brucer learning spaces

EDFD459Learning Spaces

BY BRUCE ROEST

Introduction

Lawn and Grosvenor (as cited in Schratzenstaller, 2010) discuss ‘increasing scrutiny’ of ‘pedagogical practice’ in the late twentieth century

(p. 15) by ‘governments and the general public’ in particular (Rychen, as cited in Schratzenstaller, 2010, p. 15). As a result of some of these

changes, the learning space is no longer just about the classroom. The learning space extends beyond the classroom. The five learning

spaces that are being discussed in this presentation overlap and intertwine. For example, discussion about the classroom may include

group, individual and electronic learning spaces and so on.

Figure 1.

Czarapata. P &

Friskney. D.

(n.d.). Learning

spaces.

Retrieved

22/10/2014 from

http://www.lear

ningspaces.info

/our-

capstone.html

Please listen to audio

Please note, all audio

included provides

additional information

The classroomThere are many different factors to

consider in regards to the classroom

environment. Cinar (2010) discusses that

‘while such factors as number of

students, quality and color of the

furniture and walls, temperature,

illumination, air-conditioning and

hygiene are important in class

arrangement, the way students are

located in class has also an indirect but

important effect on learning,’ (p. 201).

Cinar (2010) also discusses how

‘researchers have examined the

relationship of seating location to

classroom behaviors, such as class

participation’ as well as ‘academic

performance,’ although studies ‘have not

involved personality variables,’ (p. 201).

Figure 2. Built Offsite Ltd. (n.d.). Mayespark Primary

School, Ilford. Retrieved 22/10/2014 from

http://www.built-offsite.com/gallery/mayespark-primary-

school-ilford/


Figure 3. Greiner, J. (2012). Hoofprint: The MMS E-newspaper. Retrieved

22/10/2014 from http://www.mmshoofprint.com/e/x-treme-class-makeover/

The other more common

arrangement has been

rows of tables parallel to

each other facing the front

of the class (similar to the ‘teacher-centered

arrangement style’ in Cinar,

2010, p. 202). Both

arrangements have their

advantages and

disadvantages and

students’ personalities may

be important in regards to

which of these may be

preferable.

‘A successful seating arrangement

should facilitate interaction, suit the

instructional objectives and activities,

and ease access to the instructional

materials. Students should be easily seen

by the teacher and see the instruction

taking place,’ (Cinar, 2010, p. 201).

During my most recent placement, the

seating arrangements resembled the

description that Cinar (2011) discusses as

a ‘successful seating arrangement,’ (p.

201; also see figure 2). The lighting and

colour in the classroom was satisfactory

for students to complete tasks. Visual

stimulation was conducive in regards to

being of support to students but not too

much that it would distract them from

tasks. There was also relevant

information on walls in relation to the

learning experiences that the students

were participating in which supports

learning and curriculum goals.

Figure 4. Roest, B. (2014) Placement classroom.

Photo taken 10/9/2014

Clark, McQuail and Moss (as

cited in Read, 2010) discuss how

‘studies should include listening

to children’s views on the indoor

and outdoor environment,’ (p.

77) in regards to planning

learning spaces. Read (2010)

discusses students commenting

on the design of classrooms and

concludes that more studies with

a greater range of ‘design

principles’ may be beneficial in

regards to understanding

‘children’s preferences for

design’ (p. 79).Figure 5. Roest, B. (2014). Placement classroom: mass

learning experience. Photo taken 21/8/2014


Beyond the classroom‘Jean Lave and Etienne Wenger,’

discuss ‘communities of practice’

where learning and development

occur in different situations in and

beyond the classroom (Smith, 2009).

These ‘communities of practice are

everywhere’ according to Lave and

Wenger, including ‘at work, school,

home, or in our civic and leisure

interests,’ (Smith, 2009). These can

also be examples learning spaces

beyond the classroom.

Figure 6. Bishop, C. (2011). Karen Childress (center) teaches Foster and Susana to read in Spanish. (Collin Brooks/El Nuevo Tennessean). Retrieved 22/10/2014 from http://borderzine.com/2011/07/children-learn-spanish-at-home/


Figure 7. Trip Advisor.

(2014). ScienceWorks

Hands on Museum.

Retrieved 22/10/2014

from

http://www.tripadvis

or.com.au/Attractio

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d1978063-Reviews-

ScienceWorks_Hand

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Johnson (2009) and Lorenza (2009) discuss the importance of excursions and incursions in regards to the learning

space beyond the classroom. Lorenza links Vygotsky’s theories in regards to students expanding their knowledge

and ‘cognitive growth’ (p. 23) with their ‘interactions with the social environment,’ (p. 22) citing excursions and

incursions as an opportunity to ‘bring the outside world and students together,’ (p. 23). Educators must prepare well

in advance, exploring such areas as the educational value, links to curriculum and logistics in regards to student

numbers and space, ‘risk assessment’ and so on (Lorenza, 2009, p. 23).

Figure 8. Vantarakis, M. (2014). 20 awesome things to do in Victoria over school holidays: Melbourne Aquarium. Retrieved 22/10/2014 from http://www.heraldsun.com.au/lifestyle/melbourne/awesome-things-to-do-in-victoria-over-school-holidays/story-fnpbvxki-1227065007955?nk=7e4a08da106bb3b5edf74e6c917d145c


Revisiting Bronfenbrenner’s social ecology

model or the model’s modifications is

significant in regards to identifying the many

different entities and people that students

may interact with beyond the classroom

that may impact students’ learning and

development. Bowes, Grace and Hayes

(2009) discuss the model in regards to a

wide range of social contacts children may

have. This includes their immediate family,

extended family, school, peers,

neighbourhood, mass media like television,

internet, the government and the economy.

All of these have many direct and indirect

effects on children’s mental and emotional

wellbeing and their learning and

development.

Figure 9. Dunlop. (2002). After Bronfenbrenner. Retrieved 22/10/2014 from http://www.scotland.gov.uk/Publications/2008/09/12112952/4

The electronic learning spaceThe more prevalent technology becomes in society, the more important it is for educators to assist students in learning how to use technology for students to become independent and confident contributors and members of society in the future. Bartlett and Bird (2011) discuss how young children are already ‘immersed in a digital society,’ and that they making meaning of the world using, or watching people use, computers and other electronic devices,’ (p. 36). Computers and ipads are being increasingly used in schools in the twenty-first century with new technologies, software and social networking sites, blogs

and so on being introduced. An important question posed by Murray and Olcese(2011) ‘is whether these technologies allow educators and students to do things in educational settings that they could not otherwise do, from a teaching and learning perspective,’ (p. 42). This question may be one of the most important when deciding whether or not to include certain technologies or software in learning experiences.

Figure 10. SynergyNet: Multi-touch in Education. (2012). Classroom Data Collection. Retrieved 25/10/2014 from http://tel.dur.ac.uk/synergynet/?tag=touch-screen

Means (as cited in

Murray & Olcese,

2011, p. 43)

discusses

organising

‘educational

technologies’ into

‘four categories’.

Technologies can

be used as a tutor,

as a tool, to

explore and to

communicate.

Educators may

also think about

these ‘categories’

in regards as to

whether to use

‘applications’ for

individual tasks or

‘fostered

collaboration’ or

both (p. 43).

Figure 11. Taylor, S. (2012). Creating a Tech-Savvy Kindergarten Classroom. Retrieved

22/10/2014 from http://www.scholastic.com/teachers/classroom-solutions/2012/01/creating-tech-savvy-kindergarten-classroom


In regards to supporting their understanding of the relevant online learning environment, Salmon (2011, p.32) discusses five learning stages that online learners progress through which may be beneficial in regards to students’ learning and development. These learning stages will support students in the classroom. Salmon (2011, p. 35) says that participants may possibly find a new system ‘daunting’ to begin with so the beginning of the process is overcoming their initial hesitation and becoming familiar with and learning how to use the system. The end of the first stage is ‘when participants’ begin communicating with each other online (p. 35). This

eventually leads to ‘information exchange’ and ‘knowledge construction’ (pp. 41-52).

Figure 12. Colaner, S. (2012). A Twist on the iPad Mini’s Intended Purpose: The Classroom. Retrieved 22/10/2014 from http://hothardware.com/News/A-Twist-on-the-iPad-Minis-Intended-Purpose-The-Classroom/


It is vital for students to learn how

to use a different range of digital

technologies to help prepare

them for the future. Simple tools

on Microsoft Word such as spell

check can support students with

their spelling when they may

realise they have spelt a word

incorrectly. Calculators are

already important tools in the

mathematics classroom.

Cavanagh and Mitchelmore

(2011) discuss how technology

can enhance students’ learning

in regards to mathematics and in

general. Educators must,

however, be willing to implement

technology despite the

challenges which may include a

lack of experience with the

technology and lack of

availability. The cost of

technologies and software may

also be a barrier for schools in

regards to implementation.

It is not only important to support students as they learn how to use digital

technology but it is also vital to teach students to use digital technology

responsibly. White (2013) says that ‘21st century skills are being learnt at random

and possibly harmful ways by children who are internet users,’ (p. 6). As digital

technologies become even more prevalent in society, it would be extremely

important for educators to teach primary school students more about ‘personal

information sharing; how and what to share; and critical thinking,’

(Commonwealth of Australia as cited in White, 2013, p. 6).

Figure 13. Herfurtner, W. (2008). Futuristic classroom. Retrieved 25/10/2014 from http://www.wolfgangherfurtner.com/2010/08/multitouch-desks-for-classrooms-of-the-future/nnp-24_futuristic_classroom_2/


The individual learning space Kop and Founier (2010) discuss how

changing technologies have altered the

‘educational landscape,’ (p. 2) as

learners can now learn in an ‘online’

environment. Furthermore, Downes (as

cited in Kop and Founier, 2010) discusses

how learners will have more options in

regards to directing their own learning as

they may be able to ‘move from a

learning environment controlled by the

educator and the institution to

environment where they can find their

own information,’ (p. 4). This can

potentially make the individual learning

space more important than ever before

as learning experiences that may have

needed to be in a classroom with an

educator or group learning experiences

can now possibly be experienced in an

online environment. Emerging virtual

reality technology will continue this

trend. This is not, however, an alternative

to a group learning environment but

another option that learners may be

able to choose.

Figure 14. Dorsey, E. (2012). Children and Tablets. Retrieved

25/10/2014 from http://blog.bcm.com.au/2012/consumer-

behaviour/children-and-tablets/

People are different and have been

shaped by different experiences and

therefore choose different individual

learning spaces. The individual learning

space may vary from student to student

depending on a number of factors.

Students may prefer to sit at a desk, a

beanbag or on the floor. Noise level and

lighting may vary from person to person.

Dewey (as cited in Smith, 1996) discusses

the importance of having ‘the desire’ to

learn and continue learning. Candy (as

cited in Smith, 1996) discusses four elements

that may be important in regards to individual, ‘self-directed’ learning. They are

‘personal autonomy’, ‘self-management’,

‘organizing instruction in formal settings’

and the individual ‘pursuit of learning

opportunities in the ‘natural social setting’’.

Figure 15. Radhakrishnan, C. (2010). Self-directed learning. Retrieved 25/10/2014 from http://www.teacherplus.org

/classroom-management/self-directed-learning


The group learning space

Open plan classrooms as well as

multi-purpose rooms, school halls or

even outside areas are also useful

for very large groups. These may

generally be used for assemblies

and events that require a

combined group of classes. Open

plan classrooms themselves also

give teachers more opportunities

to learn from each other (The

Contemporary Teacher, 2014).

Space and resources may be

shared and there may be wider

range of resources and so on

which may further support learning

and development for students.Figure 16. Bradbeer, C. (2011). Collaborative teaching: What might it look like? Retrieved 25/10/2014 from http://openlearningspaces.blogspot.com.au/2011/10/collaborative-teaching-what-might-it.html


Vygotsky’s educational theory discusses the importance of interaction and scaffolding in regards to learning and development and learning in groups can be beneficial in regards to scaffolding understandings. Students generally enjoy working together (Slavin, 2010, p. 170) which may support engagement and therefore improve educational outcomes. Slavin (2010) discusses how ‘team rewards and individual accountability’ as being ‘essential’ in regards to ‘co-operative learning,’ (p. 163). Encouraging students to be engaged, support their peers and care about each other’s individual and small group contribution to the whole will support the achievement of educational goals. Educators need to structure these learning experiences in order to ensure that all students benefit and achieve individual educational goals in relation to the group learning experience. This may be about choosing appropriate groupings relating to the learning experience as well as assigning students to roles. The educator needs to ensure accountability in regards to individual duties and to guide learning.

Figure 17. Pacific Learning. (n.d.). Cooperative learning. Retrieved

25/10/2014 from http://www.pacificlearning.com/p-4947-csi-

comprehension-strategies-

instruction.aspx?NavSelected=productdetails


ReferencesBartlett, J., & Bird, J. (2011). Computers in the early years. Teacher Learning Network 18(1), 35-39. Retrieved March 15, 2014 from http://search.informit.com.au.ezproxy1.acu.edu.au/fullText;dn=195351;res=AEIPT

Bowes, J., Grace, R., & Hayes, A. (2009). Children, families & communities: Context and Consequences. South Melbourne: Oxford University Press.

Cavanagh, M., & Mitchelmore, M. (2011). Learning to teach secondary mathematics using an online learning system. Mathematics Education Research Journal, 23(4), 417-435. DOI: 10.1007/s13394-011-0024-1

Cinar, I. (2010). Classroom geography: who sit where in the traditional classrooms? Journal of International Research 3(10), 200-212. Retrieved September 28, 2014 from https://web-a-ebscohost-com.ezproxy1.acu.edu.au/ehost/pdfviewer/pdfviewer?sid=781628b2-5383-4f25-b9dd-1d525ec7157a%40sessionmgr4004&vid=1&hid=4207

Coggin, A. (n.d.). Twitter for Educators: A Beginner’s Guide. Retrieved October 18, 2014 from http://images.pcmac.org/Uploads/MCPSS/MobileCounty/Departments/Forms/Twitter%20for%20Educators.pdf

Johnson, J. (2009). Beyond four walls: experiential and situated learning. Teacher 198, 18-20. Retrieved October 18, 2014 from http://search.informit.com.au.ezproxy2.acu.edu.au/documentSummary;dn=173862;res=AEIPT

Kop, R., & Founier, H. (2010). New Dimentions of Self-Directed Learning in an Open-Networked Learning Environment. International Journal of Self-Directed Learning, 7(2), 1-20. Retrieved October 18, 2014 from http://www.sdlglobal.com/IJSDL/IJSDL7.2-2010.pdf

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Read, M. (2010). Contemplating design: listening to children’s preferences about classroom design. Creative Education 2, 75-80. Retrieved September 28, 2014 from https://login.ezproxy1.acu.edu.au/login?qurl=http%3a%2f%2fdx.doi.org%2f10.4236%2fce.2010.12012

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brucer learning spaces

Education

learning experiences

electronic learning

class arrangement

placement classroom

classroom behaviors

students personalities

way students

number of students