Innovative Learning Environments in STEM Higher Education

As explored in this open access book, higher education in STEM fields is influenced by many factors, including education research, government and school policies, financial considerations, technology limitations, and acceptance of ...

Author: Jungwoo Ryoo

Publisher: Springer Nature

ISBN: 303058948X

Category:

Page:

View: 457


Educational Research and Innovation Innovative Learning Environments

This report presents a wealth of international material and features a new framework for understanding innovative learning environments.

Author: OECD

Publisher: OECD Publishing

ISBN: 9264203486

Category:

Page: 218

View: 977

This report presents a wealth of international material and features a new framework for understanding innovative learning environments.

Becoming an Innovative Learning Environment

This book traces how a new school, physically designed as a modern learning environment, has come into being in New Zealand.

Author: Noeline Wright

Publisher: Springer

ISBN: 9811307644

Category: Education

Page: 145

View: 517

This book traces how a new school, physically designed as a modern learning environment, has come into being in New Zealand. A key feature is how it designs its curriculum for future citizens. The book explores how flexible curriculum and assessment options support the provision of a well-balanced, coherent and future-oriented learning programme. It also illustrates how the school is implementing its vision and copes with being different from other schools which understand and embody the New Zealand Curriculum as well as the NCEA qualifications system in more traditional terms. School leaders’, teachers’ and foundation students’ thinking and perspectives about what it’s like to become a new school are highlighted and shed light on what is possible within an evolving education system.

Teacher Transition into Innovative Learning Environments

This open access book focuses on how the design and use of innovative learning environments can evolve as teaching practices and education policies change.

Author: Wesley Imms

Publisher: Springer Nature

ISBN: 9811574979

Category: Education

Page: 334

View: 364

This open access book focuses on how the design and use of innovative learning environments can evolve as teaching practices and education policies change. It addresses how these new environments are used, how teachers are adapting their practices, the challenges that these changes pose, and the effective evaluation of these changes. The book reports on emerging research in learning environments, with a particular emphasis on how teachers are transitioning from traditional classrooms to innovative learning environments. It offers a significant evidence-based global assessment of current research in this field by designers, architects, educators and policy makers. It presents twenty-five cutting-edge projects from researchers in fifteen countries. Thanks to the book’s comprehensive international perspective, which combines theory and practice in a single publication, readers will gain a wealth of new insights.

Innovative Learning Environments

Author: David Istance

Publisher:

ISBN: 9781921823176

Category: Learning

Page: 16

View: 435


Educational Research and Innovation The OECD Handbook for Innovative Learning Environments

Partnerships enriching and extending the learning environment Partnerships
enrich learning environments • Active inside the pedagogical core • Influencing
the learning leadership • Extending boundaries, drawing in new capacities ...

Author: OECD

Publisher: OECD Publishing

ISBN: 9264277277

Category:

Page: 100

View: 422

This handbook makes good the ILE ambition not just to analyse change but to offer practical help to those around the world determined to innovate their schools and systems.

Innovative schools and learning environments in Germany and Finland

In this book, innovations in the education system are discussed and exemplary developments and projects from Finland and Germany are compared.

Author: Silke Trumpa

Publisher: Waxmann Verlag

ISBN: 383099169X

Category: Education

Page: 208

View: 833

In this book, innovations in the education system are discussed and exemplary developments and projects from Finland and Germany are compared. On the one hand, the focus is on current research results, while on the other hand, examples of good practice from both countries describe remarkable ways of implementation and provide creative suggestions for one's own educational work. These are based on the experience of ten years of international cooperation between two teacher-training university locations.

Innovative Learning Environments

More recently these learning spaces are referred to as innovative learning environments (ILEs) and as a means through which 21st century skills, capabilities and knowledge can be taught and learnt.

Author: Vanessa Koroa

Publisher:

ISBN:

Category: Educational innovations

Page: 98

View: 144

In 2010, the New Zealand government [re]introduced policy to engineer the spatial organisations of schools—traditionally known as open or informal learning spaces. More recently these learning spaces are referred to as innovative learning environments (ILEs) and as a means through which 21st century skills, capabilities and knowledge can be taught and learnt. Ideally, the concept of open spaces encourages changes in curriculum, pedagogy and more student-centred collaborative working spaces which encourages improved student outcomes and wellbeing. Ten years later there is still a paucity of research evidence from a New Zealand education context supporting the merits of ILE, and in particular, the impact on student achievement. Considering the significant scale of this change, the Ministry of Education have been remiss in not supporting research measuring the effects of this new spatial environment on the learning and wellbeing of our students, and supporting the pedagogical changes required of teachers to teach effectively within the ILE space. This study addresses a paucity in the research by focusing on Māori students, who have been labelled by the New Zealand Ministry of Education as ‘priority learners’, and who have historically not achieved as well as their Pākehā peers. Drawing on kaupapa Māori/Indigenous research methodology, this study examines the challenges and issues facing teachers, students and whānau involved in the transition from traditional single-cell classrooms to ILEs. This study investigated the impact of ILEs in two case study schools on Māori student learning, gathering a snapshot of the perceptions of participant teachers, students and whānau regarding teaching and learning in ILEs. Data from teacher and whānau face-to-face interviews and a student survey were thematically analysed to interpret the reality of the experiences from the perspectives of participants in the ILEs. The findings of this study suggest there is inconclusive evidence to support the claim that ILEs support student achievement and wellbeing any more so than traditional single-cell classrooms. The findings also suggest there is some frustration and angst amongst teachers and whānau with regard to the implementation of pedagogy and working in ILEs, which may influence student attitudes to learning in an ILE and thus student outcomes. Based on the analysis of data from the two case study schools and a critique of literature, recommendations for future implementation at the school and policy level, including recommendations for future research into the impact of ILEs on Māori student learning are suggested.

Working in Wonderland

Economic, political, social, and technological developments are putting pressure on educational systems to undertake major changes.

Author: Tamara K. Jones

Publisher:

ISBN:

Category: Educational innovations

Page: 382

View: 399

Economic, political, social, and technological developments are putting pressure on educational systems to undertake major changes. Schools in New Zealand, Australia and abroad are being pushed to transition from Traditional models of teaching and learning to Innovative Learning Environments (ILEs). For this change to occur, many classroom teachers will need to adapt how, where and what they teach, which is likely to generate a range of reactions from teachers. A qualitative three-school case study approach was employed to capture the complex connections between school leaders’ understandings of ILEs, teachers’ understandings of ILEs, and teachers’ reactions to expectations to engage in innovative practices. The study also investigated forms of support that mitigated teachers’ perceptions of risk and enabled them to work collaboratively in ILEs. The three New Zealand primary schools selected for this research had already begun to invest in a shift from traditional practices and environments to ILEs prior to agreeing to participate. The research design involved two separate data collection and analysis phases. Questionnaire data obtained from 73 teachers in the initial phase provided a description of teachers’ understandings of ILEs, innovative practices they had implemented, and the forms of support they had received. The data Were used for phase two sampling purposes and provided the basis for the sequential phase. Eighteen teachers and four school leaders participated in phase two. The sequential phase included semi-structured interviews, classroom observations, participant blogs, teachers’ daily records, and publicly available school documentation. Data obtained from this phase provided an understanding of how teachers had developed their perceptions of ILEs and why they reacted the way they did to expectations to engage in innovative practices. The data were analysed using an inductive and deductive thematic approach and coded using NVivo. The depth of teachers’ understandings was strongly influenced by the school leaders’ understandings. When school leaders demonstrated a deep understanding of ILEs, teachers were more able to articulate why a shift to ILEs could benefit learners. Conversely, when school leaders lacked a deep understanding of the principles of ILEs, many teachers’ understandings of ILEs were superficial and tended to focus on the physical environment and collaborative nature of endeavours. Teachers’ reactions to engaging in ILEs were influenced by their understandings of ILEs, the clarity of expectations to change, and the professional learning activities in which they were expected to participate. When a rationale for change was accompanied by clear expectations which teachers perceived were achievable, they were more willing to critique traditional practices and explore innovative ways of teaching. A lack of rationale for change with or without explicit expectations resulted in less positive outcomes.Furthermore, it was evident that it was not the a mount of support that teachers received but the type of support which impacted on the development of teachers’ understandings of ILEs. Given the superficial understandings of teachers, and the important influence of school leaders, it may be advantageous for the guiding principles of ILEs to be disseminated more widely and clearly within and across the education system. School leaders who lead the change process in an informed manner, and who provide teachers with a theoretical or ideological rationale for ILEs, clear expectations, and targeted support to change, will place teachers in a better position to make the shift to ILEs.

The Influence of Innovative Learning Environments on Student Learning in a Mainstream Secondary School Context

Author supplied keywords: Innovative learning environment; Flexible learning spaces; Pedagogy; Twenty first century learning; Personalised learning; Intentionality.

Author: Melanie Patrix

Publisher:

ISBN:

Category: Education, Secondary

Page:

View: 431

Author supplied keywords: Innovative learning environment; Flexible learning spaces; Pedagogy; Twenty first century learning; Personalised learning; Intentionality.

Leading Teacher Professional Learning for Innovative Learning Environments

Author supplied keywords: Professional learning; Innovative learning environments; Leadership; Capacity.

Author: Matt Humber

Publisher:

ISBN:

Category: Educational innovations

Page:

View: 950

Author supplied keywords: Professional learning; Innovative learning environments; Leadership; Capacity.

Engaging Spaces

Author: Benjamin William Cleveland

Publisher:

ISBN:

Category: Constructivism (Education)

Page: 301

View: 361


Constructing innovative learning environments

Author: Tina Štemberger

Publisher:

ISBN: 9789617055153

Category:

Page: 488

View: 908


Advanced Learning and Teaching Environments

This book presents a set of works rigorously elaborated by authors of different disciplines, on the role of information and communication technologies (ICT) in educational centers and on the use of digital resources in the initial and ...

Author: Núria Llevot-Calvet

Publisher: BoD – Books on Demand

ISBN: 1789235545

Category: Education

Page: 284

View: 660

In a plural, complex, and diverse society, the school faces many challenges. Teachers must prepare their students for future professions, unthinkable nowadays, and the digital competences of teachers and students are one of the axes of an advanced school. This book presents a set of works rigorously elaborated by authors of different disciplines, on the role of information and communication technologies (ICT) in educational centers and on the use of digital resources in the initial and continuing teacher training to improve them, as well as in the teaching of different subjects to achieve a better academic and social performance of students. Besides, the reader will find some innovative experiences in physical education to achieve a better physical, emotional, and social performance of students.

A Comparative Analysis of Alternative Innovative Learning Environments

ABSTRACT A COMPARATIVE ANALYSIS OF ALTERNATIVE INNOVATIVE
LEARNING ENVIRONMENTS Ву Douglas G. McKenzie This experiment
developed and evaluated two alternative educational models which utilized
different role ...

Author: Douglas George McKenzie

Publisher:

ISBN:

Category: Audio-visual education

Page: 376

View: 578


Teaching Through Projects

With this project approach to learning, teachers and home-schooling parents can motivate and coach students as they take charge of their own learning.

Author: Heidi Goodrich

Publisher: Addison-Wesley Longman

ISBN: 9780201495072

Category: Education

Page: 124

View: 560

Motivate your students to take charge of their own learning! Projects can make learning meaningful to students' lives in a way that subject-by-subject teaching cannot. Teaching Through Projects helps teachers become coaches and mentors by setting up a model for integrated learning. You'll find successful projects, teaching strategies, and project design. Increase your students' interest and motivation while you meet curriculum demands. Build on a wide variety of activities and interests to help your students develop literacy and thinking skills. The ideas in Teaching Through Projects can be used for both classroom and out-of-school programs.

Learning Environment and Design

This special edition of the Educational Communications and Technology Yearbook Series bears a title of “Learning Environment and Design: Current and Future Impact”.

Author: Will W.K. Ma

Publisher: Springer Nature

ISBN: 9811581673

Category: Science

Page: 325

View: 180

This special edition of the Educational Communications and Technology Yearbook Series bears a title of “Learning Environment and Design: Current and Future Impact”. It provides a timely forum to share theoretical and practical insights in both the local and international contexts in response to the fact that new media and technologies have infiltrated and shaped the learning environments from mere physical spaces into multifaceted possibilities, impacting the ways individuals teach and learn. Designs of learning environments to harness technologies appropriately to engage learners better, as well as the roles of learners and educators play in this changing learning environment, are examples of important global issues in the discourse of the contemporary educational developments. Having gathered a diverse collection of research papers written by scholars and practitioners in the fields of education, communication and humanities across Asia, Australasia, Europe and the United States, this book gives readers a cross-cultural background on the developments of technological designs and educational practices, investigating areas in redefining of quality education; online learning and blended learning; new media in education; gamification, AI, and innovative learning technologies. Aimed to catalyze knowledge exchanges and provide fresh views on interdisciplinary research, the book sheds light on how emerging technologies can be adapted in the fields of education and communication, so as to facilitate the current and future designs of learning environments to improve learners’ performances.

Successful Transition from Early Childhood Education to Innovative Learning Environments

Author: Christina-Anne Wakeman

Publisher:

ISBN:

Category: Early childhood education

Page:

View: 666


Emerging Technologies in Virtual Learning Environments

This book features a wide range of topics in the areas of science, technology, engineering, arts, and math to ensure a blend of both science and humanities research.

Author: Becnel, Kim

Publisher: IGI Global

ISBN: 1522579885

Category: Education

Page: 348

View: 937

The emergent phenomena of virtual reality, augmented reality, and mixed reality is having an impact on ways people communicate with technology and with each other. Schools and higher education institutions are embracing these emerging technologies and implementing them at a rapid pace. The challenge, however, is to identify well-defined problems where these innovative technologies can support successful solutions and subsequently determine the efficacy of effective virtual learning environments. Emerging Technologies in Virtual Learning Environments is an essential scholarly research publication that provides a deeper look into 3D virtual environments and how they can be developed and applied for the benefit of student learning and teacher training. This book features a wide range of topics in the areas of science, technology, engineering, arts, and math to ensure a blend of both science and humanities research. Therefore, it is ideal for curriculum developers, instructional designers, teachers, school administrators, higher education faculty, professionals, researchers, and students studying across all academic disciplines.

Schooling Redesigned

This reflection has already resulted in publications on core design principles and frameworks and on learning leadership. Now the focus extends from exceptional examples towards wider initiatives and system transformation.

Author: OCDE,

Publisher: OCDE

ISBN: 9789264245907

Category: Education

Page: 83

View: 694

What does redesigning schools and schooling through innovation mean in practice? How might it be brought about? These questions have inspired an influential international reflection on "Innovative Learning Environments" (ILE) led by the OECD. This reflection has already resulted in publications on core design principles and frameworks and on learning leadership. Now the focus extends from exceptional examples towards wider initiatives and system transformation. The report draws as core material on analyses of initiatives specially submitted by some 25 countries, regions and networks. It describes common strengths around a series of Cs: Culture change, Clarifying focus, Capacity creation, Collaboration & Co-operation, Communication technologies & platforms, and Change agents. It suggests that growing innovative learning at scale needs approaches rooted in the complexity of 21st century society and "learning eco-systems". It argues that a flourishing middle level of change around networks and learning communities provides the platform on which broader transformation can be built. This report is not a compendium of "best practices" but a succinct analysis presenting original concepts and approaches, illustrated by concrete cases from around the world. It will be especially useful for those designing, researching or engaging in educational change, whether in schools, policy, communities or wider networks.