scholarly journals From Classroom to Learning Environment

2021 ◽  
pp. 51-55
Author(s):  
Samuele Borri
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Design Development ◽  
Learning Spaces ◽  
Student Centered ◽  
Student Centered Learning ◽  
Policy Makers ◽  
Innovative Learning ◽  
Innovative Learning Environments ◽  
New Generation

AbstractThe concept of “space as the third teacher” suggests that the learning environment is as important as the teacher in the learning process. A constructivist pedagogical paradigm requires student-centered learning processes and learners to be autonomous and active. Therefore, more and more stakeholders and policy makers interested in school innovation put school buildings and learning environments at the top of their agendas. The Organisation for Economic Co-operation and Development (OECD), the European Commission and many universities all over the world are observing case studies and promoting guidelines to implement new ways to design and furnish schools. Indire is leading a research project on educational architectures, which promotes a support framework, entitled “1 + 4 Learning Spaces for a New Generation of Schools.” It is aimed at architects, municipalities, school principals and other stakeholders involved in the design, development and use of innovative learning environments.

Innovative Practices in Primary and Secondary School Learning Environments

2021 ◽  
pp. 60-78
Author(s):  
Damian Maher
Keyword(s):  
Pedagogical Content Knowledge ◽  
Learning Environments ◽  
Technological Pedagogical Content Knowledge ◽  
Learning Spaces ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
Innovative Learning ◽  
School Learning ◽  
Innovative Learning Environments

There have been numerous changes to the design of learning spaces, inviting educators to innovate the way they teach. This chapter focuses on innovation and how this is shaping practices in primary and secondary schools with a focus on learning environments. The chapter begins with an examination of the notion of innovation exploring the role of leaders and technology-driven education. The focus of the chapter then shifts to frameworks that are used to guide teachers' knowledge looking at the technological pedagogical content knowledge (TPACK) framework and the technology, pedagogy, content, and spaces (TPeCS) knowledge framework. The focus then moves to explore innovative learning environments and the innovative practices occurring in them with a consideration of pedagogy and flexibility. This is then followed by recommendations for further research.

scholarly journals The Alignment of Innovative Learning Environments and Inclusive Education: How Effective is the New Learning Environment in Meeting the Needs of Special Education Learners?

Teachers Work ◽  
2016 ◽  
Vol 13 (2) ◽  
pp. 81-98 ◽  
Author(s):  
Angela Page ◽  
Alex Davis
Keyword(s):  
Special Education ◽  
Learning Environment ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Inclusive Education ◽  
New Learning ◽  
Innovative Learning ◽  
Innovative Learning Environments ◽  
Pedagogical Environment

This article examines Innovative Learning Environments (ILE’s) in terms of its promise to deliver an inclusive environment. While ILE’s underpinning philosophy is to be inclusive for all, it appears that inclusion serves the needs of a wider mainstream audience. The article considers the research in this area critically, with a focus on the inclusive needs of students with disabilities and asks - whose inclusive needs are best served in an ILE context? This article argues that inclusion in an ILE which addresses the needs of students with disabilities has yet to be fully realised, and that an alternative inclusive education (IE) paradigm is required that aligns itself with the new ILE pedagogical environment.

scholarly journals MAKSI for ICT-based accounting learning at vocational high schools

2019 ◽  
Vol 9 (2) ◽  
pp. 185-196
Author(s):  
Vivi Pratiwi ◽  
Moh. Danang Bahtiar ◽  
Han Tantri Hardini
Keyword(s):  
High Schools ◽  
Learning Process ◽  
Evaluation Model ◽  
Average Score ◽  
Design Development ◽  
Student Centered ◽  
Student Centered Learning ◽  
Innovative Learning ◽  
The Media ◽  
Vocational High Schools

This study aims to produce ICT-based learning media for Vocational High Schools (VHS) in the form of ICT-based accounting multimedia application, named “Multimedia Akuntansi” (MAKSI) on bank reconciliation material. The development of learning media is done because of the limited number of innovative learning media available for VHS students, especially in the accounting field. The condition is influential on the students' low level of understanding. This research was research and development using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The use of the ADDIE model is because the model is flexible, so it can be used for learning instrument development. At each phase of development, evaluation and revision were conducted so that the resulting product became a valid and reliable product. This development resulted in MAKSI proven to be suitable for use in accounting learning. The feasibility of MAKSI was evaluated from the average score of product feasibility validation from the material expert by 87%, from the media expert of 96%, and the result of the students' evaluation by 88.7%. MAKSI can help the learning process more enjoyable so that the media is interesting and proven to improve students' understanding significantly. MAKSI can be a complement, alternative, and variation of learning media in VHS. This product can be operated via laptops/computers as well as smartphones through free downloads in Play Store. The utilization of MAKSI is in accordance with the curriculum demand on the utilization of ICT in the learning process to support independent and student-centered learning.

scholarly journals Designing and Building Robust Innovative Learning Environments

Buildings ◽  
2021 ◽  
Vol 11 (8) ◽  
pp. 345
Author(s):  
Anneli Frelin ◽  
Jan Grannäs
Keyword(s):  
Learning Environments ◽  
Interior Design ◽  
School Design ◽  
Learning Spaces ◽  
Design Elements ◽  
Educational Vision ◽  
Education Organization ◽  
Innovative Learning ◽  
Innovative Learning Environments

Prior research shows that creating innovative learning spaces that work well for pupils and teachers is a challenge which implicates different stakeholders. The aim of this article is to inquire into how educational visions evolve and are expressed through the different phases of two school design processes as well as visualize how stakeholders’ roles in the processes result in innovative learning environments and practices that work well. The data consists of photographs from school visits, briefs, and interviews. The material is analyzed with a particular focus on educational vision, organization, and working methods. An analytical model showing the stakeholders’ levels of participation at each stage is revised and developed. The results indicate four common themes: Continuity (several stakeholders involved in more than one phase); Preparation (processes were long-term, continuous, and iterative, with future users testing and evaluating prototypes and other innovative interior design elements to be used in the new spaces); Alignment (early and extensive considerations of the school’s organization and working methods); and Participation (multi-professional teams with representation of a pedagogical perspective at the higher levels of participation). From this, it can be concluded that achieving robust, innovative learning environments involves stakeholders’ regard to the aspects of knowledge, education, organization, and economy.

scholarly journals Hack the School: A Creative Toolkit to Transform School Spaces

2020 ◽  
pp. 305-314
Author(s):  
Sílvia Sasot ◽  
Esther Belvis
Keyword(s):  
Learning Environments ◽  
Learning Spaces ◽  
School Communities ◽  
The Public ◽  
School Project ◽  
Seven Principles ◽  
Educational Spaces ◽  
Innovative Learning ◽  
Innovative Learning Environments ◽  
Cooperation Diversity

AbstractThe ‘Hack the School’ project provides school communities a guided experience to support the transformation of their learning spaces. The aim is to foster change through a comprehensive and co-creative approach facilitating the transition from traditional uses of space to innovative ones with the concept of wellbeing as primary agency. A conceptual framework based on seven principles—welcome, belonging, communication, cooperation, diversity, movement and transduction—and an applied creative toolkit equip the process and provide a unique and novel perspective to the topic of innovative learning environments. Thus, the project channels the emerging needs regarding educational spaces challenging the current regulations that the public administration applies in Spain and initiates a dialogical collaboration between the field of education and architecture. The challenge open to all schools and funded by the Jaume Bofill Foundation received over 170 proposals in the Catalan context, where 30 schools were selected and are now becoming effective ‘hackers’.

Case studies on the transition from traditional classrooms to innovative learning environments: Emerging strategies for success

2019 ◽  
Vol 23 (2) ◽  
pp. 175-189 ◽  
Author(s):  
Raechel French ◽  
Wesley Imms ◽  
Marian Mahat
Keyword(s):  
Learning Environment ◽  
Case Studies ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Traditional Classrooms ◽  
Teaching Culture ◽  
Successful Transition ◽  
Innovative Learning ◽  
Innovative Learning Environments ◽  
Pedagogical Goals

This article explores the characteristics of a successful transition of a school from traditional classrooms to an innovative learning environment. Many schools today are converting traditional classrooms into spaces which are flexible, supporting a wide array of teaching and learning possibilities (i.e. an ‘innovative learning environment’). These schools envision a future in which teaching, culture and space align to result in engaged students achieving deep learning. Many of these schools, however, fail to align teaching practices, organisational structures and leadership with their design’s intended vision. This results in a misalignment between the pedagogical goals of the building and its subsequent use. Through case studies of four schools in Australia and New Zealand, this study identifies the commonalities between the schools’ independent transitions resulting in four shared characteristics of a successful transition from traditional to innovative learning environments – Culture, Nudges, Structure and Expectations. Within each characteristic, specific strategies are provided to enable alignment between the design and use of a school building.

scholarly journals A Day in the Life of a Student: Facilitator Guide

2020 ◽  
Author(s):  
Marian Mahat ◽  
Wesley Imms
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Teacher Change ◽  
Design Thinking ◽  
Visual Learning ◽  
Integrated Design ◽  
Student Improvement ◽  
Innovative Learning ◽  
Innovative Learning Environments ◽  
The University

A Day in the Life of a Student workshop is a design thinking workshop developed by DLR Group (an integrated design firm) and adapted by the Innovative Learning Environment and Teacher Change project at the University of Melbourne, Australia. The activities involve educators mapping out how one student spends his/her day in school and building a model of the learning environment based on this one student. With an emphasis on the visual learning that comes from modelling experiences, this workshop helps participants develop student-improvement focused practices in innovative learning environments.

scholarly journals Innovative Learning Environments, Are They Inclusive? Why Evaluating the Speaking, and Acoustic Potential of the Space Matters

2020 ◽  
pp. 151-165
Author(s):  
Leanne Rose-Munro
Keyword(s):  
Decision Making ◽  
Learning Environments ◽  
Local Communities ◽  
Student Agency ◽  
Learning Spaces ◽  
Innovative Learning ◽  
Innovative Learning Environments ◽  
The Impact ◽  
Hearing Difficulties

AbstractInnovative learning spaces are a platform primarily designed to support the activity of speaking, listening and learning. However, evidence suggests that nearly 10% of students attending mainstream schools in their local communities have hearing difficulties. This study explores the acoustic potential of innovative learning spaces (ILE’s), and the impact of design affordances in terms of supporting the inclusion of students with hearing difficulties. The study highlights the importance of an acoustic platform that enables opportunity for all to participate in speaking and listening activity. In addition, the importance of student agency, the power to act and contribute to decision-making regarding the use and application of environmental affordances to enable student opportunity, inclusion and successful learning.

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