A New Post Occupancy Evaluation Tool for Assessing the Indoor Environment Quality of Learning Environments
Source TitleEvaluating Learning Environments Snapshots of Emerging Issues, Methods and Knowledge
University of Melbourne Author/sSoccio, Philippa
AffiliationArchitecture, Building and Planning
Melbourne Graduate School of Education
CitationsSoccio, P. (2016). A New Post Occupancy Evaluation Tool for Assessing the Indoor Environment Quality of Learning Environments. Imms, W (Ed.). Cleveland, B (Ed.). Fisher, K (Ed.). Evaluating Learning Environments Snapshots of Emerging Issues, Methods and Knowledge, (1), 8, pp.195-210. SENSE PU.
Access StatusOpen Access
ARC Grant codeARC/LP130100880
The EduTool:IEQ is an evaluation tool that provides succinct and targeted information about the indoor environment quality (IEQ) of learning environments. It is suitable for the multidisciplinary groups involved in commissioning, designing, constructing, operating, maintaining and occupying school facilities. IEQ is an environmental issue concerned with the levels of lighting, thermal comfort, air quality and acoustics inside a space. In a school context, IEQ performance is important, as poor IEQ can trigger health and learning difficulties for students and adversely impact on the wellbeing of educators and their students. The EduTool:IEQ assesses and quantifies the performance of 16 IEQ components identified in the literature as having the greatest potential to impact on effective teaching and learning. The assessment involves collecting objective data about each, using environmental monitoring equipment. The findings of the evaluation are communicated using the EduTool:IEQ info-graphic, which is a data visualisation method. The EduTool:IEQ info-graphic is unique because it enables its users to immediately identify how the 16 IEQ components perform relative to recommended levels of industry practice. Giving stakeholder groups access to this type of information can enable targeted and cost-effective remedial works that benefit students and educators to be identified and undertaken inside the learning environments. The findings also provide a valuable source of feedback loops for built environment professionals seeking information about opportunities to improve their future practice.
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