Flexible Properties of Space Fluidity represents the design of space for flows of individuals, sight, sound, and air. As stated by Caudill, open spaces lend themselves to fluidity, yet can hinder fluidity if they are oppressive in their expansiveness. In such cases well-placed screens in classrooms, for example, can increase a sense of intimacy while triggering curiosity for the space that flows around the screen (Caudill 1954: 137). Such a space then becomes more engaging and less overwhelming. Such fluidity also allows for versatility and convertibility in to multi-purpose rooms. Educators must often convert spaces to accommodate for changes in enrolment, curriculum, or pedagogy. Space designed for convertibility requires an imagination for future eventualities; it should possess a degree of modularity and open-endedness at a structural level which is open to re-design for future modifications. Leggett et al, discuss modifiable spaces as spaces that invite imaginative experimentation. The design of such spaces requires much forethought, because these spaces must take into account many structural dependencies such as ceiling configuration for lighting and air circulation, and floor materials for ease of partition movement. (Leggett et al. 1977: 104-6).
Modern education requires openness, transparency and flexibility. The forms of learning have changed. Multimedia and experience-oriented learning are making new demands of the design of teaching centers, institutes and schools. That which was once a classroom is now a multi-functional room which must constantly adapt to other teaching styles and group sizes at any time.
Flexible design elements which can be pushed into the foreground when they are needed and disappear when other media need to be used can be moved quickly and easily to the right place either manually or electronically using sliding technology. Sliding solutions for the education area create the space for flexible and open learning. This makes learning fun, and leads to success.
