Pedagogy & Space Research Directions for DEECD

1. Pedagogy & Space Research Directions for DEECD Dr Kenn Fisher

2. Introduction – Qualitative & QuantitativeMeasures • Quantitative research • ‘Evidence-based’ performance measures • Building condition & test scores (Earthman, 1999; Fisher, 2000) • Qualitative research • Evidence-based research • Qualitative research methods (Sanoff, undated) • Performance measures • POE (Lackney, 2004 ) • Pedagogical & learning environment Dr Kenn Fisher

3. OECD & DCSF Research into Learning Environments

4. UK Publications

5. Design Council & Centre for Effective Learning Environments Dr Kenn Fisher

6. Quality Indicators in the Design of Schools Dr Kenn Fisher

7. OECD Centre for Educational Research & Innovation Dr Kenn Fisher

8. Newcastle University Dr Kenn Fisher

9. National Clearinghouse for Educational Facilities Dr Kenn Fisher

10. Headteachers - capital investment has a strong positive impact on pupil behaviour & motivation Secondary schools - new facilities excited the interest of pupils Inner city heads - close correlation between quality of facilities and a sense that education is important; pupils are being valued by the system Truants - comparison between comfort and quality of school surroundings and local shopping mall; all too often the mall was far superior • Research Report • No 242 • Building Performance • An empirical assessment • of the relationship between schools capital investment and pupil performance • PricewaterhouseCoopers Qualitative Studies - Department for Education & Skills Relationship between schools capital investment & pupil performance Source: PriceWaterhouseCoopers, 2000

11. Qualitative Studies - Department for Education & Skills • Community secondary school - marked effect on morale • Pride in the new facilities & the effect on teacher ability to deliver a programme of teaching in a style they consider professionally desirable • New building allowed staff to change the way in which subjects are taught • Policy of building in improvements to circulation as an objective for each project so as to cut down on movement and contrary traffic flows has improved behaviour • Better state and location of classrooms - much wider range of teaching strategies to be used and for these to be tailored so that they minimise behaviour problems in ‘difficult’ subject areas • Both teaching and learning – and therefore attainment - have benefited

12. Qualitative Studies – NZ Ministry of Education • Understand factors that influence learning outcomes in classroom and learning environments • Qualitative phase consisting of in-depth face to face interviews • A semi-quantitative survey pilot phase - a self completion methodology for school - related audiences; telephone for design consultants • The target audiences for the project: • Teachers (Primary, Intermediate, and Secondary) • Students (Year 5 – 13) • Principals and Boards of Trustees • Design Agencies

13. Does Environment Influence Learning - Principals • Reducing stress perform better if they are exposed to less environmental stress - cramped conditions, poor lighting and bad acoustics • Enhancing pride if proud of their school & classroom environment, more likely to have a positive attitude towards learning will also learn aspects of socialisation such as organising, tidying up, and displaying work • Allowing flexibility & variety if teachers can use a range of teaching tools and methods to deliver curriculum rather than being restricted to one by the classroom structure, students have greater opportunity to learn from one of these styles • Enhancing concentration students need to be comfortable, to have few distractions, to be adequately warm or cool, to have good ventilation, lighting and other basic aspects

14. Summary of Factors in Classroom Design – All groups Best practice in school design (AC Nielson, 2004) Source: ACNeilsen p90

15. Summary of Factors in Classroom Design – All groups Source: ACNeilsen p91

16. Curriculum to extend to include: The ethos and life of the school as a community Curriculum areas and subjects Interdisciplinary projects and studies Opportunities for wider achievement Make connections across the curriculum – a coherent approach to language, numeracy, literacy, personal & social skills and creativity Planning for interdisciplinary activities Curriculum Scope & Themes – Scottish Executive

17. DCSF Personalised Learning Research Study Dr Kenn Fisher

18. Linking Pedagogy to Space - Effectiveness of learning modalities Source: NTL Institute ‘Retention Rates from Different Modes of Learning’ (2000)

19. Learning Retention Rates (Montambeau, 2000) http://www.cofc.edu/bellsandwhistles/research/retentionmodel.html

20. The ‘Experience Cone’ (Dale, 1969) • St Columba Pedagogies • (2007 Prospectus, Clause 2.5.2) • Experimental learning • Rote learning • Teacher directed activities • Student group work • Individual quiet work • Peer tutoring • etc • Varying rates of growth & child development Read Listen View Images Watch Movie Go to Exhibit Watch Demo See it Done on Site Participate in Discussion Give a Talk Simulate Real Life Experience Do the Real Thing Passive Active Dale, 1969, A/V Methods in Teaching

21. Achievement and Attainment Tables – Stage 3

22. Achievement and Attainment Tables – GCSE

23. Performance Measures – Awards I OECD – PEB • Six categories – two on learning environments • One: how design stimulates children’s early teaching and learning experiences • Two: the ways the facility is adapted to new forms of learning & research

24. Performance Measures – Awards II Designshare awards – 6 categories, one learning environment-enhance teaching & learning & accommodate the needs of all learners • Research in the learning sciences • Students doing not just receiving; creating not just re-creating • Cooperative, project based, interdisciplinary • Emphasis on learning styles, multiple intelligences & special needs • School buildings as important learning tools • Accelerate research on the impact of the physical environment on student achievement Source: www.designshare.com

25. Pedagogy & environment - performance measures Sanoff – Classroom rating scale Dr Kenn Fisher

26. Pedagogy & environment - performance measures Sanoff – Classroom rating scale Dr Kenn Fisher

27. Pedagogy & environment - performance measures Sanoff – Indoor learning space rating scale Dr Kenn Fisher

28. Pedagogy & environment - performance measures Sanoff – Outdoor learning space rating scale Dr Kenn Fisher

29. Activity-Based Learning - Naismith et al 2004 University of Birmingham

30. Pedagogical Variety – Charles Sturt University • Simulated learning– model the real-life situation as closely as possible. Through computer simulations, role-plays, mock labs. • Problem-based learning– learning driven by challenging, open-ended problems where students work in small collaborative groups. Usually a whole subject/course approach. • Facilitated collaborative learning– joint intellectual effort by students or students and teachers. Groups searching for understanding, meaning or solutions or in creating a product. • Self-directed learning– individuals have primary responsibility for planning and implementing the learning e.g. traditional distance education mode, usually at home or in the learning commons or social spaces. • Non-facilitated collaborative learning– joint intellectual effort by students. Groups of students work together in searching for understanding, meaning or solutions or in creating a product. • Presentation/lecture– the focus is on lecturer-led presentation and appropriate transfer of relevant information. Sometimes referred to as ‘passive’ learning. • Cognitive apprenticeship– ‘master’ (i.e. lecturer) modeling behaviours and skills to encourage the ‘apprentices’ (i.e. students) to develop a conceptual model and imitate under the guidance of the ‘master’. • Situated learning– takes place in a setting functionally identical to that where the learning will be applied e.g. on practicum in actual workplaces, hospitals, schools.

31. VU Teaching & Learning Guidelines & Underpinning Principles Cooperative Learning (including Peer-to-Peer Learning) For teachers, cooperative Learning relates to the “scholarship of learning and teaching” where communities of practice benefit from the sharing of inquiries. In relation to teaching and learning guidelines, cooperative learning is viewed as an important method of reducing competitive and individualistic behaviour, thereby creating scenarios in which students may develop interpersonally such as peer to peer and team-based activity. Collaborative Learning In this context, collaborative learning relates to interactions between staff and students so as to create feedback loops directed at the improvement of teaching and learning. The social inherence of learning is acknowledged as is the increasingly ‘by your side’ nature of the learning coach or ‘midwife’. Authentic Learning (including Community-based Learning) Authentic learning opportunities are required to encourage the application of skills and the resulting development of critical thinking. Underpinning principles also require the application of skills in order to develop ethical and informed decision making which can only be achieved through exposure to and participation in real-world scenarios. Authentic learning opportunities are also viewed as an effective method of encouraging responsibility, particularly when it occurs in the community. Problem-Based Learning The teaching and learning guidelines identify problem-based learning as a means of creating a community of learners, particularly where a dialogue is created between students and teachers. Problem based learning involves activities that encourage such interaction e.g. where teachers offer case studies and simulations using ‘guided design’. ‘Real world’ problem based learning also encourages students to link learning experiences to their operation in the workplace and community. Explicit Teaching Within the teaching and learning guidelines, explicit teaching is viewed as a method of extending formal teacher and learner interaction. Active listening and note taking via lectures are not likely to disappear in the near future, but rather be integrated into a more active learning program. Explicit teaching is also viewed as an effective means of modelling skills and behaviours. Independent Learning A great deal of learning occurs ‘outside the classroom’ where student-initiated learning occurs both collaboratively and independently. Responsibility can be encouraged through student-activated learning extension. Interdisciplinary Learning Interdisciplinary learning is required for the effective creation of learning pathways. Learners are exposed to a wide range of programs, skills and understandings beyond what they may traditionally expect in their chosen areas of study. This style of learning creates alternative perspectives and deeper understanding. Inquiry-Based Learning Inquiry-based Learning is viewed as a means of closely linking teaching and research. Student-Centred Learning A need for student-centred learning comes from a general focus on learning itself as opposed to teaching. Active Learning In this context active learning applies to the engagement of students through encouraging students to participate and interact. This can be achieved through the provision of environments in which students can interact informally and formally with peers and mentors with their individual learning styles supported through a range of learning technologies and resources. Lifelong Learning This relates broadly to the enhancement of employability and long-term engagement in and enjoyment of learning for continual professional and personal development. Flexible Learning (including E-Learning) Flexible Learning relates to the way in which learning can be experienced by the student, providing learning and content delivery options that suit a diverse range of learner needs so that learning may occur both synchronously and asynchronously on and off campus. E-learning is an essential component of flexible learning. 31

32. Zoning – Reflective, Creative & Interactive

33. Library 2.0 - Inquiry Based Learning(Habib 2004)

34. Specialist Spaces -Problem Based Learning - www.cdio.org

35. Inquiry Based Learning – www.cdio.org

36. Inquiry Based Learning – www.cdio.org

37. The Gungahlin College aims to provide an adult learning environment with a variety of learning settings. This option shows how the flexible layouts can be adapted to the needs of the specific project or theme studied. The Learning spaces become a Hub of activity in which the students can move freely as required to get the information they need to fulfil their tasks. Some acoustically private spaces are also provided for quiet or loud group activities. Reflective study can occur in many ways ASMS, South Australia Collaborative Learning areas can be defined by changes in ceiling or flooring Canning Vale College, Western Australia Creation of reflective private spaces behind columns Coburg Senior High School, Victoria Visibility to presentation areas from collaborative areas ASMS, South Australia A lightwell links different levels. Visible learning areas. Scotch Oakburn Senior Centre, Launceston, Tasmania LIBRARY/RESOURCES AND LINK TO SPECIALIST Collaborative areas with different furniture cater for a variety of learning modes. Coburg Senior High School, Victoria Lockers visible, can be used to divide space Scotch Oakburn Senior Centre, Launceston, Tasmania Appropriate outdoor learning spaces Newstead College, Launceston, Tasmania Presentation areas (or classrooms) can also be collaborative spaces ASMS, South Australia Pedagogy Space Map

38. Australian Science & Maths School- mapping pedagogy & space Source: Fisher/Woods Bagot

39. ASMS – planning layout • 1. Learning studios (9) • specialist equipment for individual research work • central tables for group work • a teaching wall with rich audio • networked computers • 2. Outside area • most learning studios and commons open to outdoor areas for • educational and recreational purposes • 4. Meeting rooms • for student and staff use • 6. Assembly area • 7. Student and staff social area Source: Fisher/Woods Bagot

40. ASMS – planning layout • 8. Learning commons • individual home desks, secure storage space • a teaching wall; state-of-the-art audio visual and ICT facilities • networked computers • tables for group work & teacher directed sessions • large spaces with ICT and audio visual facilities • professional development programs • 9. Staff rooms • open directly to learning commons with no physical separation • 10. Central Common Space • informal & formal learning activities • social interaction and community activities Source: Fisher/Woods Bagot

41. ASMS – learning settings Source: Fisher/Woods Bagot

42. ASMS – learning settings Source: Fisher/Woods Bagot

43. Self Assessment – student voice • BRE-EAM - Environmental Assessment Method • Spatial literacy & spatial vocabulary Dr Kenn Fisher

44. Dr Kenn Fisher

45. Good KM&L approach- uses full media richness: synchronous & asynchronous Low ‘Richness of Media’ High Face – to Face Voice-based Video Text-based Audio conference Newsletter Intranet Webconference E-mail Phone call Videoconference Broadcast Search Virtual collaboration F2FLearning & sharing Communities of Practice Google MSN Project ‘retrospect’ Conference calls Website RSS Newsfeed Content Management Wiki Buddying NetMeeting Notice board Webex Discussion forum Peer-assist E-mail Good practice library Virtual ‘team room’ Coaching & Mentoring Update newsletter Telephone After-Action Review Expertise locator / ‘Yellow Pages’ ‘Show and Tell’ event http://www.education.vic.gov.au/studentlearning/innovations/designteams/default.htm

46. Digitally literate Use variety of IT devices Surf the Net Experimental Multiple media literacy Comfortable in visual rich environment Able to weave together images, text, sound Visual interfaces, streaming media, gaming Always connected Mobile phones, laptops, PDA, IM, web cams, wireless, blogs, email, wikis, chat, gaming Immediacy Expect information, communication, entertainment to be 24/7 Immediate responses & instant gratification High expectations NetGen & ‘Digital Natives’ – Mountifield 2005

47. Convergence Source: Valenti 2004

48. Educating the Net Gen (Educause - Brown, 2005)

50. Key issues • Net Gen learning modalities • e-Learning • Collaborative pedagogies • Learning technologies – buildings, furniture, environment, technology • Technology = 10% of capital works budget – one budget • Mobile technologies • Learning spaces vs learning places • Acoustic and visual zoning • Flexibility through mobile screening • Cultural transformation • Teacher control vs learner control - student behaviour changes