Teacher Transition into Innovative Learning Environments : : A Global Perspective.

Teacher Transition into Innovative Learning Environments : : A Global Perspective.

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Bibliographic Details
:
Imms, Wesley.
TeilnehmendeR:
Kvan, Thomas.
Place / Publishing House:Singapore : : Springer,, 2020.
©2021.
Year of Publication:2020
Edition:1st ed.
Language:English
Online Access:
Physical Description:1 online resource (330 pages)
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Table of Contents:
  • Teacher Transition into Innovative Learning Environments
  • Preface
  • Contents
  • Editors and Contributors
  • Space Are Places in Which We Learn
  • It's Where We Are
  • It's the Way We Act
  • What Is It About the Space?
  • It's Our Choice
  • Making Informed Choices
  • References
  • Co-creating Innovative Learning Environments: LEaRN's Decade of Discovery
  • Context
  • Teaching and Learning Theories
  • A Brief Genealogy of the Evidence-Based Design of Learning Environments
  • Linking Pedagogy to Space
  • The ILETC Transitions Ecosystem
  • Concluding Remarks: Evidence-Based Design and Translational Research
  • References
  • Change and Risk
  • Introduction to Part I: Change and Risk
  • References
  • Creating a Space for Innovative Learning: The Importance of Engaging the Users in the Design Process
  • Introduction
  • A Participatory and Practice-Based Research Approach
  • The Assignment and the Intentions of the New ILE
  • A Participatory Design Process to Align Teaching, Space and Organisation
  • Without Keys the Spaces Are Hard to Unlock
  • Participatory Processes Are not Uncomplicated
  • An Additional Phase to Activate the Space
  • Conclusions
  • References
  • The Enactment of Teacher Collaboration in Innovative Learning Environments: A Case Study of Spatial and Pedagogical Structuration
  • Introduction
  • Teacher Collaboration
  • Teacher Collaboration in ILE: The Need for Structure
  • The Case Study: Treeside Intermediate
  • Findings: Pedagogical, Spatial and Collaborative Practices
  • Discussion: Towards Structuration as Enactment of Teacher Collaboration
  • Conclusion
  • References
  • School Change: Emerging Findings of How to Achieve the "Buzz"
  • Introduction
  • Alignment of School Design and Use
  • Literature Review
  • Research Design
  • Site Selection
  • Methods
  • Defining the "Buzz"
  • Emerging Themes.
  • An Example Strategy: Layered Scaffolding
  • Next Steps and Future Application
  • References
  • Increasing Teacher Engagement in Innovative Learning Environments: Understanding the Effects of Perceptions of Risk
  • The Concept of Risk
  • Why an Understanding of Perceptions of Risk Matters
  • Theories of Risk-Taking in Education
  • Methods
  • Understandings of the Rationale for ILEs
  • Developing Expectations to Engage in ILEs
  • Supporting Teachers to Engage in ILEs
  • Revisiting Perceptions of Risk and Uncertainty
  • Implications for Policy and Practice
  • References
  • Pedarchitecture: Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the Future
  • Introduction
  • Methodology
  • Case Study Sites
  • Denmark
  • Italy
  • Method
  • Results
  • Hellerup Skole and Ørestad Gymnasium
  • Enrico Fermi Institute and IC3 Piersanti Mattarella
  • Discussion
  • Conclusion
  • References
  • Using Fällman's Interaction Design Research Triangle as a Methodological Tool for Research About Reading Spaces in Schools
  • Introduction
  • The Methodological Framework
  • Three Initial Research Phases
  • Phase One: Design Studies and Design Exploration
  • Phase Two: Design Exploration and Design Practice
  • Phase Three: Design Practice and Design Exploration
  • An Extension of the Project into a Fourth Phase of Study
  • Conclusion
  • References
  • Inhabiting
  • Introduction to Part II: Inhabiting
  • The Mobility of People, Not Furniture, Leads to Collaboration
  • Introduction
  • My Perspective on the Field
  • Flexible Learning Spaces
  • Power Relations in the Learning Space
  • Fixed Teacher Positions
  • Teacher-Mobility Leads to Collaboration
  • Summary
  • References
  • The Gadfly: A Collaborative Approach to Doing Data Differently
  • Introduction
  • Enter the Gadfly
  • Methodological Backstory.
  • Thinking with Deleuze: Assemblage, Affect, and Stickiness
  • Data Performances
  • Data Intra-action 1: What Is It About the Smell?
  • Data Intra-action 2: Coach, Stopwatch, Whistle, and Stick
  • Data Intra-action 3: And so Often They're Buggering it Up
  • Discussion
  • Conclusion
  • References
  • Innovative Learning Environments, Are They Inclusive? Why Evaluating the Speaking, and Acoustic Potential of the Space Matters
  • The Innovative Learning Environment
  • The Problem
  • Inclusiveness of the Innovative Learning Environment
  • Methods
  • Acoustic Findings
  • Student Voice Findings
  • Discussion, Evaluating Inclusiveness of Innovative Learning Environments
  • Conclusion
  • References
  • What About Interaction Geography to Evaluate Physical Learning Spaces?
  • Introduction
  • Interaction Geography in a Museum
  • Extending Physical Learning Space Evaluation
  • Limitations and Next Steps
  • References
  • Measurement
  • Introduction to Part III: Measurement
  • References
  • What Does Teaching and Learning Look like in a Variety of Classroom Spatial Environments?
  • Introduction
  • The Study
  • The Context
  • Method
  • Results and Discussion
  • Teacher Behaviour and Pedagogies
  • Learning Experiences
  • Conclusion
  • References
  • Design with Knowledge-Light in Learning Environments
  • Introduction
  • The Influence of Artificial Light
  • The Architect's Responsibility
  • Artificial Light in Today's Learning Spaces
  • Atmosphere to Concentrate
  • The "Living Lab"
  • Data Collection
  • Preliminary Findings
  • References
  • Exploring the Relationships Between Learning Space and Student Learning in Higher Education: A Comparative Case Study in China
  • Introduction
  • Student Learning Research in Higher Education and Discussions on "Chinese Leaners"
  • The Present Study
  • Method
  • Context: Two Contrasting Learning Spaces
  • Focus Group Interviews.
  • Data Analysis
  • Selected Results
  • Theme One: Learning Space and Students' Conceptions of Learning
  • Theme Two: Learning Space and Cognitive Aspects of Learning
  • Theme Three: Learning Space and Affective Aspects of Learning
  • Theme Four: Learning Space and Regulative Aspects of Learning
  • Conclusion
  • References
  • The Creative Learning Spiral: Designing Environments for Flaring and Focusing
  • Introduction
  • Methodology
  • Findings
  • Lecture Hall
  • Site Visits
  • Studio
  • Studio Review
  • Harvard Innovation Lab
  • Results
  • Discussion
  • References
  • Teacher Practices
  • Introduction to Part IV: Teacher Practices
  • References
  • Envisaging Teacher Spatial Competency Through the Lenses of Situated Cognition and Personal Imagination to Reposition It as a Professional Classroom Practice Skill
  • Preface
  • Introduction
  • Teacher Place
  • Architecture and Phenomenology
  • Architectural Vocabularies and Literacies
  • 'Thought-Like' Architecture, Culture and Context
  • Teacher Practice
  • Environmental Competency
  • Spatial Competency in Teachers-Early Conceptualisation of the Concept
  • Teacher Thinking
  • Environmental Psychology
  • Situated (or Embodied) Cognition
  • The Potential Environment
  • Situated Cognition Limitations for Teacher Spatial Interactions
  • A Teacher Spatial Competency Conceptual Framework
  • Teacher Situated Environmental Imagination
  • Sensory Information
  • Learned and Instinctive Responses
  • Cognition and Interpretation
  • Cognition and Memory
  • Cognition and Affordances or Environmental Stimuli
  • Action Settings
  • Teacher Spatial Competency Observation and Method
  • Conclusion
  • References
  • The Spirit of 'WE' in the Learning Environment: 'WE LEaRN'-A Space for Students and Teachers to Become
  • Introduction
  • Students: From Being Served to Peer-to-Peer Learning.
  • Teachers: From Lonely Superheroes to Group Wisdom
  • Teachers and Students: Empowering Engagement Skills
  • Connectedness and Collectiveness
  • Culture Change
  • Environmental Behaviour
  • A Relation-Shift in Learning-Driven Environments
  • The Meaning of 'WE' Espouses the Argument for Collaboration, Creativity, and Leadership from Inside-Out
  • Creating Hubs for Students and Teachers: A Potential Model
  • A Glance at an Ongoing Change in Practice-From Small Gestures to a New Paradigm
  • Summary
  • References
  • Addressing the Socio-Spatial Challenges of Innovative Learning Environments for Practicum: Harmonics for Transitional Times
  • The Material Disruption of ILEs for the Education Sector
  • Theoretical Framing
  • Methodology
  • Characteristics of the ILEs
  • Collegial Collaboration
  • Responding to Rhythmical Practices of ILEs
  • Reconciling the Rhetoric with the Messy Materialities of Teaching in ILEs
  • How Do Candidate Teachers Learn to Teach on Practicum?
  • References
  • Hack the School: A Creative Toolkit to Transform School Spaces
  • Introduction: Schools, Spaces, Trends and Legislation in Spain
  • A Variety of Needs?
  • Local Input
  • Hack the School Open Challenge
  • Reframing Innovative Learning Environments Through Wellbeing
  • Outcomes and Conclusions
  • References
  • Conclusion
  • Where to Now? Fourteen Characteristics of Teachers' Transition into Innovative Learning Environments
  • Context
  • Developing the Transition Pathway
  • What Did We Do?
  • The Fourteen Grand Themes
  • Not a Formula
  • Populating the Pathway
  • Where to Now?
  • A Final Note
  • References.

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