Creating Dynamic Places for Learning: An Evidence Based Design Approach

✍ Scribed by Peter C. Lippman (editor), Elizabeth A. Matthews (editor)

• Publisher: Springer
• Year: 2023
• Tongue: English
• Leaves: 269
• Category: Library

✦ Synopsis

This book showcases how an evidence-based design approach can be utilized in the planning of learning environments, by acknowledging the interconnectedness of research, practice, and theory as core considerations in the design of learning environments. Toward this end, this volume explores a multi-disciplinary perspective that draws upon modern learning theories, and empirical research from the fields of environmental psychology education, and architectural practice. By presenting this information in an accessible manner, it enables researchers, educators and designers to take actionable steps needed to re-imagine their settings and create dynamic places for learning.

✦ Table of Contents

Acknowledgements
Contents
Introduction
Prologue: Basis for This Book
Overview of the Book
Defining Dynamic Learning Environments
Understanding and Creating Dynamic Places for Learning
Organization of the Sections and Chapters of This Book
The Visioning Process in Relationship to Practice
Research in Context
Part IV: Design
References
Visioning Process
School Designs for Personalizing and Co-constructing the Learning Journey
Introduction
What if Compulsory Schooling Was a Twenty-First-Century Invention?
Future-Focused Schooling and School Design
The Future Role of Schools
The Changing Role of Learner and Teacher
The Critical Element of Equity
The Future is Here but is not Spread Evenly
The Conceptual and Physical Designs of Such Schools
The Role of Emerging Technologies
The Future is Here but is not Spread Evenly
Conclusion
References
Working in Non-Western Cultures: A Framework for Functional School Design
School Design and Global Educational Trends
Designing the Classroom: Recent Research
A Framework for Designing Learning Environments
Teaching practices
Learning experiences
The cultural and physical environment—situating and shaping experience
Applying the Framework During the Design Process
Illustrative Case Study
Teaching practices
Learning experience
Interactions and tensions
Concluding Comments: Working in Non-Western Contexts
References
Pedagogy Matters: Cultivating Independent Learning in College Classrooms
The College Completion Problem
Completion Agendas
The Teaching (and Learning) Solution
Pedagogy Matters
Adult Learning Theory: Self-Directed Learning
Cycle of Self-Directed Learning
Student Motivation: Value * Expectancy * Support
Transparent Assignment Design
Culturally Responsive Teaching
Classroom Climate
Relationships
Putting It Together: Student-Centered Learning Environments
The Physical Environment
Online Learning Environments
Conclusion
References
Research in Context
The School Security Environment and Adolescents’ Feelings of Safety and Academic Performance
Introduction
Metal Detectors in Schools: A Brief History
Fear, Academic Performance and Metal Detectors in the School Environment
Metal Detectors and Student Fear
Metal Detectors and Academic Performance
Environmental Competencies and Security Design
Discussion
Conclusion
References
Making the Transition from Teacher-Centered Teaching to Students’ Active Learning: Developing Transformative Agency
Introduction
Transforming Pedagogical Practice
The Case Study
Cultural-History Activity Theory
The Design and Construction of the Study
Findings
Teaching Almost as Usual
Teaching as Break-Down
Teaching Based on a Collective Meaning of Students’ Active Learning
Discussion
Implications for Practice
Conclusion
References
Out of the Box: Lessons from the COVID-19 School Lockdowns for Future Learning Environments
Pandemic Challenges and Opportunities
Technology’s Limitations
The Trend in Built Learning Environments
Responding to School Lockdowns During the Pandemic—The Unboxy Project
Three Concepts for Future of Learning Environments
Textural Safety
Safety Cues
The Materials
Future Classrooms
The Enactment Hive
Underpinning Concepts
Comparable Models
Expressive Palette
Creativity and Play
Personal Expression
Conclusion
References
Virtual Learning in University Settings is Not a New Modality—An Analysis of Old and New Challenges
Introduction
A Historical Overview of Remote Learning
Distance Education
Spatial Themes for Understanding Distant Learning Environments
Understanding the Virtual Environment
Examining Virtual Teaching Space
Discussion
Conclusion: Implications for Future Research of Online Faculty Working Environments
References
Design
Creating Dynamic School Buildings that Activate the Learner and the Learning Process
Introduction
A Social Historical Perspective of Pedagogy and the Design of School Buildings
The Montessori Learning Environment: A Foundation for Crafting and Curating Pedagogy, People and Place
Pedagogy: Montessori
People: The Teacher’s Relationship to the Learners
Place: The Physical Environment
Building on Montessori’s Pedagogical Philosophy
Central Park East Public School (CPE)
Big Picture Learning Australia (BPLA)
Optimal Learning Experience
Recommendations for Crafting the Physical Environment to Encourage Learning
Facilitate Multiple, Diverse, and Concurrent Learning Activities
Provide for Multiple Orientations and Group Sizes
Afford Multiple Choices of Various Spaces with Various Spatial Qualities
Provide Areas of Prospect and Refuge
Allow for FLOW—Ease of Movement Within and Beyond the Classroom
Foster a Sense of Wonder
Encourage a Sense of Belonging
The Planning and Design Process and Sustainable Implementation
Re-Imaging the Design Process, Specifically the Visioning Phase
Utilizing a Democratic Approach
Educational Specifications (Educational Model)
Transferring the Knowledge Gained from the Visioning Phase to the Built Environment
Conclusion
References
Affordance Theory as a Framework for Twenty-first Century Learning Principles
Introduction
Twenty-First Century Learning Principles
Affordance Theory: Beginning with the Ecological Niche
Defining Affordances
Affordances as Perceptual Properties of the Physical Environment
The Limitations of Affordance Theory When Applied to the School Buildings
Limitations of the Research on Affordance Theory
Designers Approach for Crafting the Hard Architectural Affordances
Educators Approach for Curating the Soft Architectural Affordances
Moving Beyond the Limitations
Understanding the True Purpose of the Meetings
Fully Engaging Educators and Students
Legitimately Engaging Designers and Educators
Creating Dynamic Places for Learning
Conclusion and Discussion
References
An Ecological Approach for Creating Dynamic Learning Environments
Introduction
Section 1: Questioning the Notion of the Innovative Learning Environment
Place as Opposed to Space
Architectural Determinism
Normative Theories
Dynamic Places for Learning: A Paradigm Shift
Section 2: Bronfenbrenner’s Ecological Theory and Gibson’s Affordance Theory
Gibson’s Affordance Theory
Locating the Niche at the Forefront
Affordances: Perceptual Properties of the Physical Environment
Section 3: Defining Possibilities for Dynamic Places Learning
Understanding Niches and Affordances in Dynamic Learning Environments
Classroom with Activity Settings and the Common Learning Area with Complementary Settings
Section 4: Understanding the Affordances in the Classroom and the Common Learning Area
The Hard Architectural Affordances in the Classrooms and Common Learning Areas
An Analysis of Some of the Perceptual Properties of the Soft Affordances in the Classroom
Conclusion
References
Not Buying into the Hype of Contemporary or New School Learning Spaces: One School’s Attempt at Interrogating Their “Actual” Impact on Teaching and Learning
Introduction
Overview of the New Generation Learning Spaces Project
The Pilot Study: A Classroom, Some Borrowed Furniture and Teacher Goodwill
Study 1: Making a Case for Space
Study 2: Evaluating the Longer-Term Impact of Space on Students
Study 3: Evaluating the Spatial Transition on Teacher and Student Activity and Behaviors
Study 4: The Centenary Library
Conclusion
References
Conclusion
Epilogue: Reflections on this Book
Closing Thoughts