Lighting for Learning
Over the past 60 years a lot has changed in the secondary school classroom from architecture to interior design, pedagogy, and especially the introduction of information and communication technologies (ICT).
However one thing has remained the same – how these spaces are lit.
1950s
2012
Lighting for Learning was a two year design research study that set out to identify new opportunities for low-energy lighting in technology-driven, secondary school classrooms.
The study employed a user-centered research method that included expert interviews, observations, participatory workshops, and a series of classroom experiments. For a more diverse and comprehensive approach, the study spanned the UK, Hong Kong, and Norway; places that all have drastically different patterns of natural light which influences their use artificial light.
Amanda saw first hand how classroom lighting systems can significantly impact pupil motivation, and can hinder and even discourage teachers from using classroom technologies; which is a big part of how pupils learn and engage with information. She also found that traditional lighting systems no longer support the way classrooms are being used today.
New lighting systems should be designed to enhance both the learning and teaching experience while being able to adapt to evolving classroom technologies, architecture, and user needs over time.
As part of the study, Amanda produced a number of lighting experiments that were tested in real classrooms. She also wrote and published Lighting for Learning, a guide for teachers, head-teachers and facility managers that provides awareness and recommendations on lighting, technology, and layout; which can easily be applied to any classroom.
Client / Helen Hamlyn Centre for Design, Meagaman Charity Trust Fund
Year / 2012 - 2014
Role / research, industrial design, project management
Credits / Lighting for Learning publication: Lottie Crumbleholme, art direction and graphic design; Ryan Todd, illustrations; Jeremy Myerson, editor
Amanda saw first hand how classroom lighting systems can significantly impact pupil motivation, and can hinder and even discourage teachers from using classroom technologies; which is a big part of how pupils learn and engage with information. She also found that traditional lighting systems no longer support the way classrooms are being used today.
