Innovative Spaces and Pedagogy (original) (raw)
Editorial: Perspectives on Spaces for Teaching and Learning
2018
… I believe that the anxiety of our era has to do fundamentally with space, no doubt a great deal more than with time. (Foucault, 1984, p.2) This special issue focuses on a wide range of Perspectives on Spaces for Teaching and Learning. Discussion on this theme began in a series of questions following a PhD Conference at the University of Aberdeen in 2017 on 'Perspectives on Space(s) in Our Research Contexts'. What spaces are offered or used for when teaching and learning take place today is worth further investigation locally as well as universally. As we all encounter different educational contexts, cultures, societal needs and technological achievements, it is not possible to conceptually limit spaces offered for teaching and learning into what they represent for each individual practitioner or researcher. Instead, different arguments can broaden individual perspectives and benefit all, while leading to self-reflection for one's own research perspectives.
Makers at School, Educational Robotics and Innovative Learning Environments
This paper introduces the contributions to Track C1 of the symposium, which explored the link between architectural space and learning processes, while trying to outline their connection and mutual influence. The paper also aims to outline major trends and innovative approaches in the field of school design. Specifically, it refers to the relationship between the architecture of school, the users’ spatial perception, and the capacity to increase learning skills through the experience of comfort and quality spaces. Also, the relationship with the urban structure is investigated as a crucial aspect of school architecture.
Learning spaces and pedagogic change: envisioned, enacted and experienced
Pedagogy, Culture & Society, 2015
Building on work in how spaces of learning can contribute to the broader policy agenda of achieving pedagogic change, this article takes as its context the Building the Education Revolution infrastructure programme in Australia. Deploying a sociomaterial approach to researching learning spaces and pedagogic change and drawing on data from interviews conducted with senior leaders, teachers and students in schools with flexible learning spaces, we report on pedagogic change as envisioned for, and enacted and experienced in, these spaces. It was found that there is no causal link between learning spaces and pedagogic change. Rather, pedagogic change is encompassed within multiple sets of relations and multiple forms of practice. We see promise for the emerging field of learning spaces in thinking about space from a relational, sociomaterial perspective. This approach pursues a non-dualist analysis of the space-pedagogy relation and offers less deterministic causal accounts of change than those that are commonly made in the popular and policy literatures.
The PLACE as Factor of the Pedagogical Quality of Space
Research has shown that aspects of the subject’s behavior are governed by a sense of space that permeates social interactions, is reflected on the built space and gives the social environment both a material and a symbolic dimension. In this context, the place is a subjective version of the space, associated with the desires, the choices and the capabilities of the subject. The concept of the place acquires special interest in the educational process, because the child forms places spontaneously, whenever he has the chance to do so, having the innate need to develop a field of expression and constant interaction with his social environment. Can the spontaneous creation and functioning of places by the children become a permanent and predesigned component of school space? This was the issue of a research study conducted in kindergartens in Thessaloniki, organized around an educational game activity in the classroom. We named educational places the micro-environments created by the children during this research. Observation has shown that an educational place is composed by a module of both spaces and activities, created and managed exclusively by the children. The evaluation of the data showed that the educational place, as element of school space, had multiple positive effects on the educational process. The most important effect was that a new model of school space emerged from the development and the functioning of educational places, which is based on an informal and continuous re-planning of space by the child during the educational process associated with his activity. This model highlights an interesting dimension of flexibility of space as a factor of the educational environment, which is exclusively owed to the process of its utilization. Adopting this model, the school space can be transformed into a field of educational places, directed to the acquisition of learning experiences
Innovative Learning Spaces in the Making
Frontiers in Education, 2020
This article details a qualitative, case study focusing on the affordances of innovative makerspaces for teaching and learning. The theoretical perspectives framing the research include embodied learning, materiality, neuroarchitecture, and structuralism as it relates to power, inclusion, and engagement within a learning space. Findings provide an overview of how the physical space (including the architecture of, and the furniture and materials within, the space) became an actor in the learning process. Three schools are highlighted as the case study examples. A detailed overview is provided of each of the spaces and the findings are supported through rich descriptions and a variety of data sources (i.e., teacher quotes, Twitter posts, images). This study is timely given that many Ontario schools have been and continue to build makerspaces to respond to the need to develop students' global skills and competencies (critical thinking; innovation and creativity; self-directed learning; collaboration; communication; and citizenship).
Lived-in Room: Classroom Space as Teacher
This paper is a portrait of a public elementary school classroom in light of the relationships, history, and ideas that have formed its physical space. In describing Judy Richard's classroom, the author shows how a creative teacher's commitment to seeing her classroom as a living space inevitably brings her to overstep the narrow limits of the traditional mandates of classroom management. The author presents this portrait as an example of the ideological and creative stance teachers can assume in relation to their classrooms. Addressing challenges that are specific to urban public schools, the author also suggests that public schools must abandon their oversimplified eScholarship provides open access, scholarly publishing services to the University of California and delivers a dynamic research platform to scholars worldwide. conception of learning spaces and develop support systems that help teachers incorporate the socio-emotional, developmental, and cultural needs of their students into their classroom settings.
Open Journal for Sociological Studies, 2021
School space is an important factor in the realization of educational work since it shapes the material conditions for the implementation of the educational process. The aim of this paper, which focuses on a review of contemporary sociological scientific literature, is to investigate and highlight the effect of school space on the shaping of pedagogical practices, as well as on the pupils' learning outcomes. Study and analysis of the content of research findings and relevant scientific papers reveal that school space is chiefly "mono-functional" and that both teachers and pupils remain caught up in the implementation of what are largely traditional pedagogical practices. School space clearly needs to be adapted to the new pupil-centered pedagogical methods, and this can only be achieved through the initiative and agency of the teachers. Finally, it is also clear that the pupils' learning outcomes are to a great extent linked to the position they occupy in the space within the school classroom.
The Australian Educational Researcher
Significant investment in innovative learning environments (ILEs) around the world has created the need for a suite of reliable measures regarding their educational impact. Focusing specifically on principals' perceptions of pedagogy and learning in a variety of spatial design types, this paper will argue the Space Design and Use survey contains teacher mind frames and student deep learning subscales that constitute a robust analysis of the teaching and learning activities currently being sought by global education priorities. While many studies have investigated variants of teacher mind frames and student learning approaches, few have done so in the context of innovative learning environments. Analysis of 822 survey responses provides much-needed evidence of the possible impact of innovative learning environments on teacher practices and student learning.
Creative strategies for the learning spaces of the future
Academia Press eBooks, 2022
The paper discusses the role of learning spaces as an integral part of the larger educational ecosystem. Covid-19 pandemic accelerated the trends of digital transformation in education by liberating educational content in time and space and radically reformulating the process of teaching and learning. However, the current spatial archetype of the learning environment still features traditional plans with segregated classrooms and auditoriums. This model is obsolete and does not meet the new requirements of the 21 century education which is student-centred, knowledge and skill-oriented, technology-enabled, collaboration-based and personalized. The role of the teacher is also profoundly changed from transmitting knowledge towards facilitating the educational process that predetermines the wide variety of activities performed in the classroom. The main objective of the paper is to explore how interior design can be aligned to the new learning theories and technological advances, and to propose strategies for the re-design of the traditional learning spaces. Based on the data obtained in a survey conducted with students to gain insight on their specific learning styles and needs, and a survey conducted with university lecturers to understand their teaching approaches and spatial necessities, six types of spaces were proposed. The study followed the principles of grounded theory to construct a hypothesis on the spatial qualities of each space and relate it to the pedagogical and technological requirements.
The Effects of Modern Methods of Education on the Formation of Educational Spaces
European Online Journal of Natural and Social Sciences, 2015
Architecture is the reflection of transferring the concepts and values which begin from its education and the result is what presents in universities. Proper education is the strategic action which increases the efficiency in the quality of learning in individuals. Nowadays, academic and vocational trainings are responsible in teaching architecture. Therefore, this is the task for the universities to train individuals with technical skills. The aim of good education of architecture is to recognize and identify the related action’s position. Nowadays, the last researches highlight that innovative process is the key factor for the sustainable development of society and the sustainability of architecture art is related to the proper and all-around education of architecture students in a convenient spaces. In this research, different models of training have been investigated and analyzed. In these models, training and designing the educational spaces with interaction were met; meanwhile...