (2018). Connecting physical and conceptual structures: The role of designed artefacts in task-based learning. British Journal of Educational Technology, 49(5), 947–959.
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[18]. Frelin, A., & Grannäs, J. (2020). Teachers’ use of learning spaces: The interplay between space, pedagogy and learning activities in open-plan school environments. Education Inquiry, 11(4), 346–362.
[19]. Gibson, J. J. (1979). The ecological approach to visual perception. Houghton Mifflin.
[20]. Glenberg, A. M. (2008). Toward the integration of bodily states, language, and action. In G. R. Semin & E. R. Smith (Eds.), Embodied grounding: Social, cognitive, affective, and neuroscientific approaches (pp. 43–70). Cambridge University Press.
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[22]. Guiliani, M. V. (2003). Theory of attachment and place attachment. In M. Bonnes, T. Lee, & M. Bonaiuto (Eds.), Psychological theories for environmental issues (pp. 137–170). Ashgate.
[23]. Harris, A. (2023, July 17). 40-year-old fad as NSW shuts door on open-plan classrooms. The Sydney Morning Herald. https://www.smh.com.au/national/nsw/end-of-a-40-year-old-fad-as-nsw-shuts-door-on-open-plan-classrooms-20230716-p5dok4.html
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[25]. Ingold, T. (2000). The perception of the environment: Essays on livelihood, dwelling and skill. Routledge.
[26]. Ittleson, W. H. (1973). Environment perception and contemporary perceptual theory. In W. H. Ittelson (Ed.), Environment and cognition (pp. 1–19). Seminar Press.
[27]. Ittleson, W. H. (1978). Environmental perception and urban experience. Environment and Behavior, 10(2), 193–213.
[28]. Jamieson, P. (2009). Learning the lessons of the learning commons. In P. Jamieson (Ed.), Place and space: The design of new learning environments. [Publisher details needed].
[29]. Keating, S., & Gabb, R. (2005). The learning commons: A new model for higher education. Journal of Library Administration, 43(1/2), 143–157.
[30]. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
[31]. Könings, K. D., & Seidel, T. (2025). [Publication details required].
[32]. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
[33]. Lawson, B. (2001). The language of space. Architectural Press.
[34]. Leiringer, R., & Cardellino, P. (2011). Tales of the unexpected: Exploring the impact of school building design on the Nutzer and their organisations. Building Research & Information, 39(4), 360–372.
[35]. Lewin, K. (1936). Principles of topological psychology (F. Heider & G. M. Heider, Trans.). McGraw-Hill.
[36]. Lippincott, J. K. (2009). Learning spaces: Involving faculty. EDUCAUSE Review, 44(3), 18–25.
[37]. Lippman, P. C. (1995). The meaning of constructed objects [Unpublished master's thesis]. The Graduate Center, The City University of New York.
[38]. Lippman, P. C. (2022). Understanding the Function of Complementary Settings in Contemporary Learning Environments [Doctoral thesis, La Trobe University]. La Trobe University Research Repository.
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[41]. Martin, S. H. (2002). The place of space in the language of science. [Publication details needed].
[42]. Matthews, C. E., Andrews, V., & Adams, P. (2011). Social constructivism and learning commons: How might a university library create a truly social learning environment? Codex: The Journal of the Louisiana Chapter of the ACRL, 1(3), 33–48.
[43]. Matthews, P., & Lippman, P. C. (2016). [Publication details needed].
[44]. Moore, G. T. (1986). Effects of the spatial definition of behavior settings on children's behavior: A quasi-experimental field study. Journal of Environmental Psychology, 6(3), 205–231.
[45]. Moore, G. T. (1979). Environment-behavior studies. In J. C. Snyder & A. J. Catanese (Eds.), Introduction to architecture (pp. 96-117). McGraw-Hill.
[46]. Morris, J.E., Imms, W., Dehring, A. (2023). The Relationship Among Classroom Furniture, Student Engagement and Teacher Pedagogy. In: Morris, J.E., Imms, W. (eds) Teachers as Researchers in Innovative Learning Environments. Springer, Singapore. https://doi.org/10.1007/978-981-99-7367-5_9
[47]. Nair, P., & Fielding, R. (2005). The language of school design: Design patterns for 21st century schools. DesignShare.
[48]. Núñez, R. E., Edwards, L. D., & Matos, J. F. (1999). Embodied cognition as grounding for situatedness and context in mathematics education. Educational Studies in Mathematics, 39(1/3), 45–65.
[49]. Organisation for Economic Co-operation and Development (OECD). (2001). Schooling for tomorrow: Learning to change: OECD scenarios and strategies. OECD Publishing.
[50]. Pearlman, B. (2014). Designing new learning environments. [Publisher details needed].
[51]. PEHKA. (2012). Responsive Research Report. (Unpublished report). Projects for Environmental Health Knowledge and Action, Inc.
[52]. Piaget, J. (1952). The origins of intelligence in children (M. Cook, Trans.). International Universities Press. (Original work published 1936)
[53]. Proshansky, H. M., Fabian, A. K., & Kaminoff, R. (1983). Place-identity: Physical world socialization of the self. Journal of Environmental Psychology, 3(1), 57–83.
[54]. Proshansky, H. M., Ittelson, W. H., & Rivlin, L. G. (Eds.). (1970). Environmental psychology: Man and his physical setting. Holt, Rinehart and Winston.
[55]. Redding, S. (2013). Personal competencies in personalized learning. Center on Innovations in Learning.
[56]. Rönnlund, M., Bergström, P., & Tieva, Å. (2020). Exploring school principals’ role in implementing innovative learning environments: a Bernsteinian analysis. Journal of Educational Administration and History, 52(3), 271–286.
[57]. Rönnlund, M., Bergström, P., & Tieva, Å. (2021). Teachers’ collegial collaboration in innovative learning environments – conditions and challenges. Scandinavian Journal of Educational Research, 65(6), 1030–1043.
[58]. Scannell, L., & Gifford, R. (2010). Defining place attachment: A tripartite organizing framework. Journal of Environmental Psychology, 30(1), 1–10.
[59]. Sciarra, D. T., & Seirup, H. J. (2008). The prism of practice: School psychologists' conceptions of student engagement. School Psychology Review, 37(2), 166–183.
[60]. Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4–13.
[61]. Shamai, S. (1991). Sense of place: An empirical measurement. Geoforum, 22(3), 347–358.
[62]. Sigurðardóttir, A. K., & Hjartarson, T. (2016). Teachers’ voices: Teachers’ perspectives on the advantages and disadvantages of open-plan schools. Scandinavian Journal of Educational Research, 60(4), 410–424.
[63]. Somerville, M. M., & Harlan, S. (2008). From information commons to learning commons: A metamorphosis. portal: Libraries and the Academy, 8(2), 183–198.
[64]. Stinson, S. W. (1995). Body of knowledge. Educational Theory, 45(1), 43–54.
[65]. Tharp RG, Gallimore R. (1989). Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context. Cambridge University Press.
[66]. Tharp, R. G., & Gallimore, R. (1997). Cultural contexts in teaching and learning: A socio-cultural approach. Cambridge University Press.
[67]. Thelen, E., Schöner, G., Scheier, C., & Smith, L. B. (2000). The dynamics of embodiment: A field theory of infant perseverative reaching. Behavioral and Brain Sciences, 24(1), 1–86.
[68]. Theobald, M. (2013). Personalized learning: Meeting the needs of diverse learners. [Publisher details needed].
[69]. Tolman, E. C. (1948). Cognitive maps in rats and men. Psychological Review, 55(4), 189–208.
[70]. Tuan, Y.-F. (1977). Space and place: The perspective of experience. University of Minnesota Press.
[71]. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
[72]. Weinstein, C. S. (1979). The physical environment of the school: A review of the research. Review of Educational Research, 49(4), 577–610.
[73]. Wertsch, J. V. (1995). Sociocultural research in the learning sciences: Vygotsky and Bakhtin. The Journal of the Learning Sciences, 4(1), 51–57.
[74]. Young, E., Imms, W., & Cleveland, B. (2019). Furnishing the future of learning: A critical review of research on learning environment furniture. Journal of Learning Spaces, 8(1).
Copyright © 2025 Peter C. Lippman
Publishing time:2025-07-28
This work is licensed under a Creative Commons Attribution 4.0 International License
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