Design of Furniture for the Informal Learning Environments : Development of an inclusive furniture for Next Education in collaboration with Kinnarps AB

• Main Author: Bertilsson, Amanda
• Format: Bachelor Thesis
• Language: English
• Published: Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle 2020
• Subjects: Learning environment; Informal learning; Inclusive education; Sustainability; Industrial Design Engineering; Product development; Furniture design; Human-centered design; Lärmiljö; Informellt lärande; Inkludering; Hållbarhet; Teknisk Design; Produktutveckling; Möbeldesign; Användarcentrerad design; Other Engineering and Technologies; Annan teknik; Luleå
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-80162

The learning environment is one of our most important workplaces. It is mainly a workplace for students, but also teachers and other staff. It is the environment that these people are surrounded by every day, which makes the physical environment and physical products really important. The educational methods have changed over time, and the physical environment needs to be adapted to today’s learning methods to support and improve learning, and meet the new needs that arise. This Master Thesis is the final part of the Master Programme in Industrial Design Engineering at Luleå University of Technology. The work was carried out in spring 2020, in collaboration with the Swedish furniture company Kinnarps AB, based on their concept Next Education. Next Education is one of Kinnarps three concepts, where they offer interior design solutions focusing on the future learning environments. The work has aimed to develop a furniture concept proposal for the informal learning environments, focusing on secondary and upper secondary school, to enhance the learning experience and utilize these areas more efficiently. The project has been divided into three phases, Inspiration, Ideation, and Implementation, a user-centered design process with inspiration from IDEO (2015). The work had an open starting point, where the first phase aimed to visit different schools, from elementary school to upper secondary school, to explore needs and development potential. Observations at the various schools, combined with interviews, survey, and benchmarking were significant parts of the first phase. After that, the work could be directed to a more defined goal and Mission Statement. The Mission Statement was:“Design an inclusive furniture that encourages movement and variation for the secondary and upper secondary school spaces in-between.” The second phase involved developing ideas through creative methods and resulted in three concepts. After feedback and discussions, the final concept could be selected and was progressed to the final ...