ROLF EKMAN, PROFESSOR
MED ENGAGEMANG I FORSKNING KRING STRESS, HÄLSA, LÄRANDE OCH SKOLMILJÖNS DESIGN.
SENASTE BOK; "STRESS, GEN – INDIVID –SAMHÄLLE" (LIBER 2013).
Jag ser det unika i Hjärngymprojektet (Da Vinci Kattegattgymnasiet) som arbetar med neurovetenskap, psykologi, pedagogik och IT i en praktisk tillämpad tvärvetenskaplig modell, med fokus på 10 goda vanor kring hjärnan och lärande, i samspel med elever och lärare. Vidare är jag övertygad om att både skola och forskning har mycket att vinna på ett mer utvecklat samarbete.
1) Währborg P. Gottfries C-G. Ekman R. (2003)
Dagens unga behöver en annan skola för att inte skadas fysiskt och psykiskt,
37-48. Skolan ett svenskt högriskprojekt. Gidlunds förlag.
2) Ekman R. Dolan T. (2010, 21 oktober) ”Kunskap om hjärnan kan ge bättre skola” Opinion. Sydsvenska Dagbladet.
3) Ekman R. (2010 -11) Hjärnan utställningen Universeum, Göteborg.
4) Ekman R. Fogelberg K. (2011) Den lärande hjärnan i den digitala tidsåldern, 89-103. Lärandets grunder - teorier och perspektiv. Studentlitteratur AB, Lund.
5) Bunketorp Käll L. Ekman R. (2013) Kunskap och stress- ” att uppmärksamma det väsentliga”, 234 – 251. Stress, gen – individ – samhälle. Liber AB, Stockholm
6) MegaMind (2015) Tekniska museet, faktagranskare.
Associate Director, EIW Architects, Australia
For the last 25 years, Peter C. Lippman Assoc. AIA, REFP has been researching, designing and writing about creating activity-based learning environments for the future. His work is fuelled by desire to create places that are responsive to the needs of its users and encourage knowledge acquisition and life-long learning. Peter’s approach is unique to the practice of architecture. Grounded in the research, Peter applies of social science research methodologies to the programming, planning, and design of learning environments. Peter’s research background enables insight to trends in educational principles that reaches beyond the normative theories presupposed by contemporaries. This approach supports the creation of dynamic places where the physical environment is understood as a vehicle of the transformative work of teaching and learning.
Peter obtained a Bachelor of Architecture (1995) at the School of Architecture, Urban Design and Landscape Architecture of the City College of New York of the City University of New York and Master’s Degrees in Philosophy (1995) and Psychology (1998) at Graduate School and University Center of the City University of New York. This academic training encouraged the development of his unusual skillset and viewpoint amongst architects internationally. His work rejects trends and widely considered best practice to identify problem-specific solutions through a research approach grounded in social science methodologies (cognitive mapping, tracking, interviews, focus groups, and PAR - participatory action research) for collecting data to understand the culture, context and qualities unique to each setting. Most recently, Peter’s research has focused on the situated nature of learning, namely how the physical environment can influence and shape teaching and learning. This directly responsive approach differentiates Peter’s work through its enabling of broad and project-specific discovery processes to understand how environments function and support teaching and learning. In turn, this process provides a foundation for planning and design recommendations that are responsive and appropriate for each project. Peter’s contributions to the practice of architectural / environmental psychology lead the way for a theoretical approach to advancing and transforming the design industry and ultimately how design professionals program, plan and design spaces for education.
A prolific researcher and writer, Peter authored Evidence Based Design for Elementary, Middle, & High Schools: A Responsive Approach to Creating Learning Environments, for John Wiley & Sons, published in September 2010. This often sited design manifesto provides a theoretical and practical framework for collaboration between educators and design professionals as they endeavour to co-create educational environments. Peter is a regular reviewer for John Wiley & Sons, evaluates research proposals for the Environmental Design Research Association (EDRA) and CUNY, provides research support for Learning Spaces Collaborative, and chaired and participated as a juror for various international architectural competitions.
Peter is a Recognized Educational Facility Professional (REFP) by the Council for Educational Facilities Planner International (CEFPI). He is an acknowledged thought leader in the field of educational architecture, whose work has been presented at national and international conferences including Chile to the Inter-American Development Bank Conference (2010) , Evidence Based Design of Learning Environments to the Building Council for School Environments in London, UK (2011), the International Design Trends of Schools and Evidence Based Design for Elementary and Secondary School in Stockholm and Copenhagen (2010-2012), the SETT Conference in Stockholm (2014) and the Gothenberg Book Fair and The Amble institute at University of Gothenberg (2014). While residing in the United States, Peter served on the International Board for the Council for Educational Facility Planners International (CEFPI) and the Board of the American Institute of Architects Committee on Architecture for Education (AIACAE).
While Peter currently resides in Perth Australia with his wife and three sons, his work can be seen in projects across Australia, the United States and Sweden. Recent project exemplars include The School for Medical and Dental Assistants in New York City, The Montaukett Resource Learning Center at Suffolk County Community College in Long Island, New York, Holy Cross College’s Early Learning Center and High School in Perth, Australia, and Skapaskolan in Huddinge, Sweden.