Teacher Transition into Innovative Learning Environments : : A Global Perspective / / edited by Wesley Imms, Thomas Kvan.
This open access book focuses on how the design and use of innovative learning environments can evolve as teaching practices and education policies change. It addresses how these new environments are used, how teachers are adapting their practices, the challenges that these changes pose, and the eff...
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Place / Publishing House: | Singapore : : Springer Singapore :, Imprint: Springer,, 2021. |
Year of Publication: | 2021 |
Edition: | 1st ed. 2021. |
Language: | English |
Physical Description: | 1 online resource (XV, 334 p. 100 illus., 78 illus. in color.) |
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Imms, Wesley auth Teacher Transition into Innovative Learning Environments : A Global Perspective / edited by Wesley Imms, Thomas Kvan. 1st ed. 2021. Springer Nature 2021 Singapore : Springer Singapore : Imprint: Springer, 2021. 1 online resource (XV, 334 p. 100 illus., 78 illus. in color.) text txt rdacontent computer c rdamedia online resource cr rdacarrier This open access book focuses on how the design and use of innovative learning environments can evolve as teaching practices and education policies change. It addresses how these new environments are used, how teachers are adapting their practices, the challenges that these changes pose, and the effective evaluation of these changes. The book reports on emerging research in learning environments, with a particular emphasis on how teachers are transitioning from traditional classrooms to innovative learning environments. It offers a significant evidence-based global assessment of current research in this field by designers, architects, educators and policy makers. It presents twenty-five cutting-edge projects from researchers in fifteen countries. Thanks to the book’s comprehensive international perspective, which combines theory and practice in a single publication, readers will gain a wealth of new insights. Preface -- Chapter 1. Spaces are Places in Which we Learn -- Chapter 2. Co-creating Innovative Learning Environments: LEARN's Decade of Discovery -- Part I. Change and Risk -- Chapter 3. Creating a Space for Creative Learning: The Importance of Engaging Management and Teachers in the Design Process -- Chapter 4. The Enactment of Teacher Collaboration in Innovative Learning Environments: A Case Study of Spatial and Pedagogical Structuration -- Chapter 5. School Change: Emerging Findings of How to Achieve the "Buzz" -- Chapter 6. Increasing Teacher Engagement in Innovative Learning Environments: Understanding the Effects of Perceptions of Risk -- Chapter 7. Pedarchitecture: Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the Future -- Chapter 8. Using Fällman’s Interaction Design Research Triangle as a Methodological Tool for Research About Reading Spaces in Schools -- Part II. Inhabiting -- Chapter 9. The Mobility of People, Not Furniture, Leads to Collaboration -- Chapter 10. The Gadfly: A Collaborative Approach to Doing Data Differently -- Chapter 11. Innovative Learning Environments, are they Inclusive? Why Evaluating the Speaking, and Acoustic Potential of the Space Matters -- Chapter 12. What About Interaction Geography to Evaluate Physical Learning Spaces? Post-Occupancy Evaluation -- Part III. Measurement -- Chapter 13. What does Teaching and Learning Look Like in a Variety of Classroom Spatial Environments? -- Chapter 14. Design with Knowledge – Light in Learning Environments -- Chapter 15. Exploring the Relationships Between Learning Space and Student Learning in Higher Education: A Comparative Case Study in China -- Chapter 16. The Creative Learning Spiral: Designing Environments for Flaring and Focusing -- Part IV. Teacher Practices -- Chapter 17. Envisaging Teacher Spatial Competency Through the Lenses of Situated Cognition and Personal Imagination to Reposition it as a Professional Classroom Practice Skill -- Chapter 18. Addressing the Socio-Spatial Challenges of Innovative Learning Environments for Practicum: Harmonics for Transitional Times -- Chapter 19. Hack the School: A Creative Toolkit to Transform School Spaces -- Part V. Conclusion -- Chapter 20. Where to Now? Fourteen Characteristics of Teachers' Transition into ILEs. Description based on publisher supplied metadata and other sources. English Learning. Instruction. School management and organization. School administration. Educational policy. Education and state. Teaching. International education . Comparative education. Learning & Instruction. https://scigraph.springernature.com/ontologies/product-market-codes/O22000 Administration, Organization and Leadership. https://scigraph.springernature.com/ontologies/product-market-codes/O17000 Educational Policy and Politics. https://scigraph.springernature.com/ontologies/product-market-codes/O19000 Teaching and Teacher Education. https://scigraph.springernature.com/ontologies/product-market-codes/O31000 International and Comparative Education. https://scigraph.springernature.com/ontologies/product-market-codes/O13000 Learning & Instruction Administration, Organization and Leadership Educational Policy and Politics Teaching and Teacher Education International and Comparative Education Education Organization and Leadership global initiatives in use of school spaces innovative learning spaces school design and use teacher transition change and risk inhabiting design evaluation of learning spaces research into innovative school design pedagogy and space better school design teaching in innovative spaces Open Access Teaching skills & techniques Cognition & cognitive psychology Educational administration & organization Educational strategies & policy Teacher training 981-15-7496-0 Imms, Wesley. editor. edt http://id.loc.gov/vocabulary/relators/edt Kvan, Thomas. editor. edt http://id.loc.gov/vocabulary/relators/edt |
language |
English |
format |
eBook |
author |
Imms, Wesley |
spellingShingle |
Imms, Wesley Teacher Transition into Innovative Learning Environments : A Global Perspective / Preface -- Chapter 1. Spaces are Places in Which we Learn -- Chapter 2. Co-creating Innovative Learning Environments: LEARN's Decade of Discovery -- Part I. Change and Risk -- Chapter 3. Creating a Space for Creative Learning: The Importance of Engaging Management and Teachers in the Design Process -- Chapter 4. The Enactment of Teacher Collaboration in Innovative Learning Environments: A Case Study of Spatial and Pedagogical Structuration -- Chapter 5. School Change: Emerging Findings of How to Achieve the "Buzz" -- Chapter 6. Increasing Teacher Engagement in Innovative Learning Environments: Understanding the Effects of Perceptions of Risk -- Chapter 7. Pedarchitecture: Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the Future -- Chapter 8. Using Fällman’s Interaction Design Research Triangle as a Methodological Tool for Research About Reading Spaces in Schools -- Part II. Inhabiting -- Chapter 9. The Mobility of People, Not Furniture, Leads to Collaboration -- Chapter 10. The Gadfly: A Collaborative Approach to Doing Data Differently -- Chapter 11. Innovative Learning Environments, are they Inclusive? Why Evaluating the Speaking, and Acoustic Potential of the Space Matters -- Chapter 12. What About Interaction Geography to Evaluate Physical Learning Spaces? Post-Occupancy Evaluation -- Part III. Measurement -- Chapter 13. What does Teaching and Learning Look Like in a Variety of Classroom Spatial Environments? -- Chapter 14. Design with Knowledge – Light in Learning Environments -- Chapter 15. Exploring the Relationships Between Learning Space and Student Learning in Higher Education: A Comparative Case Study in China -- Chapter 16. The Creative Learning Spiral: Designing Environments for Flaring and Focusing -- Part IV. Teacher Practices -- Chapter 17. Envisaging Teacher Spatial Competency Through the Lenses of Situated Cognition and Personal Imagination to Reposition it as a Professional Classroom Practice Skill -- Chapter 18. Addressing the Socio-Spatial Challenges of Innovative Learning Environments for Practicum: Harmonics for Transitional Times -- Chapter 19. Hack the School: A Creative Toolkit to Transform School Spaces -- Part V. Conclusion -- Chapter 20. Where to Now? Fourteen Characteristics of Teachers' Transition into ILEs. |
author_facet |
Imms, Wesley Imms, Wesley. Imms, Wesley. Kvan, Thomas. Kvan, Thomas. |
author_variant |
w i wi |
author2 |
Imms, Wesley. Imms, Wesley. Kvan, Thomas. Kvan, Thomas. |
author2_variant |
w i wi w i wi t k tk t k tk |
author2_role |
HerausgeberIn HerausgeberIn HerausgeberIn HerausgeberIn |
author_sort |
Imms, Wesley |
title |
Teacher Transition into Innovative Learning Environments : A Global Perspective / |
title_sub |
A Global Perspective / |
title_full |
Teacher Transition into Innovative Learning Environments : A Global Perspective / edited by Wesley Imms, Thomas Kvan. |
title_fullStr |
Teacher Transition into Innovative Learning Environments : A Global Perspective / edited by Wesley Imms, Thomas Kvan. |
title_full_unstemmed |
Teacher Transition into Innovative Learning Environments : A Global Perspective / edited by Wesley Imms, Thomas Kvan. |
title_auth |
Teacher Transition into Innovative Learning Environments : A Global Perspective / |
title_new |
Teacher Transition into Innovative Learning Environments : |
title_sort |
teacher transition into innovative learning environments : a global perspective / |
publisher |
Springer Nature Springer Singapore : Imprint: Springer, |
publishDate |
2021 |
physical |
1 online resource (XV, 334 p. 100 illus., 78 illus. in color.) |
edition |
1st ed. 2021. |
contents |
Preface -- Chapter 1. Spaces are Places in Which we Learn -- Chapter 2. Co-creating Innovative Learning Environments: LEARN's Decade of Discovery -- Part I. Change and Risk -- Chapter 3. Creating a Space for Creative Learning: The Importance of Engaging Management and Teachers in the Design Process -- Chapter 4. The Enactment of Teacher Collaboration in Innovative Learning Environments: A Case Study of Spatial and Pedagogical Structuration -- Chapter 5. School Change: Emerging Findings of How to Achieve the "Buzz" -- Chapter 6. Increasing Teacher Engagement in Innovative Learning Environments: Understanding the Effects of Perceptions of Risk -- Chapter 7. Pedarchitecture: Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the Future -- Chapter 8. Using Fällman’s Interaction Design Research Triangle as a Methodological Tool for Research About Reading Spaces in Schools -- Part II. Inhabiting -- Chapter 9. The Mobility of People, Not Furniture, Leads to Collaboration -- Chapter 10. The Gadfly: A Collaborative Approach to Doing Data Differently -- Chapter 11. Innovative Learning Environments, are they Inclusive? Why Evaluating the Speaking, and Acoustic Potential of the Space Matters -- Chapter 12. What About Interaction Geography to Evaluate Physical Learning Spaces? Post-Occupancy Evaluation -- Part III. Measurement -- Chapter 13. What does Teaching and Learning Look Like in a Variety of Classroom Spatial Environments? -- Chapter 14. Design with Knowledge – Light in Learning Environments -- Chapter 15. Exploring the Relationships Between Learning Space and Student Learning in Higher Education: A Comparative Case Study in China -- Chapter 16. The Creative Learning Spiral: Designing Environments for Flaring and Focusing -- Part IV. Teacher Practices -- Chapter 17. Envisaging Teacher Spatial Competency Through the Lenses of Situated Cognition and Personal Imagination to Reposition it as a Professional Classroom Practice Skill -- Chapter 18. Addressing the Socio-Spatial Challenges of Innovative Learning Environments for Practicum: Harmonics for Transitional Times -- Chapter 19. Hack the School: A Creative Toolkit to Transform School Spaces -- Part V. Conclusion -- Chapter 20. Where to Now? Fourteen Characteristics of Teachers' Transition into ILEs. |
isbn |
981-15-7497-9 981-15-7496-0 |
callnumber-first |
L - Education |
callnumber-subject |
LB - Theory and Practice of Education |
callnumber-label |
LB5-3640 |
callnumber-sort |
LB 15 43640 |
illustrated |
Not Illustrated |
dewey-hundreds |
300 - Social sciences |
dewey-tens |
370 - Education |
dewey-ones |
371 - Schools & their activities; special education |
dewey-full |
371.3 |
dewey-sort |
3371.3 |
dewey-raw |
371.3 |
dewey-search |
371.3 |
oclc_num |
1226325649 |
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