If you know that pedagogies and learning environments have significantly changed in the last ten years, go to the head of the class.

That is, if in fact there is a head of the class.

Yes, we all know that learning environments are changing. Rapidly replacing traditional classrooms with fixed instructor-oriented configurations, active learning spaces now include multi-form rooms that are flexible, small-group oriented configurations. The education process itself is not limited to the traditional classroom, but now includes informal learning locations anywhere on campus, both private and social, at virtually any time of the day or night.

In response to these trends (and in some cases, actually leading them), audiovisual and information technology systems have become mission-critical elements. Similarly, the planning and implementation of lighting systems for these spaces have become equally sophisticated and essential.

Within the last decade, the art and science of lighting design have progressed far beyond simple illumination. The science of visual processes has given us a new understanding of how light affects our ability to perform tasks, our comfort and sense of wellbeing, and the part that light plays in biological rhythms directly affecting our health.

Numerous studies have indicated a direct connection between lighting and our ability to learn. As a result of this new understanding there has been development of new lighting technologies. These advances offer vastly improved dimming capabilities, more precise metrics for the measurement of color production and color rendering, and the ability to design sophisticated lighting control systems. Of equal importance is the essential contribution made by the inclusion of daylight.

The typical educational facility encompasses a wide variety of spaces representing specific application types: lecture hall, science lab, collaborative space, study hall, library, traditional classroom, computer lab, video teleconference and distance learning rooms, food service and recreational areas, etc. Learning occurs in varying ways in all of these spaces. Each space requires specific learning-related tasks. In some spaces, several tasks are present.

A primary function of lighting design is to plan for the most effective lighting in relation to each task. It is essential for the lighting designer to understand all tasks to be supported and the illuminance requirements for each.

Some tasks involving manipulation of small intricate parts or very detailed work may require very high levels of illuminance, but glare and reflections may reduce productivity if incident angles and work surfaces are not carefully coordinated. Where the task is observing a presentation and taking notes, the lighting design must balance the task of reading and writing that require horizontal illuminance for the audience, in conjunction with vertical illuminance on the presenter/presentation, and little or no illumination on the projection surface.

By completing a thorough analysis of all space types and tasks requirements in a project, the lighting designer develops illuminance criteria for each, balancing required illuminance levels, color rendering, contrast ratios, glare control, veiling reflections, and balancing horizontal and vertical illuminance values. Supporting each task exactly, lighting promotes productivity while maintaining visual comfort.**

Illuminance from daylight, even on cloudy or overcast days, has become an important part of lighting the learning environment. We know that exposure to daylight during our waking hours helps our bodies maintain the circadian rhythm alternating between darkness and light over a 24-hour period. Our coordination with this rhythm has a direct effect on our health and psychological sense of wellbeing.

Daylight includes all visible light wavelengths and reveals the full spectrum of color: it is our model for a perfect Color Rendering Index (CRI) of 100. This is especially important in laboratory classrooms where color identification is essential.

Moreover, daylight is free. At some level it is present all day, every day, around the globe. So, apart from its other advantages, planning for daylight in the learning environment can greatly reduce dependence on electric light. In fact, by employing a daylight harvesting strategy within the building design, a significant reduction in energy use can be achieved with no sacrifice in task illuminance.

It is a basic truth that the most efficient light is the one that is turned off. The lighting equipment industry has developed many means of controlling light: photo sensors to modulate luminaires in relation to available daylight, reliable occupancy sensors , and multi-scene programmable controls that make changes in the lighting a simple, easy task. There are several systems available specifically designed for the learning environment that allow the presenter's attention to be focused on the presentation rather than trying to get the lighting right.

Effective lighting design for educational environment is more than just foot-candles and energy costs. It is also about providing an ideal space for human interaction, revealing architecture in a rich and pleasing way, and aiding in the search for meaning and understanding. This is lighting that reveals, that allows analysis and consideration of task, and that heightens awareness. This is lighting for learning.

ABOUT THE AUTHOR

Principal Norman Russell is accredited as Lighting Certified (LC) by the NCQLP, the National Council on Qualifications for the Lighting Professions. The founder of Norman Russell Design in 1980 (now of one of The Sextant Group of companies), he is an industry leader in lighting for theatre, television, and architectural lighting.