Engaging spaces
by Kylie & Carla
http://www.youtube.com/watch?v=dxPVyieptwA&feature=related
“Traditional classrooms, conceived
during the Industrial Revolution and
designed for students to passively
receive information, may be
restricting students’ abilities to
engage with knowledge in a
constructivist way.”
(p.389, Cleveland; 2009)
Integrating theory and practice
Spatial confinement can limit new understandings through
neglecting opportunities for:
Interpersonal relationships
Information sources
Experimental activities
Authentic tasks
Multiple Intelligences (Gardner, 1993)
What should 21st Century learning
spaces look & feel like?
• Space
• Flexibility
• Versatility
• Connectedness
• Freedom
• Innovative
• Comfortable
Mythic notions and 21st
century learning spaces
• Campfire: a place to learn
from experts or
storytellers. A place for
whole-group discussions
• Watering hole: a space
for small group discourse
and collaboration.
• Cave: a space for
individual study,
reflection, quiet reading
and creative flow.
What do
you think?
“Physical environments cannot be viewed as the
backdrop for knowledge acquisition, but rather as
influencing learning”
(Lippman, 2007, p. 6, cited in Cleveland, 2009).
Classroom layout
Relationship between learning environments
and student learning is mediated by pedagogies.
Sydney Centre for Innovation in Learning (SCIL)
Identity and role confusion
Why should learning be considered different
for people during their adolescent years?
Erikson’s theory of psychosocial
development states that the
primary task during adolescence
is to develop an identity
(Santrock, 2005).
Students’ choices of study are broadened to recognise
their growing independence as learners and the
diversity of their needs, interests, abilities, goals,
pathways and intentions. Study in English at Stage 6 is
characterised by students’ increased awareness of the
ways in which they organise and participate in learning,
and by greater self-direction.
(NSW BOS; 2009, p.11)
ERGONOMICS
•
•
•
•
•
Sufficient work space
Adjustable equipment
Lighting
Air
Noise
Studies have shown that
there is a direct correlation
between student’s time
spent on laptops and
discomfort
TYPOLOGY
OF
STUDENT
Behavioural Engagement
Involvement in academic and social activities. Crucial for ENGAGEMENT
academic success and increased retention rates.
Emotional Engagement
Positive and negative reactions to teachers, classmates and
school. Influences willingness to participate in work.
Cognitive Engagement
Thoughtfulness and willingness to exert effort to comprehend
complex ideas and master difficult skills.
PEDAGOGIES
Online
Learning
Environment
LEARNING
ENVIRONMENT
Students interpretation and interaction
with space influences the utility of space
Mediates how students engage in learning
activities – access social settings, learning
materials and ICT
STUDENT
ENGAGEMENT
Reference List
Boling, E. J. & Beatty, J. (2010). Cognitive Apprenticeship in computer-mediated feedback: createing a classroom environment to increase feedback and
learning. J. Educational Computing Research, 43, 1, 47-65.
Brown, M. & Long, P. (2006). Trends in Learning Space Design. In Diane G.Oblinger (Ed) Learning Spaces. Educause E-book retrieved April 17, 2011 from
www.educause.edu/learningspaces
Cleveland, B. (2009). Engaging Spaces: A new Approach to Understanding the relationship between Learning and Space. The International Journal of
learning, 16, 5, 385-397.
Dorman, J. (2008). Using Student perceptions to compare actual and preferred classroom environment in Queensland Schools. Educational Studies, 34, 4,
299-308.
Harris, S. (2010). The Place of Virtual, Pedagogical and Physical Space in the 21st century Classroom. Sydney: SCIL, Sydney Centre for Innovation in Learning.
Hewes, B. (Oct 12, 2010). “Mythic notions and 21st century learning spaces” in Bianca’s Blog. Retrieved April 2, 2011 from
http://biancahewes.wordpress.com/2010/10/12/mythic-notions-and-21st-century-learning-spaces/
McCarter, S. & Woolner, P. (2011). How listening to student voice can enable teachers to reflect on and adjust their use of physical space. Educational &
Child Psychology, 28, 1, 20-32.
NSW Board of Studies. (2009). Stage 6 syllabus: English . Sydney: Board of Studies NSW.
NSW Department of Education and Training. (2009, June). One-to-one computing: Literature review. Retrieved April 2011, 21, from NSW Education and
Training: https://www.det.nsw.edu.au/media/downloads/about-us/how-we-operate/national-partnerships-program/digital-education-revolutionnsw/rrql/research/lit_review.pdf
Oblinger, D. G. (2006). Space as a Change Agent. In Diane G.Oblinger (Ed) Learning Spaces. Educause Ebook retrieved April 17, 2011 from
www.educause.edu/learningspaces
Santrock, J. (2005). Adolescence. New York: McGraw Hill.
Thornburg, D. (revised & edited, 0ct 2007). Campfires in Cyberspace: Primordial Metaphors for learning in the 21st Century. Retrieved 20th April 2011 from
http://www.tcpd.org/Thornburg/Handouts/Campfires.pdf
Van Note Chism, N. (2006). Challenging Traditional Assumptions and Rethinking Learning Spaces. In Diane G.Oblinger (Ed) Learning Spaces. Educause Ebook retrieved April 17, 2011 from www.educause.edu/learningspaces
Zandvliet, D. B. & Straker, L. M. (in press). Physical and psychosocial aspects of the learning environment in information technology rich classrooms.
Ergonomics.