Publications

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 ...

Innovative Learning Environments and Teacher Change

Transitions Europe: What is needed to help teachers better utilize space as one of their pedagogic tools

Mahat, M | Imms, W. (2017)

In 2017, the Symposium explored the overarching theme of Inhabiting Innovative Learning Environments. The symposium was held in three cities: Melbourne, Australia; London, UK; and Grand Rapids, Michigan, USA. In collaboration with our project partner, Ecophon, the European symposium brought together contributors, who addressed the simple question: ‘How are teachers ...

Innovative Learning Environments and Teacher Change

Transitions Australasia: What is needed to help teachers better utilize space as one of their pedagogic tools

Mahat, M | Imms, W. (2017)

In 2017, Transitions explored the overarching theme of Inhabiting Innovative Learning Environments. The symposia were held in three cities: Melbourne, Australia; London, UK; and Grand Rapids, Michigan, USA. Contributors to the symposia addressed the simple question; ‘How are teachers making the transition into innovative learning spaces, and how does evidence ...

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

Working Together in the Space-Between: Pedagogy, Learning Environment and Teacher Collaboration

Bradbeer, C. (2016)

For teachers, the arrival of new generation learning environments (NGLEs) may offer the chance to do something that the predominant built infrastructure has discouraged - the opportunity to work together. Learning environment designs that deliberately group teachers, students and learning settings together signal a spatially inbuilt intentionality for teacher collaboration. ...

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