Engaging spaces by Kylie & Carla

1. Engaging spacesby Kylie & Carla http://www.youtube.com/watch?v=dxPVyieptwA&feature=related

2. “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)

3. Integrating theory and practice

4. Spatial confinement can limit new understandings through neglecting opportunities for: Interpersonal relationships Information sources Experimental activities Authentic tasks Multiple Intelligences (Gardner, 1993)

5. What should 21st Century learning spaces look & feel like? • Space • Flexibility • Versatility • Connectedness • Freedom • Innovative • Comfortable

6. Mythic notions and 21st century learning spaces • 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.

7. 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).

8. Classroom layout

9. Relationship between learning environments and student learning is mediated by pedagogies. Sydney Centre for Innovation in Learning (SCIL)

10. 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).

11. 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)

12. ERGONOMICS Studies have shown that there is a direct correlation between student’s time spent on laptops and discomfort • Sufficient work space • Adjustable equipment • Lighting • Air • Noise TYPOLOGY OF STUDENT ENGAGEMENT Behavioural Engagement Involvement in academic and social activities. Crucial for academic success and increased retention rates. Emotional Engagement Positive and negative reactions to teachers, classmates and school. Influences willingness to participate in work. Cognitive Engagement Thoughtfulness and willingness to exert effort to comprehend complex ideas and master difficult skills.

13. PEDAGOGIES Mediates employment of pedagogies Informs teacher pedagogical practice Online Learning Environment Informs design of environment Mediates student engagement in learning Students interpretation and interaction with space influences the utility of space LEARNING ENVIRONMENT STUDENT ENGAGEMENT Mediates how students engage in learning activities – access social settings, learning materials and ICT

14. Reference List Boling, 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. EducauseEbook 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.