Faculty of Education - Research Publications
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ItemIntroduction to Part III: Measurement(Springer Nature Singapore, 2020-01-01)Abstract ‘Measurement’ of the impact of learning environments has occurred for quite a long time, but its role in driving and guiding reforms in ILE design and use has not been as effective. This is due to a lack of common terminologies, too wide a scope of what constitutes ‘learning environments’ and too often the use of very poor methods. This section presents a number of evaluation initiatives, playing a part in exploring new approaches to ‘good’ evaluation.
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ItemIntroduction to Part IV: Teacher Practices(Springer Nature Singapore, 2020-01-01)Abstract This final section of Transitions focuses on arguably the most important element of ’successful’ ILEs—the teacher. Within educational research alone, and when looking at a hundred years or more of research into quality schooling, most arguments attract a counter-perspective. Interestingly, on one factor virtually everyone agrees; the teacher has the greatest positive impact on the quality of student learning. For this reason, we use the preceding sections to lead us into discussions about how teachers occupy and use the educational space.
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ItemEvaluating Learning Environments for the Inclusion of Students with Hearing Difficulties(Sense Publishers, 2016)This chapter outlines an interdisciplinary approach to research and evaluation that accounts for technological innovations, pedagogical shifts and new legislative requirements for inclusion. Utilizing a mixed method multiple case study involving three students with hearing difficulties in one New Generation Learning Environment, the research described in this chapter explores issues surrounding the inclusion of students with hearing difficulties in new generation learning environments. At the time of writing, the study was in the final stages of data collection. This research explores the students’ perceptions of inclusion, aiming to uncover instances of opportunity for equitable participation in speaking, listening and learning situations. Underpinning this research is Brinkerhoff’s Success Case Methodology, and Radcliffe’s Pedagogy / Space / Technology Learning Environment Evaluation Framework. Whilst data collection methods privilege student voice, other corroborating evidence such as quantitative acoustic measures to determine the buildings capacity to control noise was collected. Photographs for the purpose of photo elicitation were gathered in an effort to enhance validity and support a multi-lens approach to understanding the setting. Interviews with school principals, teachers and students, with follow-up focus group discussions, broadened insights into the daily occurrences in the space. The study contributes to the development of universally inclusive learning environments by providing new approaches to evaluating learning environments for the inclusion of students with hearing difficulties.
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ItemEmerging Evaluation Knowledge in New Generation Learning Environments(Sense Publishers, 2016)There is a significant gap in learning environment discourse in connecting graduate attributes to affordances such as space, place, technology and pedagogy. Contemporary journals such as the International Journal of Learning Environments rarely include critical articles on aspects of the physical environment of learning communities (Cleveland & Fisher, 2014). Given the limited nature of emergent scholarly, peer reviewed knowledge related to the spatially oriented aspects of learning environments, any attempt to establish an effective research methodology to evaluate the impact of the physical environment on pedagogy and learning outcomes poses a significant challenge. But what is it that we are evaluating in new generation learning environments (NGLEs)? The continuing use of the term open plan (Waldrip, Cox & Jin, 2014) continues to be problematic if considered in the context of NGLEs. Alternative terms such as 'learning landscapes' (Lackney, 2015), technology enabled active learning (or TEAL, see MIT, 1999) and active learning classrooms (Whiteside, Brooks, & Walker, 2010; Walker, Brooks, & Baepler, 2011) denote a more nuanced 'take' on the terrains of learning. Added to this mix is the concept of 'open programs' that implies curriculum and pedagogical practices can be implemented over these open plans. It appears that the term open plan schools emanated from the 'open education' drive in the 1970s (Rodwell, 1998, p.103). A new conceptual language is needed, one that reflects the breadth of learning programs that can be carried out in spaces which are capable of morphing rapidly and organically to afford the spatial requirements needed to support a wide range of programs, pedagogical practices and curriculum needs.