Faculty of Education - Research Publications
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ItemInnovative Learning Environments and Teacher Change Project Phase One Report 2016-2017(ILETC Project, 2017)The ILETC project presents a unique opportunity for a team of experts in education and architecture from across governments, schools, business and academia to co-design new solutions to the challenges of delivering 21st century learning to students in Australia and New Zealand. The Innovative Learning Environments and Teacher Change project (ILETC) commenced officially in June 2016. The aim of this 4 year project is to build understanding of how physical classroom space impacts on learning and how best to support teachers in making the most of the spaces in their schools. It will develop resources and strategies to support educators, school leaders, policy makers and architects in developing and inhabiting new learning spaces. In its busy first 18 months the project has not only accomplished all planned milestones, but has achieved extensive engagement with partners, teachers, architects and researchers both within Australasia and internationally. This highly efficient and collaborative, cross-disciplinary group has maximised the expertise of the project team and partners in building a comprehensive base of evidence about teaching in innovative learning spaces in Australasia. The group has made it a priority to not only conduct their research in an open and transparent way, with regular newsletter updates, blog posts and articles, but to publish findings as soon as data is analysed and share these with an ever growing following of educators, designers and other researchers. This report provides a summary of the project’s activities, findings and engagement in the first 18 months of research. It draws together the many outputs, events, media and activities to highlight some of the key discoveries and how these inform the next stage of investigations.
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ItemSystematic review of learning environments and student learning outcomes(University of Melbourne, 2018)To test the propositions made that there is currently a lack of substantive, empirical data on the purported claims that different spatial layouts affect student learning outcomes.
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ItemDefining student deep learning(University of Melbourne, 2018)The ILETC team collectively set out to define the notion of student deep learning through a literature-based reflection about the issues central to our project. The aim was to map out a common research landscape that the large multidisiplinary research team could navigate across, as well as to frame the study and provide a scope to respond to the project’s key research question.
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ItemDefining teacher mind frames(University of Melbourne, 2018)The ILETC team collectively set out to define the notion of teacher mind frames through a literature-based reflection about the issues central to our project. The aim was to map out a common research landscape that the large multidisiplinary research team could navigate across, as well as to frame the study and provide a scope to respond to the project’s key research question
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ItemDefining innovative learning environments(University of Melbourne, 2018)The ILETC team collectively set out to define the concept of an innovative learning environment through a literature-based reflection about the issues central to our project. The aim was to map out a common research landscape that the large multidisiplinary research team could navigate across, as well as to frame the study and provide a scope to respond to the project’s key research question.
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ItemChanging teacher practices(University of Melbourne, 2017)This workshop focused on examining what types of supports are required to enable teachers to undertake change in their practices. Activities involved participants visualising metaphors to help them describe the conditions in which changes in practice take place, as well as using these metaphors to describe the ideal system that would support a teacher adapting to a more innovative learning environment.
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ItemTransition Journey Maps(University of Melbourne, 2017)The aim of the workshop was to better understand the journey teachers go on when they transition to an innovative learning environment. Participants were involved in a ‘journey-map’ activity which encourages peer discussion around their formative early experiences, followed by individual reflections and perspectives on what they did, felt and thought when they transitioned into the new learning spaces. Because of the nature and focus of the workshop, we sought participants who had experience transitioning from a traditional space to a more innovative one.
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ItemStudent Deep learning and the ILE(University of Melbourne, 2017)The workshop in Christchurch focused on Deep Learning and ILEs. Participants worked in small groups to describe what students’ deep learning is and model the learning scenarios this takes place in. The workshop inspired an increased awareness of what deep learning is, and how learning spaces currently support or could better support deep learning.
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ItemTeacher Mind frames and belief systems(University of Melbourne, 2017)The workshop focused on teacher mind frames and belief systems. Participants worked in small groups to explore how teachers’ beliefs about learning shape their teaching. These small group discussions illustrate challenges other teachers face, what they are doing to overcome them, and provide an opportunity to discuss what teachers need to support their ideal teaching practice.
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ItemILEs and teacher practice(University of Melbourne, 2017)The workshop focused on participants visualizing the physical and experiential elements of the learning spaces they are in. Participants used craft materials to create elements of their learning space. Working in groups, participants also labelled and organized these physical and experiential elements on a spectrum of emotions, as well as discussed difficulties or negative aspects of these elements and ways to improve them. The workshop ended with a discussion of some of the challenges and possible solutions teachers face using these elements in their learning spaces.