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0 (hodnocen0 x )

EB

ONLINE

Singapore : Springer, 2020

1 online resource (330 pages)

ISBN 9789811574979 (electronic bk.)

ISBN 9789811574962

Print version: Imms, Wesley Teacher Transition into Innovative Learning Environments Singapore : Springer,c2020 ISBN 9789811574962

The Assignment and the Intentions of the New ILE -- A Participatory Design Process to Align Teaching, Space and Organisation -- Without Keys the Spaces Are Hard to Unlock -- Participatory Processes Are not Uncomplicated -- An Additional Phase to Activate the Space -- Conclusions -- References -- The Enactment of Teacher Collaboration in Innovative Learning Environments: A Case Study of Spatial and Pedagogical Structuration -- Introduction -- Teacher Collaboration -- Teacher Collaboration in ILE: The Need for Structure -- The Case Study: Treeside Intermediate -- Findings: Pedagogical, Spatial and Collaborative Practices -- Discussion: Towards Structuration as Enactment of Teacher Collaboration -- Conclusion -- References -- School Change: Emerging Findings of How to Achieve the "Buzz" -- Introduction -- Alignment of School Design and Use ---

Literature Review -- Research Design -- Site Selection -- Methods -- Defining the "Buzz" -- Emerging Themes.

The Assignment and the Intentions of the New ILE -- A Participatory Design Process to Align Teaching, Space and Organisation -- Without Keys the Spaces Are Hard to Unlock -- Participatory Processes Are not Uncomplicated -- An Additional Phase to Activate the Space -- Conclusions -- References -- The Enactment of Teacher Collaboration in Innovative Learning Environments: A Case Study of Spatial and Pedagogical Structuration -- Introduction -- Teacher Collaboration -- Teacher Collaboration in ILE: The Need for Structure -- The Case Study: Treeside Intermediate -- Findings: Pedagogical, Spatial and Collaborative Practices -- Discussion: Towards Structuration as Enactment of Teacher Collaboration -- Conclusion -- References -- School Change: Emerging Findings of How to Achieve the "Buzz" -- Introduction -- Alignment of School Design and Use ---

Teacher Transition into Innovative Learning Environments -- Preface -- Contents -- Editors and Contributors -- Space Are Places in Which We Learn -- It’s Where We Are -- It’s the Way We Act -- What Is It About the Space? -- It’s Our Choice -- Making Informed Choices -- References -- Co-creating Innovative Learning Environments: LEaRN’s Decade of Discovery -- Context -- Teaching and Learning Theories -- A Brief Genealogy of the Evidence-Based Design of Learning Environments -- Linking Pedagogy to Space -- The ILETC Transitions Ecosystem -- Concluding Remarks: Evidence-Based Design and Translational Research -- References -- Change and Risk -- Introduction to Part I: Change and Risk -- References -- Creating a Space for Innovative Learning: The Importance of Engaging the Users in the Design Process -- Introduction -- A Participatory and Practice-Based Research Approach ---

Architectural Vocabularies and Literacies -- ’Thought-Like’ Architecture, Culture and Context -- Teacher Practice -- Environmental Competency -- Spatial Competency in Teachers-Early Conceptualisation of the Concept -- Teacher Thinking -- Environmental Psychology -- Situated (or Embodied) Cognition -- The Potential Environment -- Situated Cognition Limitations for Teacher Spatial Interactions -- A Teacher Spatial Competency Conceptual Framework -- Teacher Situated Environmental Imagination -- Sensory Information -- Learned and Instinctive Responses -- Cognition and Interpretation -- Cognition and Memory -- Cognition and Affordances or Environmental Stimuli -- Action Settings -- Teacher Spatial Competency Observation and Method -- Conclusion -- References -- The Spirit of ’WE’ in the Learning Environment: ’WE LEaRN’-A Space for Students and Teachers to Become -- Introduction ---

Method -- Context: Two Contrasting Learning Spaces -- Focus Group Interviews.

Students: From Being Served to Peer-to-Peer Learning.

An Example Strategy: Layered Scaffolding -- Next Steps and Future Application -- References -- Increasing Teacher Engagement in Innovative Learning Environments: Understanding the Effects of Perceptions of Risk -- The Concept of Risk -- Why an Understanding of Perceptions of Risk Matters -- Theories of Risk-Taking in Education -- Methods -- Understandings of the Rationale for ILEs -- Developing Expectations to Engage in ILEs -- Supporting Teachers to Engage in ILEs -- Revisiting Perceptions of Risk and Uncertainty -- Implications for Policy and Practice -- References -- Pedarchitecture: Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the Future -- Introduction -- Methodology -- Case Study Sites -- Denmark -- Italy -- Method -- Results ---

Teachers: From Lonely Superheroes to Group Wisdom -- Teachers and Students: Empowering Engagement Skills -- Connectedness and Collectiveness -- Culture Change -- Environmental Behaviour -- A Relation-Shift in Learning-Driven Environments -- The Meaning of ’WE’ Espouses the Argument for Collaboration, Creativity, and Leadership from Inside-Out -- Creating Hubs for Students and Teachers: A Potential Model -- A Glance at an Ongoing Change in Practice-From Small Gestures to a New Paradigm -- Summary -- References -- Addressing the Socio-Spatial Challenges of Innovative Learning Environments for Practicum: Harmonics for Transitional Times -- The Material Disruption of ILEs for the Education Sector -- Theoretical Framing -- Methodology -- Characteristics of the ILEs -- Collegial Collaboration -- Responding to Rhythmical Practices of ILEs -- Reconciling the Rhetoric with the Messy Materialities of Teaching in ILEs -- How Do Candidate Teachers Learn to Teach on Practicum? -- References -- Hack the School: A Creative Toolkit to Transform School Spaces -- Introduction: Schools, Spaces, Trends and Legislation in Spain -- A Variety of Needs? -- Local Input -- Hack the School Open Challenge -- Reframing Innovative Learning Environments Through Wellbeing -- Outcomes and Conclusions -- References -- Conclusion -- Where to Now? Fourteen Characteristics of Teachers’ Transition into Innovative Learning Environments -- Context -- Developing the Transition Pathway -- What Did We Do? -- The Fourteen Grand Themes -- Not a Formula -- Populating the Pathway -- Where to Now? -- A Final Note -- References.

Architectural Vocabularies and Literacies -- ’Thought-Like’ Architecture, Culture and Context -- Teacher Practice -- Environmental Competency -- Spatial Competency in Teachers-Early Conceptualisation of the Concept -- Teacher Thinking -- Environmental Psychology -- Situated (or Embodied) Cognition -- The Potential Environment -- Situated Cognition Limitations for Teacher Spatial Interactions -- A Teacher Spatial Competency Conceptual Framework -- Teacher Situated Environmental Imagination -- Sensory Information -- Learned and Instinctive Responses -- Cognition and Interpretation -- Cognition and Memory -- Cognition and Affordances or Environmental Stimuli -- Action Settings -- Teacher Spatial Competency Observation and Method -- Conclusion -- References -- The Spirit of ’WE’ in the Learning Environment: ’WE LEaRN’-A Space for Students and Teachers to Become -- Introduction ---

Hellerup Skole and restad Gymnasium -- Enrico Fermi Institute and IC3 Piersanti Mattarella -- Discussion -- Conclusion -- References -- Using Fallman’s Interaction Design Research Triangle as a Methodological Tool for Research About Reading Spaces in Schools -- Introduction -- The Methodological Framework -- Three Initial Research Phases -- Phase One: Design Studies and Design Exploration -- Phase Two: Design Exploration and Design Practice -- Phase Three: Design Practice and Design Exploration -- An Extension of the Project into a Fourth Phase of Study -- Conclusion -- References -- Inhabiting -- Introduction to Part II: Inhabiting -- The Mobility of People, Not Furniture, Leads to Collaboration -- Introduction -- My Perspective on the Field -- Flexible Learning Spaces -- Power Relations in the Learning Space -- Fixed Teacher Positions ---

References -- Measurement -- Introduction to Part III: Measurement -- References -- What Does Teaching and Learning Look like in a Variety of Classroom Spatial Environments? -- Introduction -- The Study -- The Context -- Method -- Results and Discussion -- Teacher Behaviour and Pedagogies -- Learning Experiences -- Conclusion -- References -- Design with Knowledge-Light in Learning Environments -- Introduction -- The Influence of Artificial Light -- The Architect’s Responsibility -- Artificial Light in Today’s Learning Spaces -- Atmosphere to Concentrate -- The "Living Lab" -- Data Collection -- Preliminary Findings -- References -- Exploring the Relationships Between Learning Space and Student Learning in Higher Education: A Comparative Case Study in China -- Introduction -- Student Learning Research in Higher Education and Discussions on "Chinese Leaners" -- The Present Study ---

Students: From Being Served to Peer-to-Peer Learning.

Teacher-Mobility Leads to Collaboration -- Summary -- References -- The Gadfly: A Collaborative Approach to Doing Data Differently -- Introduction -- Enter the Gadfly -- Methodological Backstory.

An Example Strategy: Layered Scaffolding -- Next Steps and Future Application -- References -- Increasing Teacher Engagement in Innovative Learning Environments: Understanding the Effects of Perceptions of Risk -- The Concept of Risk -- Why an Understanding of Perceptions of Risk Matters -- Theories of Risk-Taking in Education -- Methods -- Understandings of the Rationale for ILEs -- Developing Expectations to Engage in ILEs -- Supporting Teachers to Engage in ILEs -- Revisiting Perceptions of Risk and Uncertainty -- Implications for Policy and Practice -- References -- Pedarchitecture: Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the Future -- Introduction -- Methodology -- Case Study Sites -- Denmark -- Italy -- Method -- Results ---

Data Analysis -- Selected Results -- Theme One: Learning Space and Students’ Conceptions of Learning -- Theme Two: Learning Space and Cognitive Aspects of Learning -- Theme Three: Learning Space and Affective Aspects of Learning -- Theme Four: Learning Space and Regulative Aspects of Learning -- Conclusion -- References -- The Creative Learning Spiral: Designing Environments for Flaring and Focusing -- Introduction -- Methodology -- Findings -- Lecture Hall -- Site Visits -- Studio -- Studio Review -- Harvard Innovation Lab -- Results -- Discussion -- References -- Teacher Practices -- Introduction to Part IV: Teacher Practices -- References -- Envisaging Teacher Spatial Competency Through the Lenses of Situated Cognition and Personal Imagination to Reposition It as a Professional Classroom Practice Skill -- Preface -- Introduction -- Teacher Place -- Architecture and Phenomenology ---

Teachers: From Lonely Superheroes to Group Wisdom -- Teachers and Students: Empowering Engagement Skills -- Connectedness and Collectiveness -- Culture Change -- Environmental Behaviour -- A Relation-Shift in Learning-Driven Environments -- The Meaning of ’WE’ Espouses the Argument for Collaboration, Creativity, and Leadership from Inside-Out -- Creating Hubs for Students and Teachers: A Potential Model -- A Glance at an Ongoing Change in Practice-From Small Gestures to a New Paradigm -- Summary -- References -- Addressing the Socio-Spatial Challenges of Innovative Learning Environments for Practicum: Harmonics for Transitional Times -- The Material Disruption of ILEs for the Education Sector -- Theoretical Framing -- Methodology -- Characteristics of the ILEs -- Collegial Collaboration -- Responding to Rhythmical Practices of ILEs -- Reconciling the Rhetoric with the Messy Materialities of Teaching in ILEs -- How Do Candidate Teachers Learn to Teach on Practicum? -- References -- Hack the School: A Creative Toolkit to Transform School Spaces -- Introduction: Schools, Spaces, Trends and Legislation in Spain -- A Variety of Needs? -- Local Input -- Hack the School Open Challenge -- Reframing Innovative Learning Environments Through Wellbeing -- Outcomes and Conclusions -- References -- Conclusion -- Where to Now? Fourteen Characteristics of Teachers’ Transition into Innovative Learning Environments -- Context -- Developing the Transition Pathway -- What Did We Do? -- The Fourteen Grand Themes -- Not a Formula -- Populating the Pathway -- Where to Now? -- A Final Note -- References.

Thinking with Deleuze: Assemblage, Affect, and Stickiness -- Data Performances -- Data Intra-action 1: What Is It About the Smell? -- Data Intra-action 2: Coach, Stopwatch, Whistle, and Stick -- Data Intra-action 3: And so Often They’re Buggering it Up -- Discussion -- Conclusion -- References -- Innovative Learning Environments, Are They Inclusive? Why Evaluating the Speaking, and Acoustic Potential of the Space Matters -- The Innovative Learning Environment -- The Problem -- Inclusiveness of the Innovative Learning Environment -- Methods -- Acoustic Findings -- Student Voice Findings -- Discussion, Evaluating Inclusiveness of Innovative Learning Environments -- Conclusion -- References -- What About Interaction Geography to Evaluate Physical Learning Spaces? -- Introduction -- Interaction Geography in a Museum -- Extending Physical Learning Space Evaluation -- Limitations and Next Steps ---

001894938

express

(Au-PeEL)EBL6417076

(MiAaPQ)EBC6417076

(OCoLC)1226325649