scholarly journals Knowledge Building International Project as an Innovative Learning Environment

2021 ◽  
Vol 47 (2) ◽  
Author(s):  
Josep Gallifa ◽  
Mireia Montané ◽  
Sandra Lund ◽  
Carme Amorós ◽  
Mercè Bernaus ◽  
...  
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Knowledge Building ◽  
Educational Innovation ◽  
International Project ◽  
Educational Innovations ◽  
Design Based Research ◽  
External Stakeholders ◽  
Innovative Learning

The Knowledge Building International Project (KBIP), implemented in a network of eight schools in Catalonia, demonstrates the value of an Innovative Learning Environment (ILE) towards supporting dialogical, technological, and systemic dimensions in teaching and learning. Using a design-based research (DBR) approach, a survey queried teachers, students, and external stakeholders regarding their perceptions about educational innovation. The results provide both the profile and the innovative nature of the whole KBIP experience at each participating school. The main results help illustrate the potential of KBIP methodologies. The findings exemplify the value of this particular DBR method for evaluating educational innovations.

scholarly journals EDUCATIONAL INNOVATION EXPRESSION IN COMMUNITY

2017 ◽  
Vol 2 ◽  
pp. 120
Author(s):  
Irena Leliugiene ◽  
Ieva Simonaitytė ◽  
Angelė Kaušylienė
Keyword(s):  
Educational Innovation ◽  
Activity Level ◽  
Community Leader ◽  
Community Members ◽  
Training And Education ◽  
Educational Tools ◽  
Educational Innovations ◽  
Problematic Issue ◽  
Innovative Learning ◽  
Innovation Community

In the article solves the following problematic issue: 1.What educational tools occur in the educational innovation community? The aim of article is to base the resolution of the educational innovations theoretically and empirically. The object of the researches resolution of the educational innovation. General research results. Performed the data analysis suggests that the surveyed communities are sufficiently concentrated, and members of the activity level is high enough, focus and activity is sufficient. As well as in communities dominated by positive approach to training and education, the absolute majority of respondents are motivated to learn and improve. An analysis chairman of community operational assessments showed that most community leader applies novation to develop an innovative learning environment in the planning and allocation of resources as well as finding new opportunities for business development and community members in education

scholarly journals Innovation in education: what works, what doesn’t, and what to do about it?

2017 ◽  
Vol 10 (1) ◽  
pp. 4-33 ◽  
Author(s):  
Peter Serdyukov
Keyword(s):  
Education System ◽  
Teaching And Learning ◽  
Large Scale ◽  
Educational Innovation ◽  
Theory And Practice ◽  
Time Efficiency ◽  
Educational Innovations ◽  
Content Type ◽  
Technology Applications

Purpose The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system. Design/methodology/approach The paper is based on a literature survey and author research. Findings US education badly needs effective innovations of scale that can help produce the needed high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parents, community, society, and its culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. One of the critical areas of research and innovation can be cost and time efficiency of the learning. Practical implications Several practical recommendations stem out of this paper: how to create a base for large-scale innovations and their implementation; how to increase effectiveness of technology innovations in education, particularly online learning; how to raise time and cost efficiency of education. Social implications Innovations in education are regarded, along with the education system, within the context of a societal supersystem demonstrating their interrelations and interdependencies at all levels. Raising the quality and scale of innovations in education will positively affect education itself and benefit the whole society. Originality/value Originality is in the systemic approach to education and educational innovations, in offering a comprehensive classification of innovations; in exposing the hurdles to innovations, in new arguments about effectiveness of technology applications, and in time efficiency of education.

scholarly journals Happy Schools: Perspectives and Matters of Organization-Pedagogy in School’s Building and Development

2021 ◽  
Vol 14 (6) ◽  
pp. 92
Author(s):  
Phạm Minh Giản ◽  
Đặng Quốc Bảo ◽  
Tăng Thái Thụy Ngân Tâm ◽  
Phạm Văn Tặc
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Educational Innovation ◽  
Current Situation ◽  
Teaching And Learning Environment ◽  
The World ◽  
School Innovation ◽  
Teachers And Students ◽  
Cultural Leaders

Building “happy schools” has been one of the key concerns by many countries in recent years with an aim to create a friendly, safe, and happy teaching and learning environment so that teachers and students can have more motivation in improving their teaching and learning achievements, thus bringing forth more happiness to the involved individuals and organizations. The article introduces the concept of a “happy school”, outlined the perspectives on building happy schools by the world and Vietnamese political, cultural leaders, educational researchers as well as organizations so that they can be applied in the process of educational innovation. Thereby, the authors identify the key elements and criteria for such a “happy school” model, clarify the roles of the schools’ headmasters as well as summarize a set of ten messages for a happy school to prepare under the current situation of school innovation.

scholarly journals Incidence of Design-Based Research Methodology in Science Education Articles: A Bibliometric Analysis

2021 ◽  
pp. e25369
Author(s):  
Luciana Natália Cividatti ◽  
Vagner Antonio Moralles ◽  
Amadeu Moura Bego
Keyword(s):  
Science Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Education Student ◽  
Educational Innovations ◽  
Design Based Research ◽  
Teacher Education Student ◽  
The North ◽  
Information And Communication ◽  
Number Of Publications

The design-based research (DBR) methodology has been standing out in the field of educational research promising to adapt to different scenarios and boost the development of educational innovations. However, 17 years after the beginning of the use of this methodology, there are still doubts about its potentiality. Given this, it is necessary to ascertain in which contexts this methodology has been used and what are the educational advances related to it. Thus, bibliometric mapping was carried out in this paper to generate indicators of studies on DBR, to indicate its relationship with the field of Science Education and situate Brazilian production in the international context. The study identified the distribution of publications by year, according to the number of publications, the main journals where these articles were published, the authors nationality, the most cited articles, the main keywords, and the network collaboration between authors. Data showed that the last five years have been the most promising for DBR publications and the North Americans were those who published more about this methodology. Despite the growing number of publications, the field of Science Education still makes little use of this methodology. The main applications found in DBR were related to teacher education, student motivation, and the use of information and communication technologies on teaching and learning.

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 Research assistant as partner: Collective leadership to facilitate co-production

2019 ◽  
Vol 3 (2) ◽  
pp. 129-138
Author(s):  
Joshua Timothy Hill ◽  
Christy Thomas ◽  
Barbara Brown
Keyword(s):  
Teaching And Learning ◽  
Research Study ◽  
Knowledge Building ◽  
Collective Leadership ◽  
Scholarship Of Teaching ◽  
Design Based Research ◽  
Time Commitment ◽  
Key Characteristics ◽  
The University ◽  
The Impact

In this article, we chronicle our experience of student-faculty partnership within a Scholarship of Teaching and Learning design-based research study. We present our experience of partnership in relation to the student-faculty partnership, collective leadership, adult learning and knowledge building literatures. Key characteristics of our student-faculty partnership are recognizingand using intellectual and experiential resources; practicing principles of knowledge building; and differentiating top-down and lateral decision making. We find the affordances of our partnership to be increased productivity, learning from each other and diversity of ideas and perspectives and limitations to be substantial time commitment, underlying beliefs about students’ capabilities and student-faculty ratio to limitations. We conclude by exploring the impact of our partnership on students, faculty and the university.

Towards Flipped Learning in Upper Secondary Mathematics Education

2020 ◽  
Vol 5 (1) ◽  
pp. 1-15
Author(s):  
Robert Weinhandl ◽  
Zsolt Lavicza ◽  
Stefanie Schallert
Keyword(s):  
Secondary Education ◽  
Mathematics Education ◽  
Mathematics Learning ◽  
Flipped Learning ◽  
Educational Innovations ◽  
Design Based Research ◽  
Secondary Mathematics Education ◽  
Upper Secondary Education ◽  
Mathematics Classrooms ◽  
Upper Secondary

Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.

Sign in / Sign up

Export Citation Format

Share Document