An Investigation on Approach of The Learning Environment in Urban Design

The environment and its current components play an essential role in human learning. There is an interactive and mutual relationship between humans and environment. The relationship which is established between the container and the object in urban areas can be a type of learning and learner. The environment brings us together and disperses. People learn in it, become cultured, think, learn, organize themselves, and consolidate. The aim of this study is to explain the concept of learning space in the city as a place of learning through providing theoretical foundations. The method is used in this study is a qualitative-descriptive method by using theoretical issues in learning and human-environment relationship under discussion in educational and environmental psychology. The finding demonstrated that in urban learning environments, the real needs of human beings are redefined and also they are designed and adopted to learning needs.


Introduction
In daily life, people are constantly moving from one environment to another. Wherever we find a footprint of people and the community which is engaged in collective life, there are rules for the discipline, use and management of the environment, in this view, man is a thinking being who tries to make it meaningful with the conditions that the environment puts in front of him (Feygina, 2013). Undoubtedly, much of what a person learns is usually done by space during the early years of life. Learning in space is not limited to the child who is unfamiliar with the various contexts and areas, this process also occurs for immigrants in periods of rapid cultural changes or cultural contacts. Learning can take place anywhere and learning is not limited to a closed space called school. People can receive and understand information during their lives in cities and urban environments (Hassink& Klaerding, 2012). Therefore, urban environments with appropriate design and Planned can be a school that convey the desired design concepts to citizens and visitors to the environment. In today's world where people of all ages need to learn new things, technological developments, advances in communication science and information technology are taking place. Learning can take place anywhere in recent decades, the theory of learning spaces has been discussed in various topics and has found many fans in the field of virtual spaces design and schools and even in architecture, because by designing such a space, the learning rate of people in space can be enhanced (Hutchinson& Herborn,2012). Urban designers as one of the main custodians of environmental regulation, place, space, have an important role in their structure and organization for continuous education and learning of users. So this article recognizes the need to address the learning environment in urban design and makes it a topic (Taylor et al, 2012). In recent decades, the theory of learning spaces has been discussed in various topics and has found many fans in the field of urban design and educational sciences and even in architecture, because by designing such a space, the learning rate of people in space can be improved. Learning spaces affect the rate of learning and other achievements of students. And this issue has allocated the subject of many studies in various fields, including the field of environmental psychology in educational spaces, for several decades ( Cook et al, 2020). In making these arguments, it is necessary to pay attention to the concept of learning in the urban environment. Accordingly, the research questions is presented as follows: ISSN: 00333077 5296

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What is the learning environment and environmental learning? What are the dimensions, components and principles of the learning environment in urbanism?
What are the characteristics of an urban learning space as an example of a learning environment? This study aims to investigate the potential of using evaluation as a useful toolkit for good practice guidance and as an action to express the criteria and indicators of the learning environment for public and open spaces. Moreover, this study can be exposed in future research to urban places, real world and topics which transfer the urban space to the place of learning in the city context.

Research method
The method of this study is based on theoretical issues in learning and the human-environment relationship under discussion in educational and environmental psychology. It has a review nature and using a descriptive research method . Documentary and library studies area used in the stage of explaining theoretical foundations, and in the next stage it investigates the learning environments dimensions. As the basics of learning theory in the field of urban design are discussed, the concept of learning and environmental learning in urbanism, generalization of learning keywords in the urban environment and dimensions, components and principles of learning are extracted .

Definitions and concepts
From the keywords in various specialized fields, various definitions have been made. One of these fields that is a pioneer in these topics is educational sciences. The definition of environment in this context means that the environment in the general sense of the word consists of a set of all spaces and components that surround different categories and different areas and different activities of human life. The environment has different types: social environment, physical environment, economic environment, Artifact environment, and natural environment, etc. in fact, these are abstractions of the whole environment to understand it better (Naghizadeh, 2010) and also in another definition with the help of semantics in psychology, the environment can be defined with the help of these three aspects: (trieb, 1974, 69). 1-The environment as something which is independent from the observer that always exists and provides information about itself, whether this information is received or not.
(form) 2-The part of the environment that is perceived by us and affects our behavior. (Landscape) 3-The mentality that we have imagined from that perceived space in our brain and act according to that mentality (Mental image).
Undoubtedly, the phenomenon of learning is the most important psychological phenomenon in humans and evolved creatures. Learning psychology is one of the fundamental topics in the science of psychology, which has been allocated the subject of many researches and studies by scientists of this science and various theories have been proposed about it. The following are various definitions of the environment: (Table 1)

Common Theories
In recent decades, the theory of learning spaces has been proposed in various fields. Ford et al. (1996) and Slack et al. (1996) were among the first thinkers who led to popularization of the term "learning space" in the architectural literature, followed by Jamieson et al. (2000) and Barnes (2006), a space is mixed with meanings and values and also developed as a concept of learning space. Of course, in architectural studies, those who have advanced their research on environmental psychology, such as Nisser (1967), Douglas (1973), and Rapaport (1982), have expressed learning space in the form of concepts such as cognition, perception, and meaning in parallel with educational psychologists. In management science, the issue of learning organizations and organizational learning was raised around the 1970s. Peter Singh was the first who established the issue of learning organizations and explained it in his books "the fifth discipline: The art and practice of the learning organization" Global theoretical efforts regarding the learning space in architecture have fundamentally shifted from educational spaces such as kindergartens, schools and universities to generalizations to all spaces designed by architecture. Conventional research in this area has been done by Brown& Long (2006) and McPhee (2009). In Iran, good efforts have been made in the field of designing educational spaces by the School Renovation Organization, which is dedicated to educational spaces. So far, no research has been done to enter the learning environment in other areas of urbanism.
Learning environments from the perspective of different sciences 1-Learning environments in educational sciences When looking at the literature, a great number of innovative educational initiatives can be found all 5298 www.psychologyandeducation.net around the world. We all know that users are at the center of learning, so their needs should be at the heart of a learning centered design process (Barrett, et al, 2009: 1). It is not the design of learning spaces that create learning places, it is how they are used and what meaningful actions occur within them that create effective learning places. Learning places need to encourage and allow for self-reflection and development (kolb, 2000). Part of the process in the transition from a space to a place is the ability to push the rules for individual expression and inhabitation (Caldwell et al, 2013: 10). Learning spaces for users in every environment such as educational environments and even public and open spaces were designed to provide users with a common area in which to gather, relax, socialize and work together these environments. The results of researchs that has been done so far suggest that users who used these spaces demonstrated higher levels of engagement compared to those users who did not use these spaces. And also bright, quiet, warm, safe, clean, comfortable and healthy environments are an important component of successful teaching and learning. A review of the learning environment literature helps to create and improve learning environments that are appropriate for current and future educational needs (Barrett, et al, 2009: 2). ( Figure 1) In this regard, the components that a university can have as an example of learning environment in educational sciences are as follows: Entering a college or university building should create a sense of excitement about learning. The entrance is the first point of contact between the institution and its clients and will establish the prevailing culture for visitors. Its next priority is to offer clear, accessible information about the institution and what can be achieved there. An entrance area will also need to provide a welcoming, secure environment, establishing the capability of the institution to cater for its learnersafter all, it has to compete for learners' time and attention with the shopping mall, the leisure center (JISC, 2006: 8). The entrance to a college or university building has, in effect, an important and multifunctional role. One large plasma screen overlooking the entrance reminds learners of key events in the institution's calendar or activities for the day. These multiple routes to information ensure a variety of needs are met. Security is attended to -CCTV cameras are in evidence and card access into the building may be required in some instances. Brightly lit, spacious and architecturally impressive, the entrance area inspires interest and respect (JISC, 2006: 8). Wireless connectivity and varied arrangements of furniture provide flexible interview areas (JISC, 2006: 9). In the following, we can point to the equivalence of all these features in urban space.

2-Learning environments in management
sciences Implementing an integrated learning curve between the organization and training can effectively facilitate knowledge and learning management. It is defined as an organizational strategy and as a valuable tool to facilitate learning and knowledge management. Organizational learning literature clearly emphasizes on the facilitation of learning, knowledge management, collective participation and shared values and leads to individual and collective learning (Watkins and Marsick, 1996;Garvin, 1993). The main theorist of learning organization, Peter Singh, considers the learning organization as an organization that uses individuals, values and other subsystems, constantly changing and improving its performance based on the lessons and experiences it gains. In this regard, the learning organization is an organization that helps to promote organizational learning by creating www.psychologyandeducation.net structures and strategies. This organization has the skills and ability to create, acquire and transfer knowledge and modifies its behavior in a way that reflects new knowledge and perspectives. In a systematic definition, it is an organizational learning organization, which learns powerfully and collectively. It is constantly changing itself in such a way that it can better collect, manage and use information in order to succeed in the organizational set. It is a kind of group learning organization, in which learning is considered a constant need of all employees and in it, while emphasizing learning, how to learn, absorb and distribute new knowledge, it creates, produces information and required new knowledge and all this knowledge is reflected in the behavior and performance of the employees of that organization .

3-Learning environments in architecture and urban design
The notion of learning that is the acquisition of knowledge which is then tested, converted, stored for future use, and employed to make changed has been given too little attention in urban policy circles (Campbell, 2009: 195). For this purpose, in different urban global environments new tools and practices are changing the ways in which urban planners seek information to achieve socially sustainable outcomes (Fredericks & Foth, 2013), (Houghton et al, 2013) and (Caldwell et al, 2013: 11). In this way, work which specifically highlights 'space' or 'environment', the meaning is usually related to the ways in which teaching and learning are conceptualized or organized, rather than to do with physical arrangements (Avery 1994; Higher Education Funding Council for England,2000) and (Temple, 2008: 229). The city can be a powerful tool for teaching maturity and responsibility, collective life and citizenship, life planning and evaluation, and the capacity to collaborate in existing places and times. Defining new forms of learning that should be associated with high expectations. Not only to ensure up-to-date and vocational education, but also to promote awareness of active citizens to participate in social life, to develop places where citizens are responsible for their learning process. It ensures their lifelong learning and being able to acquire useful knowledge for a better social life. Learning cities are the product of the development of innovative structures and processes. In fact, learning cities explicitly use learning as a way to promote social cohesion, revitalization, and economic development that includes all sections of society through a range of resources that they bring together. In this regard, Longworth believes that in order to create and maintain a learning city, several main institutions in the city should function as learning institutions, which are: municipalities, schools, scientific and applied education centers, and private and medium and small organizations. These institutions are mentioned as components for the learning city, such as: schools as learning organizations, adult scientific and applied education centers as learning organizations, universities as learning organizations, private organizations as learning organizations, and municipality (local government) as learning organizations (longworth, 2006,135). More recent thinking on 'flexible' learning spacesspaces in which different groups may be undertaking different activities simultaneously and which lend themselves to a variety of uses ( Chism 2006;JISC , 2006)has suggested how campus and building design can be used to facilitate learning, particularly informal learning. On the basis that much effective learning takes place as a result of interactions between students, designs need to provide a variety of spaces for them to work and socialize in together (Kuh et al. 2005, 206). The importance of creating human-scale learning environments features in the literature. 'Through buildings, signs, and the landscape of the campus, the physical environment communicates messages that influence students' feelings of well-being, belonging, and identity'and so aids learning (Kuh et al. 2005, 106) and (Temple, 2008: 232).
Scottish Funding Council 2006, argued that seven types of learning space could be identified in further and higher education. These space types were for: • group teaching and learning, where flexible furniture arrangements were needed to accommodate groups of varying sizes, using varying layouts, preferably in square rather than rectangular rooms (the former being more adaptable); • simulated environments, where practical learning can take place in technological subjects or nursing, say, and requiring space for observation as well as for performing the task in hand; • immersive environments, such as 'HIVEs', highly interactive virtual environments, with advanced information and communications technology, possible in many subjects but more likely to be found in scientific or technological ones; • peer-to-peer environments, where informal learning can take place, in cyber cafés, for example; • clusters, where student group work can take place, for example in learning centers; • individual work, in quiet areas; • External workareas outside the building suitable for individual or small group activity.
We should note, though, that similar ideas on new learning spaces have been under discussion for several decades (Barnett, 2000, 28).

Review of previous studies
Only a handful has employed learning concepts to examine cities. These last two focus on internetwork connections among the many regional organizations involved in planning and implementation, but neither has drilled down into intra-city political or sociological dynamics to illuminate the modes of learning, the use of knowledge, nor mechanisms of storage. Also, the cases have not examined the impact or influence, if any, that the husbanding of knowledge has on the creation of soft infrastructure and on competitiveness (Campbell, 2009: 196). While there has been increased attention given to physical learning environments, including both formal teaching spaces and informal learning spaces (NGLS 2008), an evaluation framework to determine the impact of physical spaces on the student experience is lacking. Indeed, attempting to determine the impact of spaces is difficult given the multitude of factors that influence student learning and their experiences, from teaching methods to individual student differences (SFC 2006 1995). The student engagement model has been positively linked to student outcomes, satisfaction and even retention (Matthews, et al, 2009: 1). Finally, we can refer to a research activity entitled 'Optimal Learning Spaces' (OLS) has been developed in conjunction with MCC. This project focuses on teaching and learning environments at the micro-level, rather than on educational policies, management or organizational structures. There are two elements to this project whose aim is to develop an evidence base for what constitutes an optimal learning space through: A thorough exploration and synthesis of the international literature on design issues related to schools with particular regard to the sensory impacts of spatial variables on the learning process (Barrett, et al, 2009: 1).

Dimensions, components and characteristics of the learning environment
The emergence of the constructivist learning paradigm has led to a focus on learning rather than teaching. It allows us to reevaluate classrooms and to consider informal learning spaces as loci for learning. If learning is not confined to scheduled classroom spaces and times, the whole campus anywhere and at any time is potentially an effective learning space. That holistic view of learning presents challenges, however. First, the demands on student time and attention continue to grow. Second, learning doesn't just happen in classrooms; learning also occurs outside the lecture hall. New strategies for enabling learning and accommodating the multiple demands on student time have led to rethinking the use, design, and location of learning spaces ((Brown& Long, 2006): 9.1). The emphasis on learning means that we must also think about the learner. Learning spaces are not mere containers for a few, approved activities; instead, they provide environments for people. Factors such as the availability of food and drink, comfortable chairs, and furniture that supports a variety of learning activities are emerging as critical in the design of learning spaces evidence of the second trend, giving consideration to human factors as integral to learning space design. The rapidly increasing accessibility of digital technology also has changed learning space design Enhanced access, in turn, has made it possible to implement a learning paradigm that emphasizes active learning, formative assessment, social engagement, mobility, and multiple paths through content (Brown& Long, 2006: 9.2). Today, facilities that encourage learner participation are increasingly important in learning space design. Active learning, interaction, and social engagement will be significant in the future (Brown& Long, 2006: 9.2). In the new education, the learner space is studentcentered rather than teacher-centered. So that the teacher uses other sciences to better understand the problems in one science. The design of school spaces is such that includes visual-physical features, is ultimately flexible and has the ability to change the use at different times. Thus, any space for learning a science not only needs to overlap with other sciences, but also to overlap the body of spaces (Allison Arieff, 2014). In this regard, the continuous and uninterrupted interactions of humans with each other and with environmental resources help to learn more (Shariatmadari, 1987: 80). In designing learner and learning spaces, efforts should be made to adapt the environment to the needs of the learner. Not only do we have to force the learner to adapt to the environment, but also the environment should arouse the student's curiosity. Such a capability requires the flexibility of the environment.

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Flexibility means the simplicity of variability in order to adapt and be suitable for the environment and its changes in different situations (Fisher, 2007, 88-79). This flexibility diversifies learning and increases students' desire to learn (Shaterian, 2008: 23). A flexible environment should be easily changeable in order to respond and be suitable for people and their changing needs, Provide different situations. The flexibility of the environment makes it dynamic. Each learning space accommodates different activities, each of these activities requires its own behavior and furniture. The library as an educational center is the social-educational center of the faculty, so any part of the university can have a small educational center attached to it 1 Each work placement sits within an organization where the opportunities for learning are influenced by personal, interpersonal, institutional, social and historical factors (Foley, 2004). With this purpose in mind, Learning can be formal, non-formal, informal and incidental (Foley, 2004). However, most workplace learning occurs informally, but consciously through experience, or incidentally and unconsciously (Eraut et al, 1998 ).
We now expect that learning will involve many different activities, each having different behaviors associated with it. This can make the learning center the most multifunctional of spaces. A large central 1 http://www.jisc.ac.uk learning center in a university (JISC, 2006: 23). A learner is first and foremost engagement in a cultural practice that people have to learn to engage in such cultural practices, and that place has a distinctive role in cultural practice (Goodyear, 2008: 251). Flexible learning involves the loosening of logistical or educational constraints (Boot and Hodgson, 1987). The focus on learning places reflects a growing acknowledgment of the importance of the physical environment in influencing how people learn and what they learn (Bliss et al., 1999;Poysa et al., 2005;Singleton, 1998). "Flexible learning is enabling learners to learn when they want" (Goodyear, 2008: 253).

Flexibility as the most important characteristic:
Temporal flexibility includes such considerations as lifelong learning (i.e., that learning is not just restricted to the years of formal schooling). It refers to the freedom to learn when the need arises in the course of one's life, not just at the stages predetermined for the convenience of educational providers. Meso-level temporal flexibility operates on time spans of weeks and months. Flexibility on this scale allows the learner detailed control over the scheduling and pace of their learning activity, allowing them, for example, to "harvest fragments of time" for learning in an otherwise hectic schedule (Roberts et al., 2003). The spatial dimension of flexible learning refers to learning that takes place at locations that suit the learner (Goodyear, 2008: 253). Learning activity can have its roots in the needs and interests of the learner and emerge from (or be inseparable from) their ongoing work and life. Much conventional learning activity is strongly shaped by the existence and nature of assessment systems or by the goals of teachers and educational institutions. Flexible learning should make learning opportunities available to all those who wish to take advantage of them. Flexible learning need not be a solitary activity (Goodyear, 2008: 253).The thing to do is to change the environment and people will change themselves. Furniture plays a significant role in enabling a learning environment to be flexible. , combinations of circular and oblong tables, or palette chairs, as opposed to standard ones, will establish preferred uses of that space, so even in the most constrained circumstances, consideration of room layout and choice of furniture can make a significant difference to learning outcomes (JISC2006: [24][25]. Learning environments should be developed by those who will use those (Brown& Long, 2006: 9.5). In this way, Social interactions such as debate, discussion, and teamwork, for example, encourage learning (Brown& Long, 2006: 9.3). So, the trend toward human-centered design is important in the learner urban space. If the constructivist model reflects how people learn, a more human-centered design of learning space is a ISSN: 00333077 5302 www.psychologyandeducation.net positive change (Brown& Long, 2006: 9.5). In due course, an understanding of learn place qualities can then be conceived as a kind of cognitive anthropology of situated learning (Goodyear, 2008: 254). Finally, a flexible learning environment can include the flowing goals, principles. Qualities, and characteristics: The overarching goals of the learning spaces: • To enhance the users experience; • To develop an identifiable space for users; • To foster vertical and horizontal social interactions (that is, between users); • To increase positive, informal the varies of user's interactions; • To build on social learning as a key to user's success; and • To enable users to be part of a community resulting in a sense of belonging and identity (authors cited in Matthews, et al. 2009: 3). The three main principles and their associated parameters that make up the Learning environment: (table3-5) Table3: Learning principles and practical options (Barrett, et al, 2009: 3).

concept principles Description parameters
Learning environment

Level of stimulation
Combinations of pleasantness and different levels of arousal yield either excitement or relaxation. When the level of stimulation is appropriate for given situations, certain reactions take place positively in the brain and mind, affecting mood, mental clarity and energy levels.

Complexity Individualization
The brain function highlights the personal way in which individuals build connections between primary reinforces and complex representations of secondary reinforces.

Connection
Flexibility Choice Naturalness The emotional systems have evolved over the millennia in response to the natural environment. Spatial configurations, light, noise, heat and air quality have been consistently proved to have a significant impact on students' academic achievement and ability to perform.

Conclusion
Based on the findings of theoretical issues in learning and human-environment relationship in various sciences, and also by relying on urban theoretical analysis and studies, dimensions, components, aspects, principles and criteria of the urban learning environments are presented ( Table  6). Each urban space in the environment with a hierarchical view from top to bottom, is divided into components, including: body, function and movement, which in the next order each includes diminutive components. The relationship between these components and the dimensions of learning (at the desired level) is important in a way that can achieve a conceptual model of urban learning space ( Figure 1). The urban learning environment must have a network of body, function and other components of the environment, and in defining the learning environment, factors such as learning resources and technology, learning style and social relations and global concepts must be considered. In this regard, the criteria of an urban learning environment can be named multi-functional spaces, revitalizing communication paths and transition spaces, creating active and inactive spaces. Spatial transparency is important because it includes the possibility of attending all activities and not seeing the scope of activity alone. on this detail, the relationship between inside and outside by extending the learning confine from closed-spaces to semi-open space, opened-space and transfer of the living spirit of nature in, as well as the fluidity of space with visual and physical permeability of space can be considered with positioning strategies in the direction of communication-based planning that an urban learning environment should be able to reallocate spaces so that it can be reused in the future without physical changes and achieve to the sustainability of the urban environment for learning -in fact, urban learning environments should be forward-looking, Be economical, be creative. Another criteria in this field can be considered the relationship with a community which have different cultures so that members of the community are involved with the space of the learning center -the learning community.
In the field of learning, the relationship and impact of different dimensions of an urban learning environment cannot be ignored. The physical form is measured in learning environments with the aim of educational system, physical-mental mobility and development of social spirit .By mentioning this point, we can make the appropriate construction technology in order to understand the environmental and climatic conditions, architectural features with local identity of the region, as well as the use of design creativity to improve physical quality and aesthetic dimensions that are the factors in designing learning environments. In this regard, vista, arena and privacy, texture, form and shape, light, thermal conditions, color, sound, human scale, proportions, size of space and furniture are the factors affecting the flexibility of urban learning environments. Flexibility is a key factor in designing learning environments so that flexibility in the learning environment occurs in three ways: (1) Flexible components, flexible environment.
(2) Allocating expanded space for occurring multiple and different activities.