راهنمای نورپردازی ۵: نورپردازی برای آموزش ۲۰۱۱
Lighting Guide 5: Lighting for education 2011

Learning, whether by discussion, interaction, practical application or formal lecture, requires sufficient light to enable the pupils to see the visible information presented around them. Whether in a primary school classroom or a professional lecture theatre, whether for young or old, the quality of light we choose to provide in the learning environment will directly affect our learning experience and indeed our motivation to learn. If we cannot see clearly what is written on the board, identify true colours, or read the facial expression and body language of our teacher, then our learning and our experience will fail to meet our needs. Above all aspects we can create in a learning space, that of the lighting affects us most. Harsh light creating aggressive facial modelling, or excessive daylight urging the teacher to draw the blinds and use electric light, impact upon us and our environment. More so now than at any other time in the history of lighting, we have to create stimulating and sustainable learning environments.The function of this Lighting Guide is to offer advice on the lighting of educational spaces (specifically those not covered elsewhere), lecture theatres, teaching rooms, conference rooms and multi-purpose rooms, and on the visual problems that may arise. It is therefore necessary to discuss other matters than simply the lighting equipment and its positioning. The decoration and finishes of such rooms, the sightlines, the positioning of lighting controls and access doors all need to be taken into account. The lighting is a vital element in such rooms and requirements of lighting should be taken into account from the first stages of the planning.This point cannot be too strongly emphasised. Light is so important to the functioning of all the premises covered by this Lighting Guide that it must be considered from the very outset of the planning process. As lighting designis such a vital part of the success and performance of both space and student the designer of such spaces must be able to demonstrate clearly their competence in lighting design for such spaces either by qualification or experience.By 'lighting' it is important to stress that we mean both natural and electric lighting; experience shows that whilst much thought is given to natural lighting, i.e. window design, planning for electric lighting is often left until far too late in the design process. Equally, developments driving sustainable buildings have often led to natural lighting schemes that introduce other problems such as overheating, glare and so on.That said, natural lighting should be used as far as possible as the primary light source in all teaching environments. There will be exceptions where daylight needs to be excluded but these are few and in most cases simple and functional control of daylight ingress when required will suffice.