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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/
Please listen to audio
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
Please listen to audio
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/
Please listen to audio
Figure 7. Trip Advisor.
(2014). ScienceWorks
Hands on Museum.
Retrieved 22/10/2014
from
http://www.tripadvis
or.com.au/Attractio
n_Review-g29998-
d1978063-Reviews-
ScienceWorks_Hand
s_on_Museum-
Ashland_Oregon.ht
ml
Please listen to audio
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
Please listen to audio
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
Please listen to audio
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/
Please listen to audio
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/
Please listen to audio
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
Please listen to audio
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
Please listen to audio
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
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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
Lorenza, L. (2009). Beyond the four walls: why go beyond the bounds of school. Teacher 198, 22-25. Retrieved October 18, 2014 from http://search.informit.com.au.ezproxy2.acu.edu.au/fullText;dn=173863;res=AEIPT
Murray, O., & Olcese, N. (2011). Teaching and Learning with iPads: Ready or not? TechTrends, 55(6), 42-48. DOI: 10.1007/s11528-011-0540-6
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
Salmon, G. (2011). E-moderating: The key to Teaching and Learning Online. (3rd Ed.) London: Routledge. Retrieved October 1, 2014 from http://www.tandfebooks.com.ezproxy1.acu.edu.au/doi/view/10.4324/9780203816684
Schratzenstaller. A. (2010). The Classroom of the Past. In K. Makitalo-Siegl., J. Zottman., F. Kaplan & F. Fischer. (Eds.), Classroom of the Future: Orchestrating Collaborative Spaces. (pp. 15-40). Netherlands: Sense Publishers. Retrieved September 28, 2014 from http://leo.acu.edu.au/pluginfile.php/882250/mod_resource/content/5/Schratzenstaller.pdf
Slavin, R. (2010). Co-operative learning: what makes group-work work? In H. Dumont., D, Istance., & F. Benavides (Eds.), The Nature of Learning: Using Research to Inspire Practice. OECD Publishing. DOI: 10.1787/9789264086487-en
Smith, M. (1996). Infed.org: Self-direction in learning. Retrieved October 25, 2014 from http://infed.org/mobi/self-direction-in-learning/
Smith, M. (2009). Infed.org: Jean Lave, Etienne Wenger and communities of practice. Retrieved October 18, 2014 from http://infed.org/mobi/jean-lave-etienne-wenger-and-communities-of-practice/
The Contemporary Teacher. (2014). The Contemporary Teacher: Open Plan Classrooms. Retrieved October 18, 2014 from http://thecontemporaryteacher.global2.vic.edu.au/2013/04/13/open-plan-classrooms/
White. (2013). Digital fluency: skills necessary for learning in the digital age. Australian Council for Educational Research (ACER), October 2013. Retrieved March 15, 2014 from http://research.acer.edu.au.ezproxy2.acu.edu.au/cgi/viewcontent.cgi?article=1006&context=digital_learning
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