Design Math 101 - A formula for good educational design

As simple as it sounds I have never seen or heard of a standard formula for the design of learning spaces. Now while design is not as simple as plugging in integers to create a definitive answer there is certainly a range of reasonable values to expect. As a designer, but not a mathematician I offer a basic formula that I have found valuable in my experience designing schools:

(L1 x (Cr+Pg)) x Ext = GD

L1 = The Learner. The first and most important element of any learning space is the individual or group that is going to learn in that space. It is important to understand both the quantitative and qualitative requirements of the learner. How old is the student? What is his or her past experiences? What are their capabilities? What are their limitations?

Cr = Curriculum. The curriculum is the subject matter that must be taught. It is the knowledge that the learner is expected to gain within the space where they learn. Curriculum may include both formal curriculum (the history of the civil war) and informal curriculum (the basic strategies of debate). It may also be a part of a larger curriculum (American History Part I of III). These are all important data points in understanding the design of a learning space.

Pg = Pedagogy. Pedagogy is the method of delivering knowledge. Is it taught by an individual teacher in a lecture, or through a series of small group discussions? Does the class require a hands on lab or is the knowledge delivered through a video? The delivery method is as important as the lesson that will be taught. For instance if you are teaching someone to change the oil in a car they could learn by listening to someone describe the process, watching a video that shows the process or participating in doing the process on an actual automobile. In each case the curriculum is the same (learning to change the oil), but the pedagogy is completely different and its implications on space are exponetially different.

Ext = External Factors. Learning spaces are influenced by a wide range of external factors. These can range from the adjacencies of distractions like highways or trains to the time of day that the class may be taught. External Factors create positive and negative pressures on specific design issues like lighting, acoustics or security. Each design must address these issues or the overall formula will fall apart.

GD = Good Design. This is the answer to the formula. At a basic level did the learner gain the knowledge they were expected to within the space? Clearly the classroom does not take the place of the teacher, but does it enhance or detract from the learning experience. In designing places for learning we need to understand all of these elements. Without knowing the requirements of the learner, the curriculum, the pedagogy or the external factors that influence them all we can not hope to create great schools, classrooms or learning spaces of the future.

Clearly this formula is the basic version of a far more complicated process. Schools are designed for many people, typically not individuals and classrooms must often accommodate many different subjects and teaching styles. We need to recognize that there are many answers to the question of what is 'good design', but we should also take note of the simple equations that may help define that answer.