Conference Proceedings

Beyond the bounded notion of the classroom: A theoretical orientation for evaluating the geographies of New Generation Learning Environments

S Healy, G Grant, E Villafranca, P Yang, W Imms (ed.), B Cleveland (ed.), H Mitcheltree (ed.), K Fisher (ed.)

Mapping learning environment evaluation across the design and education landscape: Towards the evidence-based design of educational facilities | Melbourne Graduate School of Education, The University of Melbourne | Published : 2015


Leander, Phillips and Taylor’s (2010) critique of the bounded notion of the classroom is our point of departure for investigating how learning contained within a static conceptual space limits understandings of the geographies of learning. We reframe the traditional perceptions of the classroom as a container to make explicit the multi-dimensional nature of learning environments. The nested, intersecting, and overlapping characteristics of these spaces are reflected in our individual research approaches. Although the studies conducted by each author will follow a unique trajectory, the evaluation of effective learning spaces is a common and critical anchor allowing us to navigate new concept..

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