This document discusses different learning spaces, including the traditional classroom, contemporary classrooms, beyond the classroom (such as excursions), the electronic learning space using mobile devices, the individual learning space, and the group learning space. It notes the advantages and disadvantages of each space. The document concludes that future classrooms will likely incorporate a combination of these different learning spaces, with a greater focus on individual, collaborative, and project-based learning both in the classroom and online.

1. Learning Spaces
By Danielle Wakeling
EDFD 459
Assessment Two
The Classroom and School
Beyond the classroom
The electronic learning space
The individual learning space
The group learning space

2. The classroom and school
They are all different, so they all require different arrangements according to student
needs.
IS
Y
IT
IL
IB
EX
FL
T
Traditional Classrooms
S Contemporary Classrooms
E
B
- The teacher is the most important
person in the classroom and is at the
center of all interaction
- Students are seated in rows of desks
facing the front, providing little to no
room for collaboration or group learning
- Often low visual stimulation around the
classroom
- The classroom is designed around the
needs of the students
- Flexible in their design to cater for
various needs and learning experiences
- Open space for team teaching
- Lots of natural light
- Displays and student work shown
around the classroom

3. Beyond the classroom
Opportunities to explore to enhance practical learning for students.
Scienceworks
ES
O
gD
n
n i a ve a
ar h
Le
OT nning
N gi
e
d!
b
en
or
Sydney Olympic Park
“Excursions offer a sensory learning opportunity whereby students
explore the reality of an environment… through a range of sensory
experiences” (Lorenza, 2009, p23)
Communities of Practice interact regularly through active
participation and collaboration to develop their practice for a
common purpose. (Smith, 2009)
Teachers need to be familiar with excursion venues in order to
promote expectations for students, encourage social aspects
of learning, encourage the sharing of ideas and liberty to ask
questions about what they are experiencing. (Lorenza, 2009;
Scienceworks)
Cursions

4. The electronic learning space
A powerful way to transform everyday learning experiences.
Mobile devices can open up opportunities for
effective situated learning where students can
experiment (UNESCO, 2012)
se
u
ER g y
EV o l o
N n
ch sake
t e he
r t it.
fo of
Advantages:
- Great for kids to explore and go
further in their learning
- Potential to be used powerfully for
differentiation and individual learning
- Has an amazing capacity to engage
students in their learning
- Can support students who have lacked
other educational opportunities
- Educators can teach responsible use of
electronic and online technologies to
minimise risks.
(UNESCO, 2012)
Secure Edge Networks
Disadvantages:
-Many apps that are used in the
classroom do not cater for group
collaborations or encourage social
interactions
- Can be difficult to monitor learning.
- Many aspects of the electronic learning
space do not allow for creativity in
learning.
(Murray & Olcese, 2011)

5. The individual learning space
Inspiring students to become lifelong
learners is not enough. We need to be
able to equip students with the skills of
inquiry to be able to direct and have
control over their learning.
ed
ne e
ts o b
en S t
ud I L L
rs
t
S
ne
SK lear
he ng
t
lo
ife
l
Advantages:
- Ability to study whenever and
wherever you like
- Learning is based on personal goals or
the needs of the social context
- Can interact with learners all over the
world to develop understanding
Disadvantages:
-Not appropriate for people who
require physical interaction with
people, or hands on activities
- Requires a high level of motivation

6. The group learning space
Group work: Task
oriented – everyone
works to complete a task,
and often only engages
high achieving students.
ut
bo
ll a NG
s a NI
It
A R he r
LE et
og
t
Cooperative Learning:
Carefully structures to
share the load - Everyone
takes responsibility for a
part of the learning and
share with their group.
Collaborative Learning: Students engage with one another to work towards a shared
understanding. The learning that happens in this aspect often has a positive social and
cognitive impact on all students.
I love this picture of collaborative learning – all members bringing their own
understanding and prior knowledge, interacting, and building a shared understanding.
They all have something to contribute and build upon.
(Tolmie, Toping, Christie, Donaldson, Howe, Jessiman, Livingston & Turston, 2010;
The Contemporary Teacher, 2013; TVOparents.com, 2010)

7. Learning in the 21 Century
st
Students learning in the 21st century require a combination of
all these spaces.
I predict that in the next several years we will see classrooms
moving towards:
•More of a focus on individual learning than what we see now
•Greater impact of globalisation in the classroom
•Catering for a wider range of needs in the classroom
•Classrooms based on abilities rather than age
•More collaborative learning both in the classroom and online
•Students having more control about what and when they learn about certain
subjects - more individual learning

8. References
Cinar, I. (2010). Classroom geography: Who sit where in the traditional classrooms? Journal of International Research, 3
(10), pp. 200-212.
Cursions. The rocks dreaming (Primary). http://www.cursions.com.au/
Infed. (n.d.). Self direction in learning. Retrieved from http://infed.org/mobi/self-direction-in-learning/
Johnson, J. (2009). Beyond four walls: Experiential and situated learning. Teacher, (198) pp. 18-20.
Kop, R., & Fournier, H. (2010). New dimensions of self-directed learning in an open-networked learning environment.
International journal of self-directed learning, 7 (2), pp. 1-20.
Lorenza, L. (2009). Beyond four walls: Why go beyond the bounds of school? Teacher, (198) pp. 22-25.
Mitchell, G. (2006). Productive inner spaces: Room arrangements that can transform your teaching. Classroom, 26 (1), pp.
10-11.
Murray, O., & Olcese, N. (2011). Teaching and learning with iPads, ready or not? TechTrends, 55 (6), pp. 42-48.
Read, M. (2010). Contemplating design: Listening to children’s preferences about classroom design. Creative Education, 2,
pp. 75-80.
Rossmanith, A. (2006). Out of the box. Australian Educator (52), pp. 30-33.
Scienceworks. Nitty grity and Tycho to the moon. http://museumvictoria.com.au/scienceworks/education/
Secure Edge Networks. (2012). 7 policy tips for deploying iPads in the classroom. Retrieved from
http://www.securedgenetworks.com/secure-edge-networks-blog/bid/82548/7-Policy-Tips-for-deploying-iPads-in-theclassroom
Smith, M. (2009). Communities of practice. Retrieved from http://infed.org/mobi/jean-lave-etienne-wenger-andcommunities-of-practice/
Stephens, W., & Costa, E. (2007). Common ground. Teacher (177), pp. 44-48.
Sydney Olympic Park. Stage 2: HSIE. http://www.sydneyolympicpark.com.au/education_and_learning/
The Contemporary Teacher. (2013, April 13). Open plan classrooms. In The Contemporary Teacher: A blog providing
reflections and resources to support contemporary learning. Retrieved from
http://thecontemporaryteacher.global2.vic.edu.au/2013/04/13/open-plan-classrooms/
Tolmie, A., Toping, K., Christie, D., Donaldson, C., Howe, C., Jessiman, E., Livingston, K., & Turston, A. (2010). Social effects of
collaborative learning in primary schools. Learning and Instruction, 20 (3), 177-191.
UNESCO, (2012). Turning on mobile learning: Global themes. France: United Nations Educational, Scientific and Cultural
Organisation.