Other Plug n Play: Future Prefab for Smart Green Schools Newton, C | Backhouse, S | Aibinu, A | Cleveland, B | Crawford, R | Holzer, D | Soccio, P | Kvan, T. (2018) While relocatable, prefabricated learning environments have formed an important component of school infrastructure in Australia, prefabrication for permanent school buildings is a new and emerging field. This review of prefabrication for schools is timely. In 2017, Australia’s two largest state education departments committed to prefabrication programs for permanent school infrastructure. ...
Innovative Learning Environments and Teacher Change The ‘state of play’ concerning New Zealand’s transition to innovative learning environments: Preliminary results from phase one of the ILETC project Bradbeer, C | Mahat, M | Byers, T | Cleveland, B | Kvan, T | Imms, W. (2017) Driven by international trends and government policy, it is a requirement for all newly built schools in New Zealand to be designed as innovative learning environments (ILEs) with flexible learning spaces. These environments, celebrated by some for the “transformational” educational opportunities they may provide, also raise questions about whether the ...
Evaluating 21st Century Learning Environments Impact of classroom design on teacher pedagogy and student engagement and performance in mathematics Imms, W | Byers, T. (2017) The development of online and virtual teaching and learning environments to augment formal face-to-face environments raises questions about the way the new communication and information (CIT) technologies are being incorporated into the on-campus environment. More importantly, this development challenges the meaning of the on-campus student learning experience. The new CITs ...
Innovative Learning Environments and Teacher Change Transitions North America: What is needed to help teachers better utilize space as one of their pedagogic tools Imms, W | Mahat, M. (2017) In 2017, the Transitions Symposium 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. In collaboration with our project partner, Steelcase Education and with sponsorship from the DLR group, the North American symposium brought ...
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 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 ...
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 ...
Evaluating 21st Century Learning Environments Adolescent Identity Formation and the School Environment Abbassi, N. (2016) Forming an identity that sets a firm foundation for adulthood is the central developmental concern and issue of adolescence. Identity formation is a lifelong development which begins from “the baby’s earliest exchange of smiles” (Erikson, 2008, p. 226). Nevertheless, it significantly emerges to individuals’ consciousness or awareness during adolescence due ...
Evaluating 21st Century Learning Environments Children's Gendered Use of School Grounds: The Role of the Physical Environment Aminpour, F. (2016) School grounds are increasingly valued for the freedom of choice they give children for operating their preferred activities. However, the physical characteristics of these places appear to provide unequal opportunities for boys and girls. This study shows that school grounds are mostly qualified for certain types of activities which are ...