| Description |
1 online resource. |
| Physical Medium |
polychrome |
| Description |
text file |
| Series |
Advances in learning environments research ; vol. 7
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Advances in learning environments research ; vol. 7.
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| Contents |
TABLE OF CONTENTS; FOREWORD; INTRODUCTION; NOTE; CHAPTER ABSTRACTS; PART 1: EMERGENT ISSUES IN LEARNING ENVIRONMENTS; Chapter 1. The Translational Design of Learning Environments (Kenn Fisher); Chapter 2. Addressing the Spatial to Catalyse Socio-Pedagogical Reform in Middle Years Education (Benjamin Cleveland); Chapter 3. Re-Placing Flexibility: Flexibility in Learning Spaces and Learning (Ken Woodman); PART 2. THE SOCIO-CULTURAL IMPLICATIONS OF LEARNING ENVIRONMENTS; Chapter 4. Adolescent Identity Formation and the School Environment (Neda Abbasi) |
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Chapter 5. The Cultural Architecture of Schools: A Study of the Relationship between School Design, the Learning Environment and Learning Communities in New Schools (Kate Bertram)Chapter 6. Aligning Learning Environment Affordances for Effective Professional Learning in an Innovative Senior Secondary STEM School (Kerry Bissaker); Chapter 7. Occupying Curriculum as Space (Wesley Imms); PART 3. EVALUATING LEARNING PLACE/SPACE DESIGN AND IMPLICATIONS FOR FUTURE DESIGN; Chapter 8. Plans and Pedagogies: School Design as Socio-Spatial Assemblage (Kenn Fisher and Kim Dovey) |
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Chapter 9. Voices of Experience: Opportunities to Influence Creatively the Designing of School Libraries (Raylee Elliott Burns)Chapter 10. Evaluating the Change in Space in a Technology-Enabled Primary Years Setting (Terry Byers and Wesley Imms); NOTES; PART 1: EMERGENT ISSUES IN LEARNING ENVIRONMENTS; 1. THE TRANSLATIONAL DESIGN OF LEARNING ENVIRONMENTS; EVIDENCE-BASED DESIGN PRACTICE; THE ORIGINS OF TRANSLATIONAL RESEARCH; RECIPROCAL KNOWLEDGE TRANSFER; HYBRID KNOWLEDGE ENVIRONMENTS; HEALING ENVIRONMENTS; THE OFFICE WORKPLACE; THE LEARNING ENVIRONMENT; CONCLUSIONS; REFERENCES |
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2. ADDRESSING THE SPATIAL TO CATALYSE SOCIO-PEDAGOGICAL REFORM IN MIDDLE YEARS EDUCATIONINTRODUCTION; BACKGROUND; Calls for Pedagogical Reform vs. The Inertia of Resident School Cultures; Student Engagement: Sub-Types and Influence; Physical Learning Environments in Australian Schools; The Influence of the Physical Environment on Students' Educational Experience; Gaps in the Literature at the Intersection of Space, Pedagogy and Student Engagement; RESEARCH DESIGN; Theoretical Frameworks for Analysis and Discussion; CASE STUDY SITES; School A -- Suburban HS; School B -- Inner City PS |
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School C -- Seaside SCFINDINGS AND DISCUSSION; "Where is the Front"? Teachers' Early Experiences in Innovative Learning Environments; Cultural Change, Collaboration and the Social Production of Innovative Learning Environments; Professional Learning and the Adoption of Constructivist Pedagogies; Towards Pedagogical Change; Students' Transition into Innovative Learning Environments; Students' Geographic Freedom and Spatial Preferences; Spatial Ownership, Surveillance and the Development of Constructivist Pedagogies; Two New Constructs Found at the Intersection of Space and Learning |
| Summary |
This book summarises the deep level of research carried out since 2008 within the emerging, evidence-based, translational design (EBD) approach to learning environments research. This programme has been carried out by the Learning Environments Applied Research Network of the University of Melbourne, its partners and colleagues. The chapters are based on ten, 3-4 year full-time doctoral research dissertations with each chapter outlining the key findings from these studies. The book links the chapters through the lens of evidence-based design which originates from the health planning sector. The rigour of that sector is based on the well-accepted methodology of translational research used in clinical medicine for many years. In adapting that practice, translational medicine is akin to translational development. When applied to other sectors and disciplines this becomes EBD health planning, translational engineering or, in the case of evidence-based architecture, translational design. Thus educational planning becomes the translational design of learning environments. These doctoral dissertations are examples of this approach. The chapters are organised into a narrative that examines evidence-based design through three key themes. The first explores key issues in learning environments, with three chapters covering spatial literacy in pedagogical practice; engaging students in learning spaces; and re-placing classrooms through flexibility. The second theme focusses on the socio-cultural implications of learning environments exploring student identity formation; aligning learning environment affordances for effective professional development in an innovative senior secondary school; and occupying curriculum as space in the arts. The third theme investigates the design implications for learning environments with four chapters covering corridors, nooks and crannies: making space for learning; the role of the primary school library in learning; plans and pedagogies: school design as socio-spatial assemblage; and evaluating the spatial changes in a technology enabled primary years setting. . |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
School facilities.
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School facilities. |
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School environment -- Design and construction.
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School environment. |
| Genre/Form |
Electronic books.
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Electronic books.
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Electronic books.
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| Added Author |
Fisher, Kenn, editor.
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| ISBN |
9789463003643 (electronic book) |
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9463003649 (electronic book) |
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