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 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 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 Where to Now? Fourteen Characteristics of Teachers’ Transition into Innovative Learning Environments

2020 ◽  
pp. 317-334
Author(s):  
Wesley Imms ◽  
Marian Mahat
Keyword(s):  
North America ◽  
Learning Environments ◽  
Teacher Change ◽  
Evidence Based ◽  
Literature Reviews ◽  
Innovative Learning ◽  
Innovative Learning Environments ◽  
Considerable Work ◽  
Spatial Transition

AbstractThis chapter places the preceding papers into a wider context. As part of the Innovative Learning Environment and Teacher Change (ILETC) project, seven Transitions symposia were held in five cities across Australasia, Europe and North America during 2017, 2018 and 2019. Each aimed at investigating how teachers adapt to innovative learning environments. The resulting accumulation of approximately 150 papers by graduate researchers and research groups, of which this book’s chapters are a sample, constituted a reasonable representation of international thinking on this topic. When added to three years of ILETC case studies, surveys, systematic literature reviews and teacher workshops, the project team was able to identify consistent patterns in teachers’ spatial transition actions. This chapter places the material of this book within that larger picture, specifically in terms of one project output—the development of a Spatial Transition Pathway. The Pathway emerged from these data and can be seen as an output of the material sampled in previous chapters. Certainly, the considerable work teachers had been doing to re-conceptualise their pedagogies for new spaces (done both intentionally, and at times, without realising) deserved to be mapped as a resource for others undertaking this journey. This chapter makes the case that while each teacher or school’s journey from traditional to ‘innovative’ spaces is unique, there exists some common issues that most seem to face at some time, in some way. It provides a description of fourteen ‘grand themes’ that appear commonly through the data and describes how these can be organised in a way that provides temporal and theme-based strategies and tools, developed by fellow educators to assist in this transition. This final chapter leads the reader to consider ‘where to now’? It celebrates the fact that teachers have enormous capacity to work out how to utilise innovative learning environments well and provides a framework for evidence-based actions into the future.

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 Computational concepts reflected on Scratch programs

2018 ◽  
Vol 2 (3) ◽  
Author(s):  
Kyungbin Kwon ◽  
Sang Joon Lee ◽  
Jaehwa Chung
Keyword(s):  
Program Evaluation ◽  
Computer Science ◽  
Learning Environments ◽  
Middle Level ◽  
Problem Decomposition ◽  
Innovative Learning ◽  
Innovative Learning Environments

Evaluating the quality of students’ programs is necessary for better teaching and learning.  Although many innovative learning environments for computer science have been introduced, the scarcity of program evaluation frames and tools is a demanding issue in the teaching practice.  This study examined the quality of students’ Scratch programs by utilizing Dr. Scratch and by analyzing codes based on four computational concepts: conditions, loops, abstractions, and variables.  Twenty-three Scratch programs from two classes were examined.  Dr. Scratch results revealed that Scratch programs demonstrated a middle level of competency in computational thinking.  The analysis of computational concepts suggested that students had a sufficient understanding of the main concepts and demonstrated computing competency by applying the concepts into their programs.  The study also discussed inefficient programming habits, instructional issues utilizing Scratch, and the importance of problem decomposition skills.

Acts of magic: Prototyping in innovative learning environments

2021 ◽  
pp. 14-19
Author(s):  
Mark Osborne
Keyword(s):  
Learning Environments ◽  
Status Quo ◽  
Change Leadership ◽  
Readiness For Change ◽  
Status Quo Bias ◽  
Leadership Support ◽  
Innovative Learning ◽  
Potential Benefits ◽  
Innovative Learning Environments ◽  
Physical Spaces

Over recent years, innovative learning environments (ILEs) have become the default style of new-build educational architecture in New Zealand. While offering potential benefits, the implementation of ILEs represents a departure from established practice in most schools and therefore requires significant change leadership support in order to succeed. Prototyping ILE practices can help schools transition into new physical spaces by decreasing status quo bias while increasing individual and organisational readiness for change.

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