사용자 참여 설계를 적용한 첨단미래교실의 유형 및 공간디자인 방향성 연구

Abstract

(Background and Purpose) The school space innovation project aims to create a futuristic school space that can correspond to changing curricula, rather than simply remodeling aging school facilities, breaking away from the existing school space in its uniform and prison-like ‘standard design drawing’ form. Additionally, since 2019, the spatial innovation facilitator system has been adopted to realize a highly satisfactory spatial design through the ‘user-led space design,’ in which students, teachers, and school users directly create the desired space to supervise the entire spatial innovation process. This study would analyze the progress of the user participatory design process of projects for sophisticated future classrooms by area in the school space innovation project and the result of the reflection of a space design to examine the necessity of sophisticated future classrooms, users’ requirements, problems and improvements in the present system. (Method) This study was conducted with S. Elementary School, selected for sophisticated future classrooms for the school spatial innovation project in 2021 by the Busan Metropolitan Office of Education. The spatial scope of the study was two classrooms chosen as spaces for improvement, and the users’ opinions were gathered through an analysis of the school’s application for the school spatial innovation project, on/offline workshops with students and teachers, the identification of problems and contents through an in-site survey, and a design council. The user participatory design period was from April 16 through May 26, 2021, and the working design period was from June 1 through August 2. Construction for the spatial improvement of sophisticated future classrooms was completed on November 8, 2021. (Results) The sophisticated future classrooms of S. Elementary School consisted of seven space zoning (general classroom space, self-directed learning space, space for discussion and debate, VR/AR space, space for presentation and rest, space for video making, and space for makers) constituted the user participatory design, which took the form of sophisticated future classrooms, the purpose of this project, and were born again as a flexible space that could accept users’ various needs. (Conclusions) The classrooms were classified into seven areas by theme, and furniture and digital devices were arranged for each purpose for the efficient uses of the spaces. Plans for the ancillary space reflecting users’ demands in addition to the original purposes of the sophisticated future classrooms were faithfully set. However, due to situational issues and time constraints, difficulties in operating the workshops and conducting follow-up evaluations remain tasks. The adjustment of various conditions for school members’ more active participation in the user participatory design and follow-up evaluations can allow a more practical proposal for the direction of the unit project for sophisticated future classrooms in the school spatial innovation project.