‘Evaluating Learning Environments: Snapshots of Emerging Issues, Methods and Knowledge’, edited by Wesley Imms, Benjamin Cleveland, and Kenn Fisher is currently in-press with Sense Publishers and will be available shortly for purchase.
The recent trend in innovative school design has provided exciting places to both learn and teach. New generation learning environments have encouraged educators to unleash responsive pedagogies previously hindered by traditional classrooms, and has allowed students to engage in a variety of learning experiences well beyond the traditional ‘chalk and talk’ common in many schools. These spaces have made cross-disciplinary instruction, collaborative learning, individualised curriculum, infused technologies, and specialised equipment more accessible than ever before. The quality of occupation of such spaces has also been encouraging. Many learning spaces now resemble places of collegiality, intellectual intrigue and comfort, as opposed to the restrictive and monotonous classrooms many of us experienced in years past.
These successes, however, have generated a very real problem. Do these new generation learning environments actually work – and if so, in what ways? Are they leading to the sorts of improved experiences and learning outcomes for students they promise? This book describes strategies for assessing what is actually working. Drawing on the best thinking from our best minds – doctoral students tackling the challenge of isolating space as a variable within the phenomenon of contemporary schooling – Evaluating Learning Environments draws together thirteen approaches to learning environment evaluation that capture the latest thinking in terms of emerging issues, methods and knowledge.
Dr Kenn Fisher’s new book ‘The Translational Design of Schools: An Evidence-Based Approach to Aligning Pedagogy and Learning Environments’ is now available through Sense Publishing.
The book examines contemporary research within the emerging, evidence-based translational design approach (EBD) to learning environments research. For more information, please see the attached flyer.
The Translational Design of Schools – Flyer
The October 2015 E21LE newsletter is now available for download.
E21LE October 2015 newsletter.pdf
Terrains 2015 is now available in hard copy. Please contact Heather Day Mitcheltree for all enquiries.
The LEaRN team that hosts E21LE was recently successful in being awarded another ARC Linkage grant in learning environments, due to begin in 2016.
Expressions of interest for the ILETC project are now closed. If you submitted an application, please wait to be contacted with further instructions regarding your application progress.
Project Information Sheet
In addition to the E21LE project, the broader LEaRN team are engaged in a range of other research projects, one of which is a review of the Standard Entitlement Framewors. LEaRN is currently working with the Department of Education and Training to review the Standard Entitlement Frameworks for Primary, Secondary, Special and Special Developmental Schools in the state of Victoria. The project involves reviewing school site sizes and facility area guidelines from jurisdictions across Australia and the world, bringing together industry knowledge and best practice, and developing a revised set of guidelines to inform the school design process. Workshops with government and industry experts are planned for later this year. The project will run until June 2016.
A big thank you to all of the Terrains presenters that submitted full papers for review. After a process of editing and review, the Terrains Proceedings are finally at the printers and will be available soon. With the proceedings now complete, the E21LE team will begin work shortly on an edited book which stems from the Terrains International Symposium.
Terrains 2015 Proceedings PDF
The disciplines of architecture and education are witnessing a burgeoning interest in designing learning environments for contemporary education. There is growing evidence that designers and teachers are working closer than ever before to build spaces to meet the needs of 21st century learners.
But are these spaces working as intended? It is argued that the complex nature of schools and schooling hinders such assessment. However, the 2014 Snapshots symposium demonstrated that the rich tapestry of educational circumstances evident in schools does not preclude quality evaluation of learning environments. Snapshots identified the key issues, methods and knowledge now emerging in learning environments evaluation. Sense Publishers will release the resulting ‘What Works?’ book in mid-2015.
To progress this discussion to its next logical level, partners supporting the Australian Research Council’s Evaluating 21st Century Learning Environments Linkage Project, in association with the University of Melbourne’s Learning Environments Applied Research Network, invite current or recent research higher degree students to submit papers for the 2015 Terrains International RHD Symposium.
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