Engaging spacesby Kylie & Carla

http://www.youtube.com/watch?v=dxPVyieptwA&feature=related

“Traditional classrooms, conceived during the Industrial Revolution and designed for students to passively

receive information, may be restricting students’ abilities to

engage with knowledge in a constructivist way.”

(p.389, Cleveland; 2009)

Integrating theory and practice

Interpersonal relationshipsInformation sourcesExperimental activitiesAuthentic tasks

Spatial confinement can limit new understandings through neglecting opportunities for:

Multiple Intelligences (Gardner, 1993)

What should 21st Century learning spaces look & feel like?

• Space• Flexibility • Versatility• Connectedness• Freedom • Innovative • Comfortable

• Campfire: a place to learn from experts or storytellers. A place for whole-group discussions

• Watering hole: a space for small group discourse and collaboration.

• Cave: a space for individual study, reflection, quiet reading and creative flow.

Mythic notions and 21st century learning spaces

What do you think?

“Physical environments cannot be viewed as the backdrop for knowledge acquisition, but rather as

influencing learning”(Lippman, 2007, p. 6, cited in Cleveland, 2009).

Classroom layout

Relationship between learning environments and student learning is mediated by pedagogies.

Sydney Centre for Innovation in Learning (SCIL)

Identity and role confusion

Why should learning be considered different for people during their adolescent years?

Erikson’s theory of psychosocial development states that the primary task during adolescence is to develop an identity (Santrock, 2005).

Students’ choices of study are broadened to recognise their growing independence as learners and the diversity of their needs, interests, abilities, goals,

pathways and intentions. Study in English at Stage 6 is characterised by students’ increased awareness of the

ways in which they organise and participate in learning, and by greater self-direction.

(NSW BOS; 2009, p.11)

Behavioural EngagementInvolvement in academic and social activities. Crucial for academic success and increased retention rates.

Emotional EngagementPositive and negative reactions to teachers, classmates and school. Influences willingness to participate in work.

Cognitive EngagementThoughtfulness and willingness to exert effort to comprehend complex ideas and master difficult skills.

• Sufficient work space• Adjustable equipment• Lighting• Air• Noise

Studies have shown that there is a direct correlation

between student’s time spent on laptops and

discomfort

ERGONOMICS

TYPOLOGY OF STUDENT ENGAGEMENT

Online Learning

Environment

PEDAGOGIES

STUDENT ENGAGEMENT

LEARNING ENVIRONMENT

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practice

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Students interpretation and interaction with space influences the utility of space

Mediates how students engage in learning activities – access social settings, learning

materials and ICT

Reference ListBoling, E. J. & Beatty, J. (2010). Cognitive Apprenticeship in computer-mediated feedback: createing a classroom environment to increase feedback and

learning. J. Educational Computing Research, 43, 1, 47-65.

Brown, M. & Long, P. (2006). Trends in Learning Space Design. In Diane G.Oblinger (Ed) Learning Spaces. Educause E-book retrieved April 17, 2011 from www.educause.edu/learningspaces

Cleveland, B. (2009). Engaging Spaces: A new Approach to Understanding the relationship between Learning and Space. The International Journal of learning, 16, 5, 385-397.

Dorman, J. (2008). Using Student perceptions to compare actual and preferred classroom environment in Queensland Schools. Educational Studies, 34, 4, 299-308.

Harris, S. (2010). The Place of Virtual, Pedagogical and Physical Space in the 21st century Classroom. Sydney: SCIL, Sydney Centre for Innovation in Learning.

Hewes, B. (Oct 12, 2010). “Mythic notions and 21st century learning spaces” in Bianca’s Blog. Retrieved April 2, 2011 from http://biancahewes.wordpress.com/2010/10/12/mythic-notions-and-21st-century-learning-spaces/

McCarter, S. & Woolner, P. (2011). How listening to student voice can enable teachers to reflect on and adjust their use of physical space. Educational & Child Psychology, 28, 1, 20-32.

NSW Board of Studies. (2009). Stage 6 syllabus: English . Sydney: Board of Studies NSW.

NSW Department of Education and Training. (2009, June). One-to-one computing: Literature review. Retrieved April 2011, 21, from NSW Education and Training: https://www.det.nsw.edu.au/media/downloads/about-us/how-we-operate/national-partnerships-program/digital-education-revolution-nsw/rrql/research/lit_review.pdf

Oblinger, D. G. (2006). Space as a Change Agent. In Diane G.Oblinger (Ed) Learning Spaces. Educause Ebook retrieved April 17, 2011 from www.educause.edu/learningspaces

Santrock, J. (2005). Adolescence. New York: McGraw Hill.

Thornburg, D. (revised & edited, 0ct 2007). Campfires in Cyberspace: Primordial Metaphors for learning in the 21st Century. Retrieved 20th April 2011 from http://www.tcpd.org/Thornburg/Handouts/Campfires.pdf

Van Note Chism, N. (2006). Challenging Traditional Assumptions and Rethinking Learning Spaces. In Diane G.Oblinger (Ed) Learning Spaces. Educause E-book retrieved April 17, 2011 from www.educause.edu/learningspaces

Zandvliet, D. B. & Straker, L. M. (in press). Physical and psychosocial aspects of the learning environment in information technology rich classrooms. Ergonomics.