2. "… learning spaceshould be
able to motivatelearners and promote
learning as an activity, support
collaborativeas well as formal
practice, provide a personalised
and inclusive environment, and be
flexiblein the face
of changing needs..."
http://goo.gl/VB4sJH
3. Experiences with Learning Design...
Are your teaching and learning
strategies determined by the
spaces you have to work in?
7. Digital Technologies (P-8)
A subject that aims to provide students with practical opportunities to use design
thinking, computational thinking and information systems knowledge to develop
innovative solutions and knowledge addressing contemporary challenges.
Processes and
Production Skills
Knowledge and
Understanding
Creating
Solutions
Collecting,
Managing &
Analysing
Data
Digital
ImplementationDigital
Systems
Representation
of Data
9. “The set of activities undertaken by students to address specified
content, involving understanding the nature of a problem, situation or
need; creating, designing and producing a solution to the project task
and documenting the process. Project work has a benefit, purpose
and use; a user or audience who can provide feedback on the
success of the solution; limitations to work within; and a real‐ world
technologies context influenced by social, ethical and environmental
issues. Project management criteria are used to judge a project’s
success.
SCSA, Technologies Glossary
‘Project’
Creating Solutions By...
10. “The set of activities undertaken by students to address specified
content, involving understanding the nature of a problem, situation or
need; creating, designing and producing a solution to the project task
and documenting the process. Project work has a benefit, purpose
and use; a user or audience who can provide feedback on the
success of the solution; limitations to work within; and a real‐ world
technologies context influenced by social, ethical and environmental
issues. Project management criteria are used to judge a project’s
success.
SCSA, Technologies Glossary
‘Project’
Creating Solutions By...
Pedagogical Model..?
= PBL model
11. Student Skills
Reading
Writing
Arithmetic
Student Competencies
Critical Thinking and
Problem Solving
Collaboration and Team Building
Creativity and Innovation
Effective
Communication
Digital Technologies
Project Based
Research Based
Team Collaboration
Evidence Based Social Learning
Constructivist
Individualised
Discipline Specialty
Creation / Inspiration
Learning
Students As
Researchers
Self Directed
Integrated
Curriculum
Explicit Instruction
14. Now.....
Explicit Teaching Areas Collaborative Spaces Peer to Peer Spaces
Individual Spaces Presentation Spaces Group Learning Spaces
Breakout Spaces Display Spaces Project Spaces
Wet Areas
Outdoor Spaces Specialised Focus
Spaces
Resource Supply or
Store Areas
15. Physical Space Setup:
Layout and
Use of
Space
Furniture
Choices
Colour
Selections
Lighting
Nature
Print and
Design
Materials
Organisation
of materials
Student
Buy-In
16. Layout and Use of
Space
When designing any space, you
must look at the available size and
how to best maximize that area.
17. Furniture Choices
Deciding on furniture that will best
accommodate is key. It is important
to have maximal floor space and
ample seating.
Students need comfortable options
but also need choice - furniture
does not need to be uniform.
Norvanivel Woods Furniture Karton Group
18. Colour Selections
Avoiding bright colours and busy
patterns is one of the best ways to
make this a brain-friendly learning
space. Research shows that more
monochromatic and muted colour
schemes work best.
19. Lighting
Allowing natural light to be the main
source is ideal. However,
incandescent lighting is preferred
over fluorescent lighting if natural
not available.
20. Nature
Adding plant life into a space not
only warms the environment and
adds oxygen, but also gives
students the opportunity to have an
authentic classroom job.
21. Print and Design
Materials
Lower any posters on the walls to be
at eye level of the learner,
specifically materials that are meant
to be a resource for learning. Keep
print to a minimum - less is more.
22. Organisation of
Materials
A learning space for students - not
a storage space for teachers!
Make materials easily accessible to
students and have a small,
moveable ‘teacher space’ if
needed.
23. Student Buy-In
● Allow movement and
collaboration
● Be prepared for some misuse
● Get community buy-in
24.
25.
26. VLS Guidelines:
• How are these spaces being
used?
• Where is data stored?
• Who has access?
How do they receive access?
• Digital Citizenship.
• Appropriate commenting.
• Mobile learning.
• Sharing capabilities.
• Who are students talking to?
• What is the purpose?
One person from each group create new group and share.
Jemima Saunders’ - reference her as creator of these next four slides.
Curriculum Context - Teaching and Learning Principles
Link to DT Curriculum - we need spaces that allow for student centred learning and opportunities.
Key pedagogical approaches - a range of pedagogies need to be explored in a flexible learning space. These pedagogies will target and support improved student skills outcomes and enhance student competencies.
Student at the centre with teacher as the facilitator.
"physical learning spaces - being treated to somewhere special - contributed to heightened anticipation and increased expectations from both learners and teachers - a better quality environment produces better quality responses - flexibility and fluidity ... reconfigurable space .... accommodate further kinds of learning - versatility [of technology] enables a wide range of approaches to learning - atmosphere is an ephemeral but important aspect of the learning environment ...” Source: InQbate. (2009). “Brighton Creativity Centre: 18 Month Report”. University of Brighton.
Previously - Contemporary Learning Spaces
Learning spaces to begin with... What does each include?
Now - Flexible learning spaces or Distributed learning spaces
Pictures - Saint John Bosco.
Discussion about behaviour charts and classroom rules - and how these should not be displayed. Why?
DECLUTTER!!!
virtual learning spaces - "can extend from individuals and groups in the same or adjacent room, through the rest of the institution and its locality to the wider community and the World Wide Web - the embedded technology has elaborated rather than determined what happens making [it] an empowering space for students and teachers - we should understand virtual space in its widest sense, referring not just to synchronous, highly interactive functions (such as chat, blogs, and wikis) but also to asynchronous functions such as e-mail and discussion threads ...”
Source: InQbate. (2009). “Brighton Creativity Centre: 18 Month Report”. University of Brighton.
Blogging, Skype, Messenger, Facetime, etc.
Share an example in your classroom / school.
The importance of VLS?
Behaviour management - fair vs equal. How to make this work with all students, including those on behaviour management plans.
