Teacher Transition into Innovative Learning Environments: A Global Perspective 9811574960, 9789811574962

Table of contents :
Preface
Contents
Editors and Contributors
Space Are Places in Which We Learn
It’s Where We Are
It’s the Way We Act
What Is It About the Space?
It’s Our Choice
Making Informed Choices
References
Co-creating Innovative Learning Environments: LEaRN’s Decade of Discovery
Context
Teaching and Learning Theories
A Brief Genealogy of the Evidence-Based Design of Learning Environments
Linking Pedagogy to Space
The ILETC Transitions Ecosystem
Concluding Remarks: Evidence-Based Design and Translational Research
References
Change and Risk
Introduction to Part I: Change and Risk
References
Creating a Space for Innovative Learning: The Importance of Engaging the Users in the Design Process
Introduction
A Participatory and Practice-Based Research Approach
The Assignment and the Intentions of the New ILE
A Participatory Design Process to Align Teaching, Space and Organisation
Without Keys the Spaces Are Hard to Unlock
Participatory Processes Are not Uncomplicated
An Additional Phase to Activate the Space
Conclusions
References
The Enactment of Teacher Collaboration in Innovative Learning Environments: A Case Study of Spatial and Pedagogical Structuration
Introduction
Teacher Collaboration
Teacher Collaboration in ILE: The Need for Structure
The Case Study: Treeside Intermediate
Findings: Pedagogical, Spatial and Collaborative Practices
Discussion: Towards Structuration as Enactment of Teacher Collaboration
Conclusion
References
School Change: Emerging Findings of How to Achieve the “Buzz”
Introduction
Alignment of School Design and Use
Literature Review
Research Design
Site Selection
Methods
Defining the “Buzz”
Emerging Themes
An Example Strategy: Layered Scaffolding
Next Steps and Future Application
References
Increasing Teacher Engagement in Innovative Learning Environments: Understanding the Effects of Perceptions of Risk
The Concept of Risk
Why an Understanding of Perceptions of Risk Matters
Theories of Risk-Taking in Education
Methods
Understandings of the Rationale for ILEs
Developing Expectations to Engage in ILEs
Supporting Teachers to Engage in ILEs
Revisiting Perceptions of Risk and Uncertainty
Implications for Policy and Practice
References
Pedarchitecture: Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the Future
Introduction
Methodology
Case Study Sites
Denmark
Italy
Method
Results
Hellerup Skole and Ørestad Gymnasium
Enrico Fermi Institute and IC3 Piersanti Mattarella
Discussion
Conclusion
References
Using Fällman’s Interaction Design Research Triangle as a Methodological Tool for Research About Reading Spaces in Schools
Introduction
The Methodological Framework
Three Initial Research Phases
Phase One: Design Studies and Design Exploration
Phase Two: Design Exploration and Design Practice
Phase Three: Design Practice and Design Exploration
An Extension of the Project into a Fourth Phase of Study
Conclusion
References
Inhabiting
Introduction to Part II: Inhabiting
The Mobility of People, Not Furniture, Leads to Collaboration
Introduction
My Perspective on the Field
Flexible Learning Spaces
Power Relations in the Learning Space
Fixed Teacher Positions
Teacher-Mobility Leads to Collaboration
Summary
References
The Gadfly: A Collaborative Approach to Doing Data Differently
Introduction
Enter the Gadfly
Methodological Backstory
Thinking with Deleuze: Assemblage, Affect, and Stickiness
Data Performances
Data Intra-action 1: What Is It About the Smell?
Data Intra-action 2: Coach, Stopwatch, Whistle, and Stick
Data Intra-action 3: And so Often They’re Buggering it Up
Discussion
Conclusion
References
Innovative Learning Environments, Are They Inclusive? Why Evaluating the Speaking, and Acoustic Potential of the Space Matters
The Innovative Learning Environment
The Problem
Inclusiveness of the Innovative Learning Environment
Methods
Acoustic Findings
Student Voice Findings
Discussion, Evaluating Inclusiveness of Innovative Learning Environments
Conclusion
References
What About Interaction Geography to Evaluate Physical Learning Spaces?
Introduction
Interaction Geography in a Museum
Extending Physical Learning Space Evaluation
Limitations and Next Steps
References
Measurement
Introduction to Part III: Measurement
References
What Does Teaching and Learning Look like in a Variety of Classroom Spatial Environments?
Introduction
The Study
The Context
Method
Results and Discussion
Teacher Behaviour and Pedagogies
Learning Experiences
Conclusion
References
Design with Knowledge—Light in Learning Environments
Introduction
The Influence of Artificial Light
The Architect’s Responsibility
Artificial Light in Today’s Learning Spaces
Atmosphere to Concentrate
The “Living Lab”
Data Collection
Preliminary Findings
References
Exploring the Relationships Between Learning Space and Student Learning in Higher Education: A Comparative Case Study in China
Introduction
Student Learning Research in Higher Education and Discussions on “Chinese Leaners”
The Present Study
Method
Context: Two Contrasting Learning Spaces
Focus Group Interviews
Data Analysis
Selected Results
Theme One: Learning Space and Students’ Conceptions of Learning
Theme Two: Learning Space and Cognitive Aspects of Learning
Theme Three: Learning Space and Affective Aspects of Learning
Theme Four: Learning Space and Regulative Aspects of Learning
Conclusion
References
The Creative Learning Spiral: Designing Environments for Flaring and Focusing
Introduction
Methodology
Findings
Lecture Hall
Site Visits
Studio
Studio Review
Harvard Innovation Lab
Results
Discussion
References
Teacher Practices
Introduction to Part IV: Teacher Practices
References
Envisaging Teacher Spatial Competency Through the Lenses of Situated Cognition and Personal Imagination to Reposition It as a Professional Classroom Practice Skill
Preface
Introduction
Teacher Place
Architecture and Phenomenology
Architectural Vocabularies and Literacies
‘Thought-Like’ Architecture, Culture and Context
Teacher Practice
Environmental Competency
Spatial Competency in Teachers—Early Conceptualisation of the Concept
Teacher Thinking
Environmental Psychology
Situated (or Embodied) Cognition
The Potential Environment
Situated Cognition Limitations for Teacher Spatial Interactions
A Teacher Spatial Competency Conceptual Framework
Teacher Situated Environmental Imagination
Sensory Information
Learned and Instinctive Responses
Cognition and Interpretation
Cognition and Memory
Cognition and Affordances or Environmental Stimuli
Action Settings
Teacher Spatial Competency Observation and Method
Conclusion
References
The Spirit of ‘WE’ in the Learning Environment: ‘WE LEaRN’—A Space for Students and Teachers to Become
Introduction
Students: From Being Served to Peer-to-Peer Learning
Teachers: From Lonely Superheroes to Group Wisdom
Teachers and Students: Empowering Engagement Skills
Connectedness and Collectiveness
Culture Change
Environmental Behaviour
A Relation-Shift in Learning-Driven Environments
The Meaning of ‘WE’ Espouses the Argument for Collaboration, Creativity, and Leadership from Inside-Out
Creating Hubs for Students and Teachers: A Potential Model
A Glance at an Ongoing Change in Practice—From Small Gestures to a New Paradigm
Summary
References
Addressing the Socio-Spatial Challenges of Innovative Learning Environments for Practicum: Harmonics for Transitional Times
The Material Disruption of ILEs for the Education Sector
Theoretical Framing
Methodology
Characteristics of the ILEs
Collegial Collaboration
Responding to Rhythmical Practices of ILEs
Reconciling the Rhetoric with the Messy Materialities of Teaching in ILEs
How Do Candidate Teachers Learn to Teach on Practicum?
References
Hack the School: A Creative Toolkit to Transform School Spaces
Introduction: Schools, Spaces, Trends and Legislation in Spain
A Variety of Needs?
Local Input
Hack the School Open Challenge
Reframing Innovative Learning Environments Through Wellbeing
Outcomes and Conclusions
References
Conclusion
Where to Now? Fourteen Characteristics of Teachers’ Transition into Innovative Learning Environments
Context
Developing the Transition Pathway
What Did We Do?
The Fourteen Grand Themes
Not a Formula
Populating the Pathway
Where to Now?
A Final Note
References