Innovative learning environments and teacher change
Grant number: LP150100022 | Funding period: 2016 - 2020
This project aims to bridge a gap between the educational potential of innovative learning environment designs, and their actual performance. Currently, multi-modal technology-enabled spaces are not producing demonstrable benefits for students. Many teachers resist altering their mindset about how students learn effectively in these spaces and thus how teachers should teach differently. The project aims to work with schools, government and industry to analyse the relationships between quality teaching and effective use of innovative learning environments. The new understanding gained through the project is expected to guide developments in pedagogy, policy and design and to produce strategie..View full description
Related publications (12)
Affordances, Architecture and the Action Possibilities of Learning Environments: A Critical Review of the Literature and Future Directions
Fiona Young, Benjamin Cleveland
This paper critically reviews the body of literature on affordances relating to the design and inhabitation of school buildings. F..
Viewing the transition to innovative learning environments through the lens of the burke-litwin model for organizational performance and change
Raechel French, Marian Mahat, Thomas Kvan, Wesley Imms
Abstract: Recent history has seen many schools shift from their original purpose of standardization and facts to focus on soft ski..
Actualising the affordances of innovative learning environments through co-creating practice change with teachers
Fiona Young, Dion Tuckwell, Benjamin Cleveland
Emerging research shows teachers and architects perceive higher numbers of affordances for learning in innovative learning environ..
Case studies on the transition from traditional classrooms to innovative learning environments: Emerging strategies for success
Raechel French, Wesley Imms, Marian Mahat
This article explores the characteristics of a successful transition of a school from traditional classrooms to an innovative lear..
The becoming of a designer: An affective pedagogical approach to modelling and scaffolding risk-taking
Lisa Grocott, Kate McEntee, Kathryn Coleman, Roger Manix
Current design practice is as much about understanding behaviour and culture as it is about material intelligence. Relevant, effec..
The “state of play” concerning New Zealand’s transition to innovative learning environments: Preliminary results from phase one of the ILETC project
Chris Bradbeer, Marian Mahat, Terry Marian, Benjamin Cleveland, Tom Kvan, Wesley Imms
Driven by international trends and government policy, it is a requirement for all newly built schools in New Zealand to be designe..