Learning Spaces

1. 21st Century Learning Spaces
To teach using 21st Century pedagogy, educators must be student centric. Our curricula and assessments must
be inclusive, interdisciplinary and contextual; based on real world examples.
Students must be key participants in the assessment process, included in it from start to finish, from establishing
purpose and criteria, to assessing and moderating.
Educators must establish a safe environment for students to collaborate in but also to discuss, reflect and
provide and receive feedback in.
We should make use of collaborative and project based learning, using tools and technologies to facilitate this.
We must develop, in students, key fluencies and make use of higher order thinking skills. Our tasks, curricula,
assessments and learning activities must be designed to build on the Lower Order Thinking Skills and to develop
Higher Order Thinking Skills. We must also look at different learning styles.
The
Learning
Space
The
classroom
and the
school
Beyond
the
classroom
The
electronic
learning
space
The
individual
learning
space
The group
learning
space
Audio Introduction

2. The Classroom and the School
Physical space
Classrooms of the twenty-first century need to be visually stimulating
without being too overpowering and teachers must also consider table
formations to stimulate collaborative and cooperative learning. Unlike
traditional classrooms, the modern classroom is usually designed to
suit students needs, with student centred approaches. Read (2010)
suggests "the synthesis of functional and aesthetic components in the
classroom creates a harmonious setting" (p. 1). The classroom cannot
be overly cluttered with objects or dull, it needs to be varying in forms
and elements that are visually stimulating to children. In addition, the
seating arrangements should facilitate effective instruction. Cinar
(2010) claims “a successful seating arrangement should facilitate
instruction, suit the instructional objectives and activities and ease
access to the instructional materials (p. 201). The physical environment
of classrooms should be designed to facilitate effective teaching and
learning that caters to the diverse needs of students.
Strengths - Increased motivation to learn; caters to the diverse needs
of learners; flexible learning spaces allow for effective teaching and
learning; student to student interaction is increased
Weaknesses - Too much visual stimuli may detract from learning or
low visual stimuli which may appear as boring and non-stimulating
(Read, 2010). ; not knowing how to accommodate your students
learning can have an impact on their learning process; can be seen as
overly cluttered and may interfere with children’s learning
Figures 1,2,3 Stage 3 classes at EHPS
working in collaborative groups, in a
stimulating open learning space

3. The Classroom and the School
Curriculum and pedagogy
Teaching strategies and instruction have changed over the years and with that
learning spaces have become more student centred. Seating arrangements are
grouped according to students individual needs, where children can learn within a
collaborative space. Collaborative learning spaces are a way of learning where
students actively learn with their peers through a joint effort by problem solving and
learning through interactions (Schratzenstaller, 2010). In contemporary classrooms,
teachers enhance interaction among the students by allowing them to explore
independently or with peers (Schratzenstaller,, 2010). Thus collaborative learning is
a form of learning which can develop a positive classroom environment, where
children work together to develop new understandings. Inquiry based learning is
another form of pedagogy that is integrated into modern classrooms. Inquiry is a
process where students are involved in their learning, formulate questions,
investigate widely and then build new understandings, meanings and knowledge
(Babiuk, 2014, p. 74). Such pedagogy links to the Humanities where students
develop skills to be active members of society. In twenty-first century schooling,
students practice skills of ‘critical and creative thinking’ and develop questions
based on the world around them (Babiuk, 2014). Therefore, inquiry based learning
pedagogy in the classroom can provide students with the skills they need for the
future.
Teachers and students
The contemporary classroom space encourages children to explore independently
or interact with peers without having explicit direction. The classroom caters to
children’s diverse learning styles which positively impacts on their education.
Teachers develop their lessons according to children’s needs and easily modify
their activities to extend or prompt learning. Teachers need to ensure the classroom
is set up in a way that allows for effective teaching and learning to take place.
Figures 4 and 5
show students in my
classroom accessing
technology via ipads,
desktop computers
and the IWB. The
layout of the room
allows for students to
work collaboratively
in teams or as
individuals who can
share sources and
information

4. Beyond the Classroom
Physical Space
Open collaborative learning spaces would define the learning space beyond the
classroom. Learning spaces beyond the classroom comprise of excursions and
incursions. Lorenza (2009) claims “excursions offer sensory learning opportunities
whereby students explore the reality of an environment, be it geographical,
mathematical, scientific, social or artistic, through a range of sensory experiences”
(p. 23). Furthermore, excursions provide a controlled environment where students
explore the world around them through hands on experiences (Lorenza, 2009).
Learning is enhanced when information is presented in a meaningful way or in
context and the traditional classroom is not always the best setting. The learning
space beyond the classroom needs to be thoroughly planned by teachers in order
for the outcomes of the educational experience to be achieved.
Strengths and Weaknesses
Strengths Johnson (2009) highlights that learning spaces beyond the classroom;
- Improves students learning
- Improves students social and emotional learning
- Provides experiential learning opportunities
Weaknesses
- Could be ineffective if pre-learning or follow-up is not implemented
- The excursion may not link to the curriculum
- Cost of the excursion or incursion may be too expensive as well as transport
costs eg. Buses
- Risk of poor delivery of content or lack of quality instruction
Above: Figure 6 Students on camp,
engaging in a muddy obstacle course to
test resilience; Figures 7,8,9 giant swing
and rock climbing reinforces cooperation,
persistence and overcoming fears or
achieving goals. Experiences which can
only be had beyond the classroom
environment.

5. Beyond the Classroom
Curriculum and Pedagogy
Communities of Practice (CoP) is a form of pedagogy that is integrated within
learning spaces beyond the classroom. CoP is a group of people who engage in
collective learning in a shared area or domain and develop together around a
particular area of knowledge (Smith, 2009). A Community of Practice encourages
and supports knowledge building where knowledge is exchanged and jointly
constructed. In an excursion venue, people would learn through experiential
learning, where new knowledge is developed through active participation in
learning activities. Children learn by collaborating with peers and interacting with
the excursion venue in a rich way. The excursion venue needs to build on children's
interests in order for them to effectively be engaged. Communities of Practice
provides students with rich learning opportunities that encourages children to be
actively involved in their learning, along with a deepened conceptual understanding
(Smith, 2009). The learning space beyond the classroom needs to directly link to
the curriculum. Lorenza (2009) discusses that the excursion or incursion needs to
have explicit curricular connections or educational benefits in order for student’s to
gain learning opportunities
Teachers and Students
Excursions and incursions provide students with a rich learning environment, where
they develop conceptual understandings and actively learn through participation.
Students are provided with opportunities that are in context, and stimulating. Such
contexts need to be structured to ensure that the experience of the learning space
is at its full potential. Teachers are able to observe students learning in a group
setting and can ensure students are fully participating in activities.
Figures 10,11,12 Students engaged in
learning about ancient Egyptian artefacts
and the mummification process at the
Nicholson Museum.

6. The Electronic Learning Space
Physical Space
This space, as can be seen in the photographs to the left, incorporates a wide
variety of ICT’s. These include, but are not limited to, computers, laptops, iPads,
SmartBoards, camera’s, video conferencing, Skype, kindle’s and tablets. It
encompasses four uses; used as a tutor, used to explore, applied as a tool and
used to communicate. The use of such ICT, with the guidance and scaffolding of
the teacher is beneficial in improving and making practices more efficient. It
provides students with opportunities to engage in activities that are interactive and
hands on.
Strengths
• 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)
Weaknesses
• 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)
Above: Figures 13,14,15 Students
engaged in learning using the electronic
space. Students can access ipads,
netbooks and use the Interactive
whiteboard for inquiry based learning,
collaborative or cooperative learning.

7. The Electronic Learning Space
Curriculum and Pedagogy
This learning space allows for the creation of self-directed learning. Teachers are
able to use certain applications and websites to set tasks and monitor student
progress and achievement in an efficient and easy way. Eg edmodo
Knowing how to use the right tool or learning resource to best enhance learning
and to narrow down the information over load can be difficult (Murray, Olcese,
2011). Some great ways to use electronic learning tools that can be implemented
for learning include creating class blogs or websites.; having a class set of iPads or
laptops to use as a whole class; incorporating electronic learning spaces can be
done in the classroom through the use of many educational tools and also beyond
the classroom (MCEETYA, 2008). The way in which we as teachers view the use of
the electronic learning space needs to be current in the knowledge that society is
changing with technology and we can utilise this technology to create learning
opportunities that weren’t even possible 20 years ago (MCEETYA, 2008).
Technology has been classified by Means into four categories – used as a tutor,
used to explore, applied as a tool and used to communicate. These categories can
help us as teachers to consider the uses for technology in learning (which there are
many) and that when using the devices the result is still enhancing meaningful
learning that has a purpose and outcome (Means, 1994).
Teachers and Students
• Students can engage and continue with class work outside of the classroom
• Student progress can be monitored online and feedback can be given more
efficiently
• Students are able to investigate and advance their knowledge in topics of interest
• If used effectively, it provides hands on learning experiences that cater for visual
learners
• Allows for the sharing of files and work with family and friends
• Can be used as a communication tool between teacher and parents to keep the
lines of communication open (Black, 2008; Laurillad, 2005; Twining, 2009)
Above: Figures 16,17 Students engaged
with the electronic learning space

8. The Group Learning Space
Physical Space
A group learning space consists of students who work together either in small
groups or grouped together with another individual working on an activity or task
after discussion has occurred with the entire class. Physical considerations include
desk configuration or floor space around and outside of room; technology required
for each group ie use of ipads, netbooks. The teacher needs to be able to see the
groups operating and the students within each group need to be able to interact
with group members and not be restricted in any way.
Strengths
Collaborative learning has shown the following benefits-
– Engage in subject specific discussions with peers
– Learn how to work cooperatively and support each other
– Develop effective teamwork and communication skills
– Deepen knowledge and promote critical thinking
– Foster individual accountability to the team
– Develop independent learning strategies
Weaknesses
- Co-operative learning is not effective if it is not used properly (Slavin, 2010).
- Group learning does not always encourage participation of all students
- Group learning usually involves closed tasks and does not promote higher order
thinking
Above: Figures 18,19 The physical
learning space allows for collaborative and
cooperative learning throughout the school
day.

9. The Group Learning Space
Curriculum and Pedagogy
Group learning is about encouraging social interaction as a base for co-operative
and collaborative learning, with both the individual and the group each responsible
for the learning.
Co-operative learning “…refers to the organisation of classroom activities so that
students must work together in order to meet goals and/or gain rewards for
themselves and their group” (Duchesne, 2013, p.214). The teacher is central to the
organisation and management of the learning activities. Slavin describes it as
providing students with an opportunity to review information and skills previously
outlined by the teacher. Learning is generally structured, and specific goals are
set.
Collaborative learning ” … also involves students working in groups, but here the
emphasis is on building understanding as a group as members interact. In this
approach, students tend to have more autonomy, as the teacher is not as actively
involved in managing the group activity” (Dechesne, 2013, p.215). The goals tend
to be more open ended and less defined. Often the end result is a consensus of
the group’s findings, rather than a specific outcome.
The curriculum provides teachers with the foundations of the required knowledge,
understandings and skills that are to be developed by students. Exhibiting the
curriculum into the group learning space should be linked to specific outcomes that
are aimed to be achieved (Blackmore, Bateman, Loughlin, O’Mara & Aranda,
2011).
Teachers and Students
Teachers must ensure the group task engages and caters for the diversity of
students within the classroom. When set up effectively the group learning space
can support students with special learning needs and it allows for students to work
together on difficult tasks When used with mixed ability groupings it can extend the
lower achieving students if monitored closely.
Above: Figures 20,21 Furniture and layout
of room is attractive and enhances the
group learning space.

10. The Individual Learning Space
Physical Space
This space can take many forms and is dependent on the needs of the learner. In
the classroom an individual space may be as simple as a chair and table that is
situated away from others. Depending on the layout of the classroom, the individual
space may be a bean bag in a quiet corner or the opportunity to headphones and
work using a mobile device anywhere around the classroom. Outside of the
classroom, the learning space may be under a tree or sitting in an outdoor reading
area or COLA. It may be anywhere that assists students with focusing on their
work. My learning space at home is the dining room table. I prefer no noise or
distractions so no television or music. I tend to prefer an indoor space to an outdoor
space. I do like to tidy up the desk space before settling down to a task and
creating a new mess.
Strengths and Weaknesses
- Learners have a greater awareness of making learning meaningful and monitoring
themselves
- Students develop curiosity
- Students enjoy learning
- Students are more motivated, independent and self-confident
- No support or guidance.
- Can’t easily clarify problems that arise.
Figures 22 -23 My individual learning
spaces at home

11. The Individual Learning Space
Curriculum and Pedagogy
Self-directed learning relates to an individual guiding their own education
predominantly through setting their own learning goals, finding resources and
evaluating what they have learnt (Smith, 1996). This style of learning is something
that can encourage greater motivation in the learning, but also requires students to
be able to manage their own learning. Recently I introduced “Genius Hour” in my
classroom where the students choose their own topic, set a general question that
requires in depth research to answer. The students were so engaged in this
learning process as they set their own subject to learn about and I provided some
direction when necessary but there was limited scaffolding. Self-directed learning is
going to be most successful when teachers are able to support a students
confidence and motivation in learning (Kop & Fournier, 2010). Teachers must be
aware not all students will be able to sit at their desk to work and so should be
flexible and provide students with opportunities to find their own space in or outside
the classroom. Students can engage in Web 2.0 technologies to assist them during
this self directed learning process.
Teachers and Students
Teachers need to be sure they are encouraging their students to find what works
best for them and their learning. • It is important for students to be familiar with their
own learning style, and what space helps them to achieve their learning goals to
the best of their ability.
Figures 24,25
My work learning space

12. References
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the-classroom
• Blackmore, J., Bateman, D., Loughlin, J., & O’Mara, J. (2011). Research into the connection between build learning
spaces and student outcomes. Retrieved from https://www.deakin.edu.au/
• Cinar, I. (2010). Classroom geography: who sits where in the traditional classrooms? Journal of International
Research, 3 (10), 200 - 212.
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(Eds.), Classroom of the Future: Orchestrating Collaborative Spaces (pp. 15-
• Slavin, R. (2010). Co-operative learning: what makes group-work work? The Nature of Learning: Using Research to
Inspire Practice, OECD Publishing.
• Smith. M. (2009). Communities of Practice. Retrieved from http://www.infed.org/biblio/communities_of_practice.htm.
• Smith, M. (1996). Self-direction in learning. Retrieved from http://infed.org/mobi/self-direction-in-learning/
• The National Trust. [image]. (2007). Retrieved from http://www.pollywoodside.com.au/school_excursions
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