EDFD459Learning Spaces

BY BRUCE ROEST

Introduction

Lawn and Grosvenor (as cited in Schratzenstaller, 2010) discuss ‘increasing scrutiny’ of ‘pedagogical practice’ in the late twentieth century

(p. 15) by ‘governments and the general public’ in particular (Rychen, as cited in Schratzenstaller, 2010, p. 15). As a result of some of these

changes, the learning space is no longer just about the classroom. The learning space extends beyond the classroom. The five learning

spaces that are being discussed in this presentation overlap and intertwine. For example, discussion about the classroom may include

group, individual and electronic learning spaces and so on.

Figure 1. Czarapata. P & Friskney. D. (n.d.). Learning spaces.

Retrieved 22/10/2014 from http://www.learningspaces.info/our-

capstone.html

Learning spaces are a

vital element in regards to

education. It is extremely

important for educators to

learn about and alter

learning spaces for their

students in order to

support their practice and

extend their students’

learning. In the late

twentieth and early

twenty-first centuries, the

world has changed,

educational theories and

practice have changed

or have been extended

and the expectations

required of educators

have increased.

The classroom

There are many different factors to consider

in regards to the classroom environment.

Cinar (2010) discusses that ‘while such

factors as number of students, quality and

color of the furniture and walls,

temperature, illumination, air-conditioning

and hygiene are important in class

arrangement, the way students are located

in class has also an indirect but important

effect on learning,’ (p. 201). Cinar (2010) also

discusses how ‘researchers have examined

the relationship of seating location to

classroom behaviors, such as class

participation’ as well as ‘academic

performance,’ although studies ‘have not

involved personality variables,’ (p. 201).

Figure 2. Built Offsite Ltd. (n.d.). Mayespark Primary

School, Ilford. Retrieved 22/10/2014 from

http://www.built-offsite.com/gallery/mayespark-primary-

school-ilford/

I believe that this research is important because one of the most important things that may

influence engagement and participation in learning experiences and group and individual

tasks may be seating arrangements. In my experience, I have seen a number of different

seating arrangements that have been chosen by teachers, the most prominent have been

where groups of two or three tables are placed together where students face each other

and the front of the class.

Figure 3. Greiner, J. (2012). Hoofprint: The MMS E-newspaper. Retrieved

22/10/2014 from http://www.mmshoofprint.com/e/x-treme-class-makeover/

The other more common

arrangement has been

rows of tables parallel to

each other facing the front

of the class (similar to the ‘teacher-centered

arrangement style’ in Cinar,

2010, p. 202). Both

arrangements have their

advantages and

disadvantages and

students’ personalities may

be important in regards to

which of these may be

preferable.

‘A successful seating arrangement

should facilitate interaction, suit the

instructional objectives and activities,

and ease access to the instructional

materials. Students should be easily seen

by the teacher and see the instruction

taking place,’ (Cinar, 2010, p. 201).

During my most recent placement, the

seating arrangements resembled the

description that Cinar (2011) discusses as

a ‘successful seating arrangement,’ (p.

201; also see figure 2). The lighting and

colour in the classroom was satisfactory

for students to complete tasks. Visual

stimulation was conducive in regards to

being of support to students but not too

much that it would distract them from

tasks. There was also relevant

information on walls in relation to the

learning experiences that the students

were participating in which supports

learning and curriculum goals.

Figure 4. Roest, B. (2014) Placement classroom.

Photo taken 10/9/2014

Clark, McQuail and Moss (as

cited in Read, 2010) discuss how

‘studies should include listening

to children’s views on the indoor

and outdoor environment,’ (p.

77) in regards to planning

learning spaces. Read (2010)

discusses students commenting

on the design of classrooms and

concludes that more studies with

a greater range of ‘design

principles’ may be beneficial in

regards to understanding

‘children’s preferences for

design’ (p. 79).

Figure 5. Roest, B. (2014). Placement classroom: mass

learning experience. Photo taken 21/8/2014

The seating arrangements in my classroom

were beneficial for group learning experiences

but not ideal for individual tasks. The students

are very enthusiastic to talk to each other and

therefore the option to talk to a group of

students was sometimes too tempting to ignore.

However, behaviour management in regards

to setting clear expectations at the beginning

of individual tasks was very important.

Beyond the classroom

‘Jean Lave and Etienne Wenger,’

discuss ‘communities of practice’ where

learning and development occur in

different situations in and beyond the

classroom (Smith, 2009). These

‘communities of practice are

everywhere’ according to Lave and

Wenger, including ‘at work, school,

home, or in our civic and leisure

interests,’ (Smith, 2009). These can also

be examples learning spaces beyond

the classroom.

Figure 6. Bishop, C. (2011). Karen Childress teaches Foster and Susana to read in Spanish. (Collin Brooks/El Nuevo Tennessean). Retrieved

22/10/2014 from http://borderzine.com/2011/07/children-learn-spanish-at-home/

The physical learning space beyond the classroom can be almost

anything. Students going on excursions may visit different areas both

outside and inside that may have them sit, stand and interact with their

surroundings in many different ways. Students may spend time at home

and outside with family and friends in experiences that may support their

learning and development. Students may also be using technology such

as a computer or ipad outside the classroom.

Figure 7. Trip Advisor. (2014).

ScienceWorks Hands on

Museum. Retrieved

22/10/2014 from

http://www.tripadvisor.com

.au/Attraction_Review-

g29998-d1978063-Reviews-

ScienceWorks_Hands_on_M

useum-

Ashland_Oregon.html

Strengths and weaknesses of

each of these learning spaces

vary according to the situation. In

regards to excursions, recording

notes and reinforcement of

learning may occur well after the

excursion, therefore possibly

resulting in students not

remembering some experiences

that may have been beneficial.

Discomfort, cramped spaces and

fatigue may possibly occur too

depending on the activity. There

are many advantages however,

depending on the learning

experience as students may have

room to move around and not

have to sit in the one space which

may therefore reduce incidents of

restlessness and so on. Different

visual and auditory stimulation will

also be beneficial.

Johnson (2009) and Lorenza (2009) discuss the importance of excursions and incursions in regards to the learning

space beyond the classroom. Lorenza links Vygotsky’s theories in regards to students expanding their knowledge

and ‘cognitive growth’ (p. 23) with their ‘interactions with the social environment,’ (p. 22) citing excursions and

incursions as an opportunity to ‘bring the outside world and students together,’ (p. 23). Educators must prepare well

in advance, exploring such areas as the educational value, links to curriculum and logistics in regards to student

numbers and space, ‘risk assessment’ and so on (Lorenza, 2009, p. 23).

Figure 8. Vantarakis, M. (2014). 20

awesome things to do in Victoria

over school holidays: Melbourne

Aquarium. Retrieved 22/10/2014

from

http://www.heraldsun.com.au/life

style/melbourne/awesome-things-

to-do-in-victoria-over-school-

holidays/story-fnpbvxki-

1227065007955?nk=7e4a08da106b

b3b5edf74e6c917d145c

Excursions and incursions can be

used to extend on prior learning

inside the classroom as well as

introduce new learning

experiences that may continue

both inside and outside the

classroom. Teachers may be

assisted by other experts in

particular domains and students

may also find themselves being

more enthusiastic about learning

particular things after being

inspired by different experiences.

Revisiting Bronfenbrenner’s social ecology

model or the model’s modifications is

significant in regards to identifying the many

different entities and people that students

may interact with beyond the classroom

that may impact students’ learning and

development. Bowes, Grace and Hayes

(2009) discuss the model in regards to a

wide range of social contacts children may

have. This includes their immediate family,

extended family, school, peers,

neighbourhood, mass media like television,

internet, the government and the economy.

All of these have many direct and indirect

effects on children’s mental and emotional

wellbeing and their learning and

development.

Figure 9. Dunlop. (2002). After Bronfenbrenner. Retrieved 22/10/2014 from http://www.scotland.gov.uk/Publications/2008/09/12112952/4

The electronic learning spaceThe more prevalent technology becomes in society, the more important it is for educators to assist students in learning how to use technology for students to become independent and confident contributors and members of society in the future. Bartlett and Bird (2011) discuss how young children are already ‘immersed in a digital society,’ and that they making meaning of the world using, or watching people use, computers and other electronic devices,’ (p. 36). Computers and ipads are being increasingly used in schools in the twenty-first century with new technologies, software and social networking sites, blogs

and so on being introduced. An important question posed by Murray and Olcese (2011) ‘is whether these technologies allow educators and students to do things in educational settings that they could not otherwise do, from a teaching and learning perspective,’ (p. 42). This question may be one of the most important when deciding whether or not to include certain technologies or software in learning experiences.

Figure 10. SynergyNet: Multi-touch in Education. (2012). Classroom Data Collection. Retrieved 25/10/2014 from http://tel.dur.ac.uk/synergynet/?tag=touch-screen

Means (as cited in

Murray & Olcese,

2011, p. 43)

discusses

organising

‘educational

technologies’ into

‘four categories’.

Technologies can

be used as a tutor,

as a tool, to

explore and to

communicate.

Educators may

also think about

these ‘categories’

in regards as to

whether to use

‘applications’ for

individual tasks or

‘fostered

collaboration’ or

both (p. 43).Figure 11. Taylor, S. (2012). Creating a Tech-Savvy Kindergarten Classroom. Retrieved 22/10/2014

from http://www.scholastic.com/teachers/classroom-solutions/2012/01/creating-tech-savvy-

kindergarten-classroom

Many classrooms

have interactive

whiteboards at the

front of the class

and possibly rows

of computers

situated along the

side of the room.

Walking into a

classroom, it is

possible that you

may see students

using ipads at their

tables or walking

around taking

photos with them.

Ipads are

beneficial as they

can be easily

moved around

and used in many

different scenarios

and situations. The

physical classroom

will continue to

change and

adapt to newer

technologies and

software are that

are introduced.

In regards to supporting their

understanding of the relevant online

learning environment, Salmon (2011,

p.32) discusses five learning stages

that online learners progress through

which may be beneficial in regards

to students’ learning and

development. These learning stages

will support students in the classroom.

Salmon (2011, p. 35) says that

participants may possibly find a new

system ‘daunting’ to begin with so

the beginning of the process is

overcoming their initial hesitation and

becoming familiar with and learning

how to use the system. The end of

the first stage is ‘when participants’

begin communicating with each

other online (p. 35). This eventually

leads to ‘information exchange’ and

‘knowledge construction’ (pp. 41-52).

Figure 12. Colaner, S. (2012). A Twist on the iPad

Mini’s Intended Purpose: The Classroom.

Retrieved 22/10/2014 from

http://hothardware.com/News/A-Twist-on-the-

iPad-Minis-Intended-Purpose-The-Classroom/

The Web 2.0 can be a very important educational tool for students in the electronic learning space.

Communication via email, social media and other outlets electronically has become commonplace in

everyday life. Coggin (n.d.) discusses the benefits of the social networking site ‘twitter’ for educational

purposes and additional purposes for educators such as communication with parents and sharing

resources. Social networking sites such as twitter and facebook may also draw attention to the social

aspect of learning in a different medium. Children will need to learn how to better navigate this

environment in the future.

It is vital for students to learn how

to use a different range of digital

technologies to help prepare

them for the future. Simple tools

on Microsoft Word such as spell

check can support students with

their spelling when they may

realise they have spelt a word

incorrectly. Calculators are

already important tools in the

mathematics classroom.

Cavanagh and Mitchelmore

(2011) discuss how technology

can enhance students’ learning

in regards to mathematics and in

general. Educators must,

however, be willing to implement

technology despite the

challenges which may include a

lack of experience with the

technology and lack of

availability. The cost of

technologies and software may

also be a barrier for schools in

regards to implementation.

It is not only important to support students as they learn how to use digital

technology but it is also vital to teach students to use digital technology

responsibly. White (2013) says that ‘21st century skills are being learnt at random

and possibly harmful ways by children who are internet users,’ (p. 6). As digital

technologies become even more prevalent in society, it would be extremely

important for educators to teach primary school students more about ‘personal

information sharing; how and what to share; and critical thinking,’

(Commonwealth of Australia as cited in White, 2013, p. 6).

Figure 13. Herfurtner, W.

(2008). Futuristic classroom.

Retrieved 25/10/2014 from

http://www.wolfgangherfur

tner.com/2010/08/multitou

ch-desks-for-classrooms-of-

the-future/nnp-

24_futuristic_classroom_2/

In my experience,

technology such as

ipads and computers

also appear to engage

students more than

experiences involving

paper and pen. This is

an upside of

technology and this

may possibly be

because students may

link ipads to games

rather than work.

The individual learning space Kop and Founier (2010) discuss how

changing technologies have altered the

‘educational landscape,’ (p. 2) as

learners can now learn in an ‘online’

environment. Furthermore, Downes (as

cited in Kop and Founier, 2010) discusses

how learners will have more options in

regards to directing their own learning as

they may be able to ‘move from a

learning environment controlled by the

educator and the institution to

environment where they can find their

own information,’ (p. 4). This can

potentially make the individual learning

space more important than ever before

as learning experiences that may have

needed to be in a classroom with an

educator or group learning experiences

can now possibly be experienced in an

online environment. Emerging virtual

reality technology will continue this

trend. This is not, however, an alternative

to a group learning environment but

another option that learners may be

able to choose.

Figure 14. Dorsey, E. (2012). Children and Tablets. Retrieved

25/10/2014 from http://blog.bcm.com.au/2012/consumer-

behaviour/children-and-tablets/

People are different and have been

shaped by different experiences and therefore choose different individual

learning spaces. The individual learning

space may vary from student to student

depending on a number of factors.

Students may prefer to sit at a desk, a

beanbag or on the floor. Noise level and

lighting may vary from person to person.

Dewey (as cited in Smith, 1996) discusses

the importance of having ‘the desire’ to learn and continue learning. Candy (as

cited in Smith, 1996) discusses four elements

that may be important in regards to

individual, ‘self-directed’ learning. They are

‘personal autonomy’, ‘self-management’, ‘organizing instruction in formal settings’

and the individual ‘pursuit of learning

opportunities in the ‘natural social setting’’.

Figure 15. Radhakrishnan, C. (2010). Self-directed learning. Retrieved 25/10/2014 from http://www.teacherplus.org/classroom-

management/self-directed-learning

In regards to my own

individual learning space,

I like materials to be in

close proximity as well as

access to the internet

and therefore enormous

amounts of information.

Being prepared is a very

important first step in

establishing my own

individual learning space.

It is also very important to

be motivated, ignore or

preferably stay away

from distractions and to

set achievable goals

within a certain time

period.

As for my physical

individual learning space,

an open space is more

preferable to a closed,

small and cramped

space. Lighting should be

of reasonable brightness

with sunlight and open

windows preferred over

unnatural light if possible.

A comfortable chair and

a table with a lot of leg

room with background

noise and little to no

distractions is also

preferable.

The group learning space

Open plan classrooms as well as

multi-purpose rooms, school halls or

even outside areas are also useful

for very large groups. These may

generally be used for assemblies

and events that require a

combined group of classes. Open

plan classrooms themselves also

give teachers more opportunities

to learn from each other (The

Contemporary Teacher, 2014).

Space and resources may be

shared and there may be wider

range of resources and so on

which may further support learning

and development for students.

Figure 16. Bradbeer, C. (2011). Collaborative teaching: What might it look like? Retrieved 25/10/2014 from http://openlearningspaces.blogspot.com.au/2011/10/collaborative-teaching-what-might-it.html

Some benefits of the seating arrangements as

described in the classroom environment are that for

group tasks, students can face each other and the

educator, which favours discussion and the sharing

of materials.

The open carpet area is also beneficial for group

discussions. Sitting in a circle in a large group or

smaller circles in small groups may be important for

group interaction so students can talk to each other.

Vygotsky’s educational theory discusses the importance of interaction and scaffolding in regards to learning and development and learning in groups can be beneficial in regards to scaffolding understandings. Students generally enjoy working together (Slavin, 2010, p. 170) which may support engagement and therefore improve educational outcomes. Slavin (2010) discusses how ‘team rewards and individual accountability’ as being ‘essential’ in regards to ‘co-operative learning,’ (p. 163). Encouraging students to be engaged, support their peers and care about each other’s individual and small group contribution to the whole will support the achievement of educational goals. Educators need to structure these learning experiences in order to ensure that all students benefit and achieve individual educational goals in relation to the group learning experience. This may be about choosing appropriate groupings relating to the learning experience as well as assigning students to roles. The educator needs to ensure accountability in regards to individual duties and to guide learning.

Figure 17. Pacific Learning. (n.d.). Cooperative learning. Retrieved

25/10/2014 from http://www.pacificlearning.com/p-4947-csi-

comprehension-strategies-

instruction.aspx?NavSelected=productdetails

As described in the electronic learning space, Web 2.0 can

be very beneficial to use in regards to group projects or even

for forming groups and partnerships with other schools in

other parts of Australia or the world. This may also extend

learning into different curriculum areas such as learning

about different people and cultures and how to work

together to achieve different goals.

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