Creating a space for creative learning: the importance of engaging management and teachers in the design process

Based on an empirical case study, this paper puts forward the thesis that in order for an innovative learning environment to work intendedly, three things must be aligned: creative teaching (the teacher), space (the designer) and
organisation (management). Ideally, when designing new ILEs all three parties are engaged in the design process in order to ensure a common goal: creating the best frame for creative learning. In reality, this rarely happens and the users are left with a physical learning environment where the intentions do not match the expectations and established practises. To remedy this dilemma, the paper proposes an additional activation phase in the design process after the implementation, where the intentions of the space are to be translated into actions and negotiated through appropriation with the users in participatory
processes. The purpose of this phase is to match pedagogies with spatial possibilities. The methodology of the paper is Research through Design.