Faculty of Education - Research Publications
Permanent URI for this collection
Search Results
1 - 10 of 11
-
ItemA Systematic Review of the Effects of Innovative Learning Environments on Teacher Mind Frames - Technical Report 5(University of Melbourne, LEaRN, 2019)The overall objective of the systematic review was to identify studies which provide evidence that innovative learning environments have an effect on teacher mind frames. For this review, an innovative learning environment is defined as the product of innovative design of space and innovative teaching and learning practices (Mahat, Bradbeer, Byers & Imms, 2018). Innovative learning spaces are physical educational facilities designed and built to facilitate the widest array of flexibility in teaching, learning, and social educational activity, while innovative teaching and learning practices are the sum of teaching and learning activities that, in combination, assist in the best possible learning outcomes and learning skills of students required in the 21st century. An innovative learning environment is produced when these two phenomena are successfully merged. Teacher mind frames can be defined as the ways that teachers consciously think about their teaching roles, the content and pedagogical knowledge, which in turn has an impact on their attitudes, actions and decisions that are likely to have significant impacts on student learning (Mahat et al., 2018). Within these parameters, the review identified, collected and synthesised available literature that examined and evaluated the way primary and secondary school teachers considered their role, work, and practice in relation to learning environments.
-
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.
-
ItemLearning Spaces in Australia and New Zealand(University of Melbourne, 2017)Within the participating educational jurisdictions (Australian Capital Territory, Catholic Diocese of Parramatta, New South Wales, Queensland and New Zealand), we wanted to find out principals’ perceptions of (1) the types of learning spaces in their schools; (2) the types of teaching approaches observed in those spaces; (3) the degree to which teachers in those spaces utilised progressive ‘mind frames’; and (4) the degree to which students engaged in ‘deep’ as opposed to ‘’surface’ learning in those spaces.
-
ItemType and Use of Innovative Learning Environments in Australasian Schools ILETC Survey 1( 2017)Innovative Learning Environments (ILEs), celebrated by some for the ‘transformational’ educational opportunities they may provide, raise questions whether the anticipated pedagogical value of these ‘non-traditional’ spaces is based on idealised visions of teaching and learning rather than sound evidence. Before such complex issues can be efficiently addressed, evidence of the actual ‘state of play’ of ILEs is required. This report provides results of a survey disseminated to over 6000 school principals in Australia and New Zealand (NZ). Participants were invited to provide their perceptions of (1) the types of learning spaces in their schools; (2) the types of teaching approaches observed in those spaces; (3) the degree to which teachers in those spaces utilised progressive ‘mind frames’; and (4) the degree to which students engaged in ‘deep’ as opposed to ‘surface’ learning in those spaces. With a response rate of 14%, the 822 responses provided unique data on the distribution, use, and perceived impact of use of particular learning environment typologies in these Australasian regions. Findings, based on principals’ perceptions, indicated that in this sample of schools: (1) traditional classrooms were the dominant classroom type, amounting to approximately 75% of all spaces; (2) the dominant teaching approach was characteristics of teacher-led pedagogies; (3) participants from schools with a higher prevalence of traditional classroom spaces reported a lower assessment along the teacher mind frame continuum, with the reverse in more flexible learning spaces; and (4) students in traditional classrooms exhibited less deep learning characteristics, with the opposite in more flexible learning environments. The study concluded that while this research was dependent on the perceptions of leading teachers, the response rate and framing of the questions indicates that there existed evidence of a relationship between types of learning environments, teaching practices, teacher mind frames, and student deep learning. This technical report does not argue generalizable results, nor the existence of demonstrable causal relationships between spatial types and pedagogic approaches/types of learning. Such discussion and further analysis will stem from this technical report. It does, however, provide a detailed overview of the structure, implementation and results from a large-scale survey that focused on such issues. This constitutes an evidence-based platform for future discussion and academic inquiry about the opportunities and challenges surrounding the use and practice of ILEs in Australia and NZ. The direction of this enquiry may, conceivably, extend to questioning if more flexible learning environments facilitate, encourage or allow the types of learning and teaching characteristics being sought by policy and educational specialists, and proponents of ‘21st century learning skills’.
-
ItemA Systematic Review of the Effects of Learning Environments on Student Learning Outcomes - Technical Report 4/2018(University of Melbourne, LEaRN, 2018)The systematic review identified evidence that different learning environments (blended, innovative learning environment (ILE), open-plan and traditional) have an impact on student learning outcomes. There are significant methodological questions around the availability and viability of empirical evidence. This systematic review investigated how researchers measure changes in academic outcomes attributed to the intervention of changes to the primary and secondary schooling learning environments.
-
ItemInnovative Learning Environments and Teacher Change: Defining key concepts - Technical Report 3/2018(University of Melbourne, LEaRN, 2018)The aim of this report is to provide a synthesis of the literature that is relevant to our project and has informed definitions of key constructs. By synthesising scholarly research, together with quantitative findings from the Space, Design and Use Survey (Imms, Mahat, Byers & Murphy, 2017) and qualitative findings from the teacher workshops (Mahat, Grocott & Imms, 2017), this paper advances definitions and characteristics of these concepts pertinent to the current study: Innovative Learning Environments, Teacher Mind Frames and Student Deep Learning. In the context of the ILETC project, these key constructs and definitions frame the study and provide a scope to respond to the project’s key research question, Can altering teacher mind frames unlock the potential of innovative learning environments?
-
ItemNo Preview AvailableThe “state of play” concerning New Zealand’s transition to innovative learning environments: Preliminary results from phase one of the ILETC project(New Zealand Educational Administration & Leadership Society, 2017-01-01)Driven by international trends and government policy, it is a requirement for all newly built schools in New Zealand to be designed as innovative learning environments (ILEs) with flexible learning spaces. These environments, celebrated by some for the “transformational” educational opportunities they may provide, also raise questions about whether the anticipated pedagogical value of these “non-traditional” spaces is based on idealised visions of teaching and learning rather than empirically derived evidence. Before such complex issues can be efficiently addressed, evidence of the actual “state of play” of ILEs is required. Drawing on New Zealand specific data from a large Australasian research project, this paper triangulates principals’ opinions, teachers’ perspectives, and the literature on some key preliminary issues: what types of learning spaces can be found in New Zealand schools; what teaching styles are evident in these spaces; what pedagogical beliefs are driving ILE teaching practices; and what types of learning activities are occurring in ILEs? The paper provides an evidence based platform for further discussion about the opportunities and challenges surrounding the use and practice of ILEs in New Zealand.
-
ItemNo Preview AvailableImpact of classroom design on teacher pedagogy and student engagement and performance in mathematics(Springer, 2017)A resurgence in interest in classroom and school design has highlighted how little we know about the impact of learning environments on student and teacher performance. This is partly because of a lack of research methods capable of controlling the complex variables inherent to space and education. In a unique study that overcame such difficulties by using a single-subject research design in one Queensland school, open and flexible classroom arrangements, together with an infusion of one-on-one technologies, improved student perceptions of the quality of teaching and students’ levels of engagement. Separate statistical analysis also indicated significant differences in these students’ performance in mathematics when compared to like peers in more ‘traditional’ classrooms. The paper ends with a caution; on these measures, the classroom design is certainly one, but probably not the only, influence.
-
ItemMaking the Space for Space: The Effect of the Classroom Layout on Teacher and Student Usage and Perception of One-to- One Technology(Australian Council for Computers in Education, 2014)Today, a significant proportion of Australian secondary school students have some level of access to digital technology through one-to-one or BYOD programs. This ubiquitous access to devices connected through wireless network can create a technology-enabled learning environments (TELE). The teacher-student connectivity of a TELE has the potential to facilitate more collaborative and responsive learning experiences in modalities that may have not been possible before. Despite these significant changes, many students occupy classroom spaces that have changed little in configuration, structure and operation. This paper reports on the first stage intervention of a three stage quasi-experimental study. The study explored the synergy between technology-enabled and responsive learning spaces and its effects on teaching and learning in a Secondary school setting. The stage one intervention sought to determine if a causal relationship existed between particular layouts and how teachers’ and students’ perceived the incidence in usage and the influence and effectiveness of one-to-one technology. A single-subject research design (SSRD) measured the effect of two types of classroom layouts through an explanatory mixed method design. Results from quantitative analyses over a one-year period indicated a more responsive and dynamic physical learning space did have a positive effect on student perceptions of the effectiveness and influence of oneto- one technology on their learning. These quantitative findings were corroborated through thematic analysis of teacher focus groups. Collectively this evidence suggests that the arrangement of the physical learning space can assist teachers to better integrate the affordances of technology into their pedagogical practice.
-
ItemNo Preview AvailableMaking the case for space: The effect of learning spaces on teaching and learning(James Nicholas Publishers, 2014-01-01)