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Study examining the impact of learning spaces on teachers’ pedagogy and student learning outcomes in a technology-rich school setting. It was an experiment between two school settings - traditional learning spaces and new generation learning spaces.
The findings over a one year period were that particular learning spaces and configurations did have a measurable effect on how students perceived their learning experiences and their engagement levels with these improvements being in the new generation learning spaces.
When adding control group data in English and maths, these show a similar effect with the participants - improvements in learning.
They have been able to measure the effect on student learning outcomes based on how the learning space is designed.
There has been ample amount of literature and data about learning environments.
How teachers and students utilise space remains an under-researched phenomenon.
It has been proven that there is empirical evidence concerning links between learning outcomes and learning environments.
New generational learning spaces (NGLS)- polycentric layout- flexibility, simple yet cost effective way to influence social relationship within the space.
In terms of student engagement, many teachers noted a positive effect on student motivation, interest, excitement and mood in the NGL spaces.
NGL table layout generated an air of excitement within the building.
The study found some quantitative evidence of a positive shift in students’ perceptions of their learning experiences and their levels of engagement in the NGL.
The topic of learning spaces has received significant attention in the school sector, with many schools investing in these types of spaces.
However, studies are required that directly evaluate student learning outcomes within a technology-enabled setting.
The article is relevant to our study in our group because we have been focusing on the new learning spaces across the school (room 10, room 3 and the library - to start with).
We are setting up these areas on the basis that the future-focused setting is a positive move forward in the direction of learning and engagement and using new technology to enhance student engagement and learning.
The data shows that across different schools, in different subjects and different classroom settings (traditional vs NGLS) that with NGLS student learning and engagement is usually improved in this setting rather than the traditional.
Review by: Future Focused Learning Team (Term 1 2019)
Self reflective learning skills enable students to understand metacognitive deficits,. Practical figure it out skills are poorly developed in some students. Reflective learning strategies help them to learn to identify successful strategies to deal with academic challenges.
Certain students (due to a number of factors) lack the ability to strategise a successful solution to a problem.
Reflective strategies, which reiterate the positive solution of problems work to reinforce metacognition
Metacognitive skills can be taught in High Schools leading to improved academic performance
This is the proposed strategy for our team, replicating success using such strategies are our stated goal.
Review by: Future Focused Learning Team (Term 1 2019)
The article warns that the gap between how students live and how students learn is widening and unless we bridge that gap, our education system will eventually become irrelevant. The article further suggests that because our world is technology driven, multifaceted and collaborative, our teaching strategies need to reflect this.
The ideas include that we must use the collaborative learning theory which is connected to constructivism pedagogy, requiring students to work together to solve problems.
Students require lifelong learning skills and therefore skills such as information, communication, problem - solving, thinking skills and interpersonal skills are essential. This allows students to work together and discuss problems, discuss ideas, build on and acquire new knowledge.
Technology and the use of group work with alternative seating works for classes to learn from others.
The article addresses that we need to move with technology and utilise it, including using group work and online learning as a tool.
The article also addresses that group work is useful and can be utilised in a positive way.
Review by: Future Focused Learning Team (Term 1 2019)
Article by: Ann W. Davis and Kim Kappler-Hewitt
David Thornburg identifies three archetypal learning spaces - the campfire, cave, and watering hole - that schools can use as physical spaces and virtual spaces for student and adult learning. The model attempts to challenge to 'static set of facts by students in a factory setting where the teacher firmly controls both the inputs and the outputs of education' (Davis, 2013).
Thornburg describes his model as 'empowered inquiry spaces' and they are briefly described as follows:
The 'campfire' mode of learning represents learning from a storyteller or expert. The learner is a passive recipient of information handed down from the teacher. It represents learning from an expert.
The 'watering hole' represents learning from one's peers. This may be in the form of group work or learning circles.
The 'cave' is described as learning from oneself through reflection and introspection.
The final space metaphor is 'life'. It represents all forms of applied learning when theory is put into practice.
A good analogy used to describe the whole cycle is:
'The loop on learning is compared to the way we learn about driving a car from an expert, talking about it with a friend, and then reflecting on it by oneself. Only when one gets behind the wheel of the car does the real purpose of the other forms of learning become apparent and real' (Davis, 2013).
It is important that educators balance student educational experiences so that they spend the appropriate amount of time in each of the four forms of learning and to reduce their reliance on the 'campfire' form of learning.
Review by: Alexis Hunter (2020)
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