The document discusses the affordances of flexible learning spaces and how teachers can maximize these spaces through their pedagogy. It suggests considering how activities can purposefully use different areas of the classroom, like the camp fire, watering hole, and cave primordial learning spaces. While inquiry learning tends to be individual work, project based learning offers a collaborative approach and can guide adoption of group tasks. The document concludes by recommending utilizing group stations and organically incorporating physical and digital technologies into lessons.

1. LATICE Symposium
Dr Kelli McGraw
Faculty of Education – QUT
Email: kelli.mcgraw@qut.edu.au
Blog: kellimcgraw.com

2. Affordances of the room
• Space to move
• Flexible design
• Digital resources &
environments on hand
Take away: you must change your pedagogy for these
affordances to be maximised

3. Primordial learning spaces
• Camp Fire
• Watering Hole
• Cave
Take away: your classroom is not one homogenous space.
Imperative to consider activities that purposefully use this
space.

4. Inquiry learning models
Take away: inquiry learning tends to utilise individual
work in ‘the cave’. PBL can guide your adoption of
collaborative learning tasks.
• Inquiry learning
(research based)
• Project based learning
(‘PBL’) offers a different
pedagogical direction

5. Final thoughts
Utilise group stations
Organically draw on technologies –
physical & digital
More on PBL:
Buck Institute for Education
http://www.bie.org/
Pedagogical patterns for digital technologies: QUT ‘DRAW’project
https://wiki.qut.edu.au/display/draw/Home