Researching the relationship between new learning environments and outcomes in Victoria, Australia...
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Transcript of Researching the relationship between new learning environments and outcomes in Victoria, Australia...
Researching the relationship between new learning environments and outcomes in Victoria, Australia
Elizabeth Hartnell-YoungGroup Manager, ResearchHonorary Research Fellow, LSRI and The University of Melbourne
Australia today • Population almost 22 m• Victoria pop 5.5 m• 2200 schools in
Victoria (1550 run by state)
• 850,000 school students (8000 indigenous; 3500 international)
Department of Education and Early Childhood Development Victoria
• http://www.education.vic.gov.au
Infrastructure investments
• Commonwealth funded• £25.3bn National Broadband Network (NBN): fibre to end users• Digital Education Revolution (£1.26bn): devices to secondary students• Building the Education Revolution (BER: £8.45bn) new school buildings and
refurbishment
• Victorian investments• Victorian Schools Plan (£1.12bn over 10 years): new schools• Ultranet (£35.4m+ statewide learning platform)• ICT Devices (almost 1:1 ratio including netbooks for students and laptops for
teachers)
Research and Innovation Framework
www.education.vic.gov.au/researchinnovation
What are the benefits, challenges and unintended consequences of new learning space design in relation to pedagogy, school organisation and student learning outcomes?
Space is neither innocent nor neutral...it works on its occupants. (Pouler,1994 )
Our big ’learning space’ question…
Personal background• Building Schools for the Future, Nottingham: Circling the Square• JISC study of effective evaluation models and practices for technology-supported physical learning spaces • U21 learning space networks
• ‘It’s a kind of sociological experiment... It’s about changing power structures in classes, so there’s no fixed space for teachers, no fixed space for students, completely flexible furniture’ (JISC, 2009. p 14)
JISC study of effective evaluation models and practices
• Considered methods for evaluation in HE• Developed a framework for evaluating learning spaces
• Found that evaluations tend to focus on• use of physical, rather than networked, space (often quantitative)• users’ satisfaction with the space
• And do not focus on • Relationship between learning activities and outcomes• Whether/how teaching changes in new spaces
DEECD research to date• Australian Research Council
• The University of Melbourne with DEECD: Smart Green Schools; Future Proofing schools (LEARN Network)
• Several ICT projects with DEECD including computer games, mobile devices
• OECD/CELE• Victoria the only Australian jurisdiction involved: innovative learning
environments
• OECD/CERI• Focus on design and buildings
• Literature Review commissioned by DEECD and conducted by Deakin University
• ICT: commissioned evaluations, practitioner-led research
Lit review: Conceptual Framework
PHASE PRACTITIONERS LEARNERS SPACES
DESIGN
DP Consultation1st generation usersPreparation…..
Capabilities of 21stC studentVoiceAccess…..
Philosophy and principles of design…..
TRANSITIONIMPLEMENTATION
OrientationRethinking pedagogiesProfessional learning…..
Repositioning learner……..
GovernanceAccessSecurity…
CONSOLIDATION Changes in pedagogy..
Engagement…..Collaboration…
ManagementMaintenance….
SUSTAINABILITYEVALUATION
CreativityOngoing collaboration….
CreativityProblemsolving….. Serial redesign….
Victoria’s template design solution
design for sustainability
Design for acoustics
Gaps in the Design Phase Literature
• philosophical positions without empirical evidence• little recognition of significance of school context • few primary sources as to use and effect
(student/teacher/parent/community interview or other data) that can be replicated
• need to study student perceptions of relationship between neighbourhood social disorganisation, safety, school buildings and neighbourhood culture (Bowen et al. 2008).
transition
ict
Gaps within the Transition Phase
• preparation for and management of transition, including professional learning in preparation for use of more open spaces
• how students, teachers and communities negotiate and create new relationships, organisational structures and processes in new learning spaces
• linking organisational planning, school culture and leadership, the use and meaning of learning spaces, and student academic outcomes
• affective dimensions of change, teacher and student anxiety
consolidation
Gaps in the Consolidation Phase
• a focus on building conditions rather than what practices are enabled through new learning spaces and with what effects,
evaluation: indoor/outdoor
Curriculum relationships
Gaps in the Sustainability and Evaluation Phase
• learning outcomes arising from specific practices in new learning spaces and with new technologies
• the benefits of different types and degrees of participation in serial redesign
• how shared spaces (eg libraries) change community relations and perceptions over time
• how practices in schools built to model environmental sustainability translate into student learning
• patterns of use impacted on by outside/inside visual and spatial links • how classroom design, furniture and pedagogical use interrelate • how teachers develop professional identity and collegiality
collaboration and community• What workforce diversity is required/catered for in new
learning environments?
• How do spaces support team work, various student groupings, para-professionals?
• How do we promote use of school facilities to enhance school-based education and reimagine schools as community education precincts?
• How are new learning spaces integrated structurally and operationally into the whole school site to support increased community use?
impact and outcomes• How do we use new learning spaces to achieve high levels
of student learning outcomes?
• What is the impact on the new spaces on addressing disadvantage?
• What are the effects of the environmental sustainability elements?
FELS model (JISC)
Context eg curriculum area
Practice eg interactions
Designs eg space itself
Procedures eg methods and tools, timing
Methods & data
JISC study found
Quant measures of usage (inc log ins)
Audio-visual recording
Self- reports of learning
Action research
Ethnography
Participatory monitoring and evaluation techniques
Data mining
Need for multidisciplinary research
engagement
imagination
Designing education means creating an architecture that allows the formation of identities: a mutual development process between communities and individuals (Wenger, 1998)
RESEARCH & EVALUATION PARTNERSHIPS
Research & Evaluation Partners
Cooperative Research Centres (CRC)
ARC/NHMRC
Practitioner-led grants
Commissioned research
Building capacity across D
EE
CD
Look
ing
out:
con
text
& c
olla
bora
tions
Delivering outputs: sharing knowledge
Outcomes in learning and development, health and wellbeing from 0-18
Researching the relationship between new learning environments and outcomes in
Victoria, Australia
www.education.vic.gov.au/about/directions/buildingrevolution/default.asp
www.education.vic.gov.au/researchinnovation