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.

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 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.

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 The Enactment of Teacher Collaboration in Innovative Learning Environments: A Case Study of Spatial and Pedagogical Structuration

2020 ◽  
pp. 47-60
Author(s):  
Chris Bradbeer
Keyword(s):  
New Zealand ◽  
Learning Environments ◽  
Teacher Collaboration ◽  
Primary Schools ◽  
Student Agency ◽  
Innovative Learning ◽  
Working Together ◽  
Innovative Learning Environments

AbstractImplicit within the design of many Innovative Learning Environments (ILEs) in New Zealand primary schools is the intention of a group of co-located teachers working together with an ‘up-scaled’ community of students. To some these socio-spatial settings are suggestive of pedagogical and spatial freedom, of high levels of professional and student agency, and a transformation away from routines established in previous traditional classroom environments. The shift into ILEs may therefore encourage possibilities for novel approaches, the utilisation of individual strengths and opportunities for teachers to determine together how facets of learning, time and space are organised. However, the level of structure required by teams to successfully and collaboratively achieve this presents as a complex, and time-consuming task, with teachers often finding themselves in a space between practicality and potential. This paper draws on observational and interview data from one primary school ILE—part of a wider case study of teacher collaboration in six New Zealand schools. It considers the role of pedagogical and organisational structures alongside levels of autonomy experienced by teachers on adapting to new spaces. The findings indicate that while the occupation and ongoing inhabitation of Innovative Learning Environments may well present opportunities for teachers, tensions may be felt between predominating or created structures, and aspired or idealised practice.

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’.

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