Teacher Transition into Innovative Learning Environments: A Global PerspectiveWesley Imms, Thomas Kvan 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. |
Contents
| 1 | |
| 9 | |
Change and Risk | 24 |
Introduction to Part I Change and Risk | 25 |
Creating a Space for Innovative Learning The Importance of Engaging the Users in the Design Process | 33 |
The Enactment of Teacher Collaboration in Innovative Learning Environments A Case Study of Spatial and Pedagogical Structuration | 47 |
School Change Emerging Findings of How to Achieve the Buzz | 61 |
Increasing Teacher Engagement in Innovative Learning Environments Understanding the Effects of Perceptions of Risk | 73 |
What About Interaction Geography to Evaluate Physical Learning Spaces? | 166 |
Measurement | 180 |
Introduction to Part III Measurement | 181 |
What Does Teaching and Learning Look like in a Variety of Classroom Spatial Environments? | 187 |
Design with KnowledgeLight in Learning Environments | 203 |
Exploring the Relationships Between Learning Space and Student Learning in Higher Education A Comparative Case Study in China | 214 |
The Creative Learning Spiral Designing Environments for Flaring and Focusing | 227 |
Teacher Practices | 243 |
Pedarchitecture Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the... | 84 |
Using Fällmans Interaction Design Research Triangle as a Methodological Tool for Research About Reading Spaces in Schools | 109 |
Inhabiting | 123 |
Introduction to Part II Inhabiting | 124 |
The Mobility of People Not Furniture Leads to Collaboration | 129 |
The Gadfly A Collaborative Approach to Doing Data Differently | 139 |
Innovative Learning Environments Are They Inclusive? Why Evaluating the Speaking and Acoustic Potential of the Space Matters | 151 |
Introduction to Part IV Teacher Practices | 244 |
Envisaging Teacher Spatial Competency Through the Lenses of Situated Cognition and Personal Imagination to Reposition It as a Professional Classr... | 249 |
The Spirit of WE in the Learning Environment WE LEaRNA Space for Students and Teachers to Become | 277 |
Addressing the SocioSpatial Challenges of Innovative Learning Environments for Practicum Harmonics for Transitional Times | 291 |
Hack the School A Creative Toolkit to Transform School Spaces | 304 |
Where to Now? Fourteen Characteristics of Teachers Transition into Innovative Learning Environments | 317 |
Other editions - View all
Teacher Transition into Innovative Learning Environments: A Global Perspective Wesley Imms,Thomas Kvan No preview available - 2020 |
Teacher Transition Into Innovative Learning Environments: A Global Perspective Wesley Imms,Thomas Kvan No preview available - 2022 |
Common terms and phrases
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