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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ItemValidating the ILETC’s Teacher Transition Pathway(The University of Melbourne, 2019)Demonstrating the validity of findings in order to ensure credibility is a key juncture in any research (Creswell & Miller, 2000). At this stage of the Innovative Learning Environment & Teacher Change (ILETC) project, what was important was to undertake procedures to validate inferences (Hammersley & Atkinson, 2007) drawn from the ILETC Phase 1 data. Specifically, this related to the temporal dimensions and Grand Themes initially identified through Phase 1, and subsequently conceptualised as the Teacher Transition Pathway (ILETC, 2017). The project team leveraged the collective expertise gathered in Transitions18 research symposia in Phoenix, USA, and Copenhagen, Denmark, to undertake a series of validation processes. This chapter describes the data collection methods used for validation, along with results obtained. Comparison is made between the two venues. Implications for the next stages of the project are discussed.
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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.
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ItemAligning pedagogy and space: An Australian evidence-based approach(INDIRE, 2018)Australian schools have adopted innovate learning environments on an unprecedented scale, with over AUS$16B (approximately Euro11B) invested in these spaces since 2010. The Learning Environments Applied Research Network (LEaRN), based at the University of Melbourne, has matched this growth with commensurate nationally funded design and pedagogy research. Their evidence-based approach has sought to maximise the potential of these developments, from both a design and pedagogy perspective. This presentation will briefly overview characteristics of these Australian spaces, and discuss how departments of education are planning advancements in their design for the next decade of growth. It will overview a decade of research conducted by LEaRN into innovative learning environments, including strategies for advanced design, explorations of the measures needed to evaluate the effectiveness of these spaces, and will present a report on its latest large project, an international study aimed at improving teaching in these cutting edge spaces.
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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.