Danish Ministry of Climate, Energy and Buildings, The Danish Building and Property Agency, Valby, Copenhagen, Denmark.
J Interprof Care. 2013 Sep;27 Suppl 2:46-50. doi: 10.3109/13561820.2013.801409.
This article, written from the stance of a public planner and a policy maker, explores the challenges and potential in creating future learning environments through the concept of a new learning landscape. It is based on the belief that physical planning can support the strategic goals of universities. In Denmark, a political focus on education as a mean to improve national capacity for innovation and growth are redefining the universities role in society. This is in turn changing the circumstances for the physical planning. Drawing on examples of physical initiatives in three different scales--city, building and room scale, the paper highlights how space and place matters on an interpersonal, an interprofessional and a political level. The article suggests that a wider understanding of how new learning landscapes are created--both as a material reality and a political discourse--can help frame an emerging community of practice. This involves university leaders, faculty and students, architects, designers and urban planners, citizens and policy makers with the common goal of creating future learning environments today.
本文从公共规划者和政策制定者的立场出发，通过新学习景观的概念来探讨创建未来学习环境所面临的挑战和潜力。它基于这样一种信念，即物质规划可以支持大学的战略目标。在丹麦，将教育作为提高国家创新和增长能力的手段的政治重点正在重新定义大学在社会中的角色。这反过来又改变了物质规划的环境。本文通过三个不同规模（城市、建筑和房间）的物质举措的例子，强调了空间和场所如何在人际关系、专业间和政治层面上产生影响。文章认为，更广泛地了解新学习景观的创建方式——既是物质现实，也是政治话语——可以帮助构建一个新兴的实践共同体。这涉及到今天的大学校长、教师和学生、建筑师、设计师和城市规划者、公民和政策制定者，他们的共同目标是创造未来的学习环境。
