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Learning Spaces
By Danielle Wakeling
EDFD 459
Assessment Two

The Classroom and School
Beyond the classroom
The electronic...
The classroom and school
They are all different, so they all require different arrangements according to student
needs.

I...
Beyond the classroom

Opportunities to explore to enhance practical learning for students.

Scienceworks

ES
O
gD
n

n i a...
The electronic learning space
A powerful way to transform everyday learning experiences.
Mobile devices can open up opport...
The individual learning space
Inspiring students to become lifelong
learners is not enough. We need to be
able to equip st...
The group learning space

Group work: Task
oriented – everyone
works to complete a task,
and often only engages
high achie...
Learning in the 21 Century
st

Students learning in the 21st century require a combination of
all these spaces.
I predict ...
References

Cinar, I. (2010). Classroom geography: Who sit where in the traditional classrooms? Journal of International R...
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  • Transcript of "Learning spaces presentation"

    1. 1. Learning Spaces By Danielle Wakeling EDFD 459 Assessment Two The Classroom and School Beyond the classroom The electronic learning space The individual learning space The group learning space
    2. 2. The classroom and school They are all different, so they all require different arrangements according to student needs. IS Y IT IL IB EX FL T Traditional Classrooms S Contemporary Classrooms E B - The teacher is the most important person in the classroom and is at the center of all interaction - Students are seated in rows of desks facing the front, providing little to no room for collaboration or group learning - Often low visual stimulation around the classroom - The classroom is designed around the needs of the students - Flexible in their design to cater for various needs and learning experiences - Open space for team teaching - Lots of natural light - Displays and student work shown around the classroom
    3. 3. Beyond the classroom Opportunities to explore to enhance practical learning for students. Scienceworks ES O gD n n i a ve a ar h Le OT nning N gi e d! b en or Sydney Olympic Park “Excursions offer a sensory learning opportunity whereby students explore the reality of an environment… through a range of sensory experiences” (Lorenza, 2009, p23) Communities of Practice interact regularly through active participation and collaboration to develop their practice for a common purpose. (Smith, 2009) Teachers need to be familiar with excursion venues in order to promote expectations for students, encourage social aspects of learning, encourage the sharing of ideas and liberty to ask questions about what they are experiencing. (Lorenza, 2009; Scienceworks) Cursions
    4. 4. The electronic learning space A powerful way to transform everyday learning experiences. Mobile devices can open up opportunities for effective situated learning where students can experiment (UNESCO, 2012) se u ER g y EV o l o N n ch sake t e he r t it. fo of Advantages: - Great for kids to explore and go further in their learning - Potential to be used powerfully for differentiation and individual learning - Has an amazing capacity to engage students in their learning - Can support students who have lacked other educational opportunities - Educators can teach responsible use of electronic and online technologies to minimise risks. (UNESCO, 2012) Secure Edge Networks Disadvantages: -Many apps that are used in the classroom do not cater for group collaborations or encourage social interactions - Can be difficult to monitor learning. - Many aspects of the electronic learning space do not allow for creativity in learning. (Murray & Olcese, 2011)
    5. 5. The individual learning space Inspiring students to become lifelong learners is not enough. We need to be able to equip students with the skills of inquiry to be able to direct and have control over their learning. ed ne e ts o b en S t ud I L L rs t S ne SK lear he ng t lo ife l Advantages: - Ability to study whenever and wherever you like - Learning is based on personal goals or the needs of the social context - Can interact with learners all over the world to develop understanding Disadvantages: -Not appropriate for people who require physical interaction with people, or hands on activities - Requires a high level of motivation
    6. 6. The group learning space Group work: Task oriented – everyone works to complete a task, and often only engages high achieving students. ut bo ll a NG s a NI It A R he r LE et og t Cooperative Learning: Carefully structures to share the load - Everyone takes responsibility for a part of the learning and share with their group. Collaborative Learning: Students engage with one another to work towards a shared understanding. The learning that happens in this aspect often has a positive social and cognitive impact on all students. I love this picture of collaborative learning – all members bringing their own understanding and prior knowledge, interacting, and building a shared understanding. They all have something to contribute and build upon. (Tolmie, Toping, Christie, Donaldson, Howe, Jessiman, Livingston & Turston, 2010; The Contemporary Teacher, 2013; TVOparents.com, 2010)
    7. 7. Learning in the 21 Century st Students learning in the 21st century require a combination of all these spaces. I predict that in the next several years we will see classrooms moving towards: •More of a focus on individual learning than what we see now •Greater impact of globalisation in the classroom •Catering for a wider range of needs in the classroom •Classrooms based on abilities rather than age •More collaborative learning both in the classroom and online •Students having more control about what and when they learn about certain subjects - more individual learning
    8. 8. References Cinar, I. (2010). Classroom geography: Who sit where in the traditional classrooms? Journal of International Research, 3 (10), pp. 200-212. Cursions. The rocks dreaming (Primary). http://www.cursions.com.au/ Infed. (n.d.). Self direction in learning. Retrieved from http://infed.org/mobi/self-direction-in-learning/ Johnson, J. (2009). Beyond four walls: Experiential and situated learning. Teacher, (198) pp. 18-20. Kop, R., & Fournier, H. (2010). New dimensions of self-directed learning in an open-networked learning environment. International journal of self-directed learning, 7 (2), pp. 1-20. Lorenza, L. (2009). Beyond four walls: Why go beyond the bounds of school? Teacher, (198) pp. 22-25. Mitchell, G. (2006). Productive inner spaces: Room arrangements that can transform your teaching. Classroom, 26 (1), pp. 10-11. Murray, O., & Olcese, N. (2011). Teaching and learning with iPads, ready or not? TechTrends, 55 (6), pp. 42-48. Read, M. (2010). Contemplating design: Listening to children’s preferences about classroom design. Creative Education, 2, pp. 75-80. Rossmanith, A. (2006). Out of the box. Australian Educator (52), pp. 30-33. Scienceworks. Nitty grity and Tycho to the moon. http://museumvictoria.com.au/scienceworks/education/ Secure Edge Networks. (2012). 7 policy tips for deploying iPads in the classroom. Retrieved from http://www.securedgenetworks.com/secure-edge-networks-blog/bid/82548/7-Policy-Tips-for-deploying-iPads-in-theclassroom Smith, M. (2009). Communities of practice. Retrieved from http://infed.org/mobi/jean-lave-etienne-wenger-andcommunities-of-practice/ Stephens, W., & Costa, E. (2007). Common ground. Teacher (177), pp. 44-48. Sydney Olympic Park. Stage 2: HSIE. http://www.sydneyolympicpark.com.au/education_and_learning/ The Contemporary Teacher. (2013, April 13). Open plan classrooms. In The Contemporary Teacher: A blog providing reflections and resources to support contemporary learning. Retrieved from http://thecontemporaryteacher.global2.vic.edu.au/2013/04/13/open-plan-classrooms/ Tolmie, A., Toping, K., Christie, D., Donaldson, C., Howe, C., Jessiman, E., Livingston, K., & Turston, A. (2010). Social effects of collaborative learning in primary schools. Learning and Instruction, 20 (3), 177-191. UNESCO, (2012). Turning on mobile learning: Global themes. France: United Nations Educational, Scientific and Cultural Organisation.
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