Innovative Learning Environments and Teacher Change

The ‘state of play’ concerning New Zealand’s transition to innovative learning environments: Preliminary results from phase one of the ILETC project

Bradbeer, C | Mahat, M | Byers, T | Cleveland, B | Kvan, T | Imms, W. (2017)

Driven by international trends and government policy, it is a requirement for all newly built schools in New Zealand to be designed as innovative learning environments (ILEs) with flexible learning spaces. These environments, celebrated by some for the “transformational” educational opportunities they may provide, also raise questions about whether the ...

Evaluating 21st Century Learning Environments

Impact of classroom design on teacher pedagogy and student engagement and performance in mathematics

Imms, W | Byers, T. (2017)

The development of online and virtual teaching and learning environments to augment formal face-to-face environments raises questions about the way the new communication and information (CIT) technologies are being incorporated into the on-campus environment. More importantly, this development challenges the meaning of the on-campus student learning experience. The new CITs ...

Innovative Learning Environments and Teacher Change

Type and Use of Innovative Learning Environments in Australasian Schools ILETC Survey 1

Imms, W | Mahat, M | Byers, T | Murphy, D. (2017)

Innovative Learning Environments (ILEs), celebrated by some for the ‘transformational’ educational opportunities they may provide, raise questions whether the anticipated pedagogical value of these ‘non-traditional’ spaces is based on idealised visions of teaching and learning rather than sound evidence. Before such complex issues can be efficiently addressed, evidence of the ...

Innovative Learning Environments and Teacher Change

“In the real world...”: Teachers’ perceptions of ILEs. ILETC phase 1 teacher workshops

Mahat, M | Grocott, L | Imms, W. (2017)

Drawing on the principles and attributes of design thinking, a series of research led workshops in Australia and New Zealand were developed to capture rich data of teachers’ lived experiences and their insights on teaching in innovative learning spaces, as revealed through reflective and speculative activities. The workshop format also ...

Evaluating 21st Century Learning Environments

A New Curriculum and a New Learning Space: An Opportunity for Real Change in an Irish Context

Barry, N | Raftery, D. (2016)

Curricular change is currently underway in Ireland. A new Junior Cycle Student Award (JCSA) marks a move away from traditional learning and examinations, replacing these with project work, continual assessment, and collaborative styles of learning. Traditionally, teaching and learning has been dominated by teacher-led methodologies. Students sit in straight rows ...

Evaluating 21st Century Learning Environments

The Cultural Architecture of Schools: A Study of the Relationship between School Design, the Learning Environment and Learning Communities in New Schools

Bertram, K. (2016)

The literature in the area of educational facilities design and the built environment for schools is both vast and fragmented. Broadly speaking, the literature can be grouped into three types, with the first type using the notion of the classroom as a “Third Teacher” constituting physical space as an active ...

Evaluating 21st Century Learning Environments

Aligning Learning Environment Affordances for Effective Professional Learning in an Innovative Senior Secondary STEM School

Bissaker, K. (2016)

A shortage of graduates in science, technology, engineering and mathematics (STEM) disciplines has been reported internationally with the Australian Industry Group (2013) noting that STEM skill shortages are limiting business and opportunities to innovate and – with the growth in technology and its ubiquitous use world-wide the STEM skills shortage ...

Evaluating 21st Century Learning Environments

I can see clearly now the wall Is gone: Situated Professional Learning in a Collaborative Innovative Learning Environment

Bradbeer, C. (2016)

The development of effective collaborative teacher practice within Innovative Learning Environments (ILEs) in primary schools forms a critical component that might underpin how successfully they operate. For many teachers, this shift into new and shared spatial settings may well coincide with increased levels of openness, visibility, deprivitisation of practice and ...

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