An exploration of 5 significant learning spaces: The Classroom and the School; Beyond the Classroom; The Electronic Learning Space; The Individual Learning Space; The Group Learning Space.

1. The Learning
Space
By Lee Hoffmann
Figure 1. Reflect.
(Venosdale 2015).

2. Introduction
• Education is a cornerstone in every person’s life. No matter where we live, in what ever time period, in any country
or culture; to learn and understand and to interact with our surroundings is as vital to our survival as is water and
sunlight to any living organism.
• The Australian Education System is facing many challenges over the next 10 – 20 years with the rapid expansion of
technology, cost pressures associated with the the demand for facilities and equipment to support the new
technologies required to keep abreast of change. There are increasing community standards and expectations as
the focus on our achievements in comparison with the rest of the world becomes more scrutinized. The
importance of effective planning and the redesign of Educational facilities and practices to improve the quality of
pedagogy and the delivery of curriculum cannot be understated. Whilst the issues facing the Education system in
general and more specifically our local communities are significant; it can be said that this is not only a time of
challenge but also a tremendous time of opportunity to utilise effective leadership if the ambitious improvements
we seek to achieve in Education are to be realised (Sydney Children’s Hospitals Network, 2013).
• Learning Spaces are of critical importance to educators. Their form needs to be understood whether they are in
fact physical or abstract; individual or collaborative (Staples, 2015). Learning spaces need to be flexible to cater for
the ever changing needs of our technological age.
• The following presentation touches on 5 significant Learning Spaces that need our thoughtful consideration as
each has its own uniqueness and complexities before attempting any change to the school environment. They are
as follows: The Classroom and the School: Beyond the Classroom; The Electronic Learning Space, The Individual
Learning Space and the Group Learning Space.

3. The Classroom and the
School
Is the classroom out of
date? Has it evolved
sufficiently? What will
be required in a
classroom space of the
future? Has it stood
the test of time and
can it be further
adapted?
The rapid expansion of
technology means
there are new ways to
represent knowledge,
new educational
practices in place and
our learning has
expanded into global
communities.
There is a gap between
everyday learning and
formal education. Is the
modern classroom still
something very physical
with 4 walls?
Technology has actually
stretched the limits of
the physical space.
How do we adapt
pedagogies and
current curriculum -
some of which were
established prior to
the digital revolution?
How have the roles of
teacher and learner
changed over the
years?
What skills and
knowledge will
teachers and children
of the future need?
How do we cater for
teachers as their roles
become increasingly
complex? How can we
address future needs?
How do we stay
internationally
competitive?
Technology has grown
even beyond the
computer to mobile
forms . If it is used well
it has the potential to
greatly enhance
outcomes.
Figure 3. Rapid Changes (edublogs.org, 2015).
The Need for Change
Are we keeping up with current
educational thinking and does our
classroom and schooling environment
reflect our thoughts about best
practice? (Read, 2010).
Figure 2. The Need for
Change (Siegl,
Zottmann, Kaplan &
Fischer, 2010).

4. The Classroom and the School- Possibilities
There needs to be some consideration of aesthetics and
contemporary design that support current educational
thoughts about best practice. There has been a move
away from schools being prestigious institutions towards
creating buildings that are more environmentally friendly
and comfortable (Schratzenstaller, 2010).
Is the classroom welcoming and does it have sufficient
ventilation and light? Is there the right amount of
stimulation to make it interesting but not overbusy?
What line, shape, patterns, textures, colours are used? Is
there proportion, balance, rhythm and harmony? Are
there spaces that cater for the social and collaborative
nature of learning? (Read, 2010).
Since education centres around our desires and hopes for
the future, we want the best type of learning spaces we
can have (Siegl et. al, 2010). Multidisciplinary efforts are
needed to create more flexible space. Who do we need
to partner with to make this happen? Educators need to
collaborate with Government agencies, with
telecommunications companies, architects and with
environmental groups (Siegl et. al, 2010). Balancing our
hopes and dreams has to be held in tension with our
present realities and constraints (Schratzenstaller, 2010).
Have we consulted the locals (those who will inhabit the
space)? Have we asked the teachers and children about
their ideas on planning innovative and imaginative
spaces? Have we considered that boys and girls may
prefer different types of spaces? (Read, 2010) . Too often
we leave the job of planning to the architects and
builders and fail to consult those who have a thorough
knowledge of what facilities would be most valued in
assisting with teaching and learning endeavours.
Costs of adapting the existing learning spaces is a
challenge. How will politics and the current state of the
economy influence available resources? Is education
earmarked for spending or cost cutting? (Schratzenstaller,
2010).
Openness to change in attitudes, practice of current staff and
parents who can have a significant effect especially in the
private sector (Schratzenstaller, 2010).
Willingness to cherish anything in existing practice that still
has merit.Networking with various agencies to inform new
design and to assist in planning spaces that can be adaptable
to future evolutions of technology. Educators need to be less
territorial. (Schratzenstaller, 2010) .
How Can Change Be
Realized?
Figure 4. Old School Classrooms
(Trinity Mirror Midlands, 2014).
Figure 5. The Great Equity Debate (The
Conversation, 2012).
Figure 6. The Ultimate Classroom
(Inhabitat.com, 2015).
Figure 7. How Can Change Be Realized? (References within diagram).

5. Beyond the Classroom……..
Is learning
confined to the
physical space?
What about
incursions and
excursions as
learning spaces?
Let’s explore
how the spaces
beyond the
traditional four
walls provide
such rich soil for
connection with
the world and
for growth.
Figure 8. Buzz Lightyear (123
invitaciones.
com, 2015).
Parents don’t confine their children to the house only. Families go on holidays and
outings, attend performances and further socialise their children to broaden their
horizons. Being in a classroom can be a secure environment for many children but in
order to fully develop, students need exposure to new and varied experiences as well
(Johnson, 2009). These experiences can allow students to view the world with new
eyes. An Aboriginal storyteller can build empathy and understanding. A performance
about dealing with grief or bullying can build resilience and coping strategies as well as
break down isolation. These experiences have huge benefits for social and emotional
learning and can forge life long memories. (Johnson, 2009).
Figure 7. Beyond
the Classroom
(Lorenza, 2009).

6. Beyond the Classroom –Communities of
Practice (proposed by Lave & Wenger 1998).
Community
Engage in
activities/discussion
. Help and share
information with
others. Build
relationships and
learn from others.
Practice
Practitioners share
experiences, stories, tools,
ways of solving problems.
Shared practice.
Domain
Shared interest,
membership of
commitment and
competence.
In a Community of Practice, members build
up relationships over time and communities
are formed over things that matter to
people (Smith, 2009). As human beings we
all need to belong. Our world is made up of
relationships and so it stands to reason that
the Community of Practice is a wonderful
model for learning whilst in relationship
with others.
The excursion or incursion can be
transformed into a Community of Practice
if they are planned well and as a result, the
benefits for learners can be so powerful.
(Staples, 2015). Smith (2009), suggests a
‘beyond the classroom’ experience can
provide a joint sense of enterprise and
identity and generate a shared catalogue of
tools (vocabulary, documents). Those on
the periphery can be coaxed into more
fuller participation of both learning and life
(Smith, 2009).
Figure 9. Communities of Practice
(Smith, 2009).
Figure 10. School Excursions (Australian National Maritime
Museum, 2013).

7. The Electronic Learning Space
Educational
Technology
Used as a tutor.
Technology used
as a teacher.
Used for
communication
Is also used to
collaborate/socia
l construction of
knowledge.
Used as a tool.
For example
word processing
or videoing
equipment.
Used to explore.
Users make
decisions about
information they
access and gain.
Figure 12. Educational
Technology
(Murray & Olcese, 2011)
Figure 11. (Moss Tech,
2014).
As with any practice in our profession we
strive for excellence. Why shouldn’t this
apply to the online world too? As teachers,
success requires that we extend ourselves to
learning new competencies. This can be so
much more than just a mastery of technique,
it can be inspirational
(Salmon, 2012)!
Nobody denies that the online world is
fraught with challenge but it not
something we can ignore. It is the way
future generations will engage in life and
learning. The challenge for educators is to
be experienced and to be able to guide the
learners. It is to educate them in how to use
technology responsibly (UNESCO, 2012) as
opposed to ignoring it and remaining afraid
of it. Technology is here to stay.

8. The Electronic Learning Space – Let’s Honestly Evaluate…..
Technology Advantages Disadvantages Challenges
Mobile Phones Most used interactive and portable
communications technology globally.
Popularity of this technology does not
always equate to suitability for educational
purposes.
Viewed by many as a potentially harmful
technology (distracting, addictive, antisocial and
isolating).
Mobile phone technology subscriptions
growing in the developing world.
Screen too small to be a truly
collaborative/sustained learning space.
Teaching students to use this technology
responsibly
Potential to reach rural/developing
communities.
Affordability – creating a divide between
students who have latest models and those
who do not. Mobile software is expensive
and complex.
Development of policies to embrace the potential
of this type of mobile technology
Keep up with international advances in
technology applications.
Student safety issues around sexting, cyber
bullying, access to unsavoury sites (how to
monitor content).
Educators forge working partnerships with other
stakeholders eg telecommunications companies.
iPads Provides advanced paths to social
interaction. Users can synchronise and
share this data with multiple users.
Current research indicates few iPad
applications support and reflect innovative/
current thinking in teaching and learning –
most applications are practice and drill
(behavioural).
For software developers to develop applications
that support modern theories of learning
(knowledge construction within a social context).
Is portable but can still store large
amounts of data. Can replace costly and
cumbersome books.
Affordability – creating a divide between
those who have the latest models and those
who do not.
Educators need to collaborate with technology
partners.
Figure 13. The Electronic Learning Space (Murray & Olcese, 2011).

9. The Individual Learning Space – We all have
different preferences.
How do I
learn?
When do I
learn?
Where do I
learn?
Figure 14. Quiet Times (2015).
Figure 15. Learning Questions
(Staples, 2015). Figure 16. Relaxing Space (2015).

10. The Individual Learning Space – it is within
your control.
“When we fail to take control of our education, we fail to take control of our lives”
Charles Hayes (Smith, 1996 in Infed.org).
Self Directed Learning – A Summary
We learn more purposefully.
We learn with greater motivation.
We retain more of what we learn.
We utilize more of what we learn.
Self directed learning is evidence
of personal maturity – to be able
to take responsibility for our own
lives and become in increasingly
intrinsically motivated.
New developments in education
and technology have focused our
learning towards self direction.
Those who do not cultivate the
capacity and skills related to being
self directed learners will find they
experience increased levels of
frustration and potentially
experience failure.
Figure 17. The Individual Learning Space ( Smith, 1996 in Infed.org).

11. The Group Learning Space – Is this how it
should be?
Cooperative
learning
Collaborative
learning
Group work
What is the difference between the group, collaborative and
cooperative learning space? Which type of ‘group’ happens
most frequently in educational circles? Which of these actually
is shown to have the most favourable educational outcomes?
(Staples, 2015). Click below to listen.
http://vocaroo.com/i/s1O7p6dtlNCL
Since learning often happens within the context of our
relationships, it is important to understand the machinations
of what the group learning space can be. How do we cater
for the ‘group’ within our school environment at present?
Figure 18. The Group Learning Space
(Slavin, 2010).

12. The Group Learning Space
• The curriculum can be a learning space. When we
work together and form a Community of Practice
we have more wisdom, impetus, motivation,
resources, depth to move forward into the
broader vision of educating which we are all so
passionate about.
• What group learning spaces do we need to cater
for in our schools? What are the needs of our
teachers and our students?
Some more thoughts on cooperative learning:
http://www.slideshare.net/JuicyUniverse.com/cooperative-learning-1816077?next_slideshow=1
Figure 19. About Co-Teaching (California State University
San Marcos, 2014).
Figure 20. Cooperative Learning
(Corkboard Connections 2013).
The way ahead…….is ours together!

13. ReferencesJohnson, J. (2009). Beyond four walls: experiential and situated learning. Teacher, (198), 18-20.
Jackson, C (2014). Does ‘Group-Work’ Work?: Is It The Best Way For Children To Learn? Retrieved from https://www.youtube.com/watch?v=Tdt-b4yMp-M&feature=youtu.be.
Lorenza, L. (2009). Beyond four walls: why go beyond the bounds of the school? [online]. Teacher. (198), 22-25.
Matthews, R., Cooper, J., Davidson, N., & Hawkes, P. (1995). Building bridges between cooperative and collaborative learning. Change July/August 1995 pp. 34-4.
Murray, O., & Olcese, N. (2011). Teaching and Learning with iPads, Ready or Not? Tech Trends,
55(6), 42-48.
National Institute for Science Education. (1997). What is Collaborative Learning? Retrieved from
http://www.wcer.wisc.edu/archive/cl1/CL/question/TQ13.htm
O’Neill, S., Scott, M., & Conboy, K. (2011) A Delphi study on collaborative learning in distance education: the faculty perspective. British Journal of Educational Technology. Retrieved from: http://dx.doi.org/10.1111/j.1467-
8535.2010.01132.
Read, M. (2010). Contemplating design: listening to children's preferences about classroom
design. Creative Education. 2, 75-80URL.
Salmon, G. (2011). E- moderating: The Key to Teaching and Learning Online (3rd ed.) (pp. 31-59). London: Routledge.
Schratzenstaller, A. (2010). The Classroom of the Past. In K, Makitalo-Siegl, J. Zottmann,
F. Kaplan & F. Fischer (Eds.). Classroom of the Future: Orchestrating Collaborative
Spaces (pp 15-39). Netherlands: Sense Publishers.
Slavin, R. (2010). Co-operative learning: what makes group-work work? (pp. 161 – 178). In The Nature of Learning: Using Research to Inspire Practice,
OECD Publishing.
Smith, M. (2009). Communities of Practice. Retrieved from
http://www.infed.org/biblio/communitiesofpracticehtm.
Staples, A. (2015). EDFD459 The Learning Space. Retrieved from
http://leo.acu.edu.au/course/view.php?id+16635.
Sydney Children’s Hospitals Network. (2013) Clinical Services Plan 2013 – 2017 . Sydney Children’s Hospital Network.
UNESCO. (2012). Turning on Mobile Learning: Global Themes. France:
United Nations Educational, Scientific and Cultural Organization.

14. References
Images
Agnew, R. (2014). Note to self: old school classroom discipline is no bad thing.Retrieved from
http://www.getwestlondon.co.uk/lifestyle/lifestyle-opinion/note-self-old-school-classroom-6727115.
Australian National Maritime Museum. (2013). School Excursions. Retrieved from http://www.anmm.gov.au/learn/school-excursions.
California State University San Marcos. (2014). About Co-Teaching. Retrieved from http://community.csusm.edu/course/view.php?id=9.
Corkboard Connections. (2013). Co-operative Learning. Retrieved from http://corkboardconnections.blogspot.com.au/.
Inhabitat. (2015). The Ultimate Classroom of the Future. Retrieved from
http://inhabitat.com/lavas-green-roofed-prefab-is-the-ultimate-classroom-of-the-future/lava-classroom-of-the-future-5/.
Moss-Tech. (2014). Moss-Tech. Retrieved from http://www.moss-tech.co.uk/index.html.
Rapid Changes. (2015). Retrieved from http://emrefirat.edublogs.org/
The Conversation Media Group. (2012). The Great Equity Debate: a fair go for Australian schools. Retrieved from
http://theconversation.com/the-great-equity-debate-a-fair-go-for-australian-schools-5609.
Venosdale, K. (2015). Reflect. Retrieved from http://venspired.com/posters/.
123invitacions. (2015). Buzz Lightyear. Retrieved from http://123invitaciones.com/invitaciones-de-cumpleanos-frozen/.