Faculty of Education - Research Publications
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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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ItemTransitions Europe: What is needed to help teachers better utilize space as one of their pedagogic tools(ILETC, 2017)In 2017, the Symposium explored the overarching theme of Inhabiting Innovative Learning Environments. The symposium was held in three cities: Melbourne, Australia; London, UK; and Grand Rapids, Michigan, USA. In collaboration with our project partner, Ecophon, the European symposium brought together contributors, who addressed the simple question: ‘How are teachers making the transition into innovative learning spaces, and how does evidence of success inform future best practices?’ The papers were grouped into four themes of Inhabiting Design, Teacher Practices, Change and Risk, and Measuring Impact. Participants presented an 8-minute synopsis of their research. There were no concurrent sessions—all participants listened to every presentation. At the end of the presentations in each theme, expert interlocutors discussed key themes that had emerged, drew inferences, and then elicited audience discussion on issues pertinent to each theme. Audience participation was encouraged and robust, drawing perspectives from various sectors including fellow higher degree researchers, industry representatives from design, building and ICT, academics working in this field, and those embedded in implementing new classrooms at a policy level. The day was an intense and highly informative exchange of ideas. The papers included in this volume, Transitions Europe, were selected for presentation through double blind peer-review. The symposium took place on Thursday, 7 September 2017, at the Regent’s University London. Sxity-five participants from industry, policy, schools and academia attended the symposium. Each paper was reviewed and the comments sent to authors in order to help them prepare a revised version to strengthen the continuity and congruence of the proceedings. The result of this revision process is the backbone of this volume and represents what we consider to be a stimulating and careful set of analyses about how teachers transition into innovative learning spaces.
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ItemTransitions North America: What is needed to help teachers better utilize space as one of their pedagogic tools(ILETC, 2017)In 2017, the Transitions Symposium explored the overarching theme of Inhabiting Innovative Learning Environments. The symposia were held in three cities: Melbourne, Australia; London, UK; and Grand Rapids, Michigan, USA. In collaboration with our project partner, Steelcase Education and with sponsorship from the DLR group, the North American symposium brought together contributors, who addressed the simple question; ‘How are teachers making the transition into innovative learning spaces, and how does evidence of success inform future best practices?’ The papers were grouped into four themes of Inhabiting Design, Teacher Practices, Change and Risk, and Measuring Impact. Participants presented an 8-minute synopsis of their research. There was no concurrent sessions—all participants listened to every presentation. At the end of the presentations in each theme, expert interlocutors discussed key themes that had emerged, drew inferences, and then elicited audience discussion on issues pertinent to each theme. Audience participation was encouraged and robust, drawing perspectives from various sectors including fellow higher degree researchers, industry representatives from design, building and ICT, academics working in this field, and those embedded in implementing new classrooms at a policy level. The day was an intense and highly informative exchange of ideas. The papers included in this volume, Transitions North America, were selected for presentation through double blind peer review. The symposium took place on Thursday, 14 September 2017, at the Steelcase Education Center in Grand Rapids, Michigan, USA. Sixty-one participants from industry, policy, schools and academia attended the symposium. Following the event, each paper was reviewed and the comments sent to authors in order to help them prepare a revised version to strengthen the continuity and congruence of the proceedings. The result of this revision process is the backbone of this volume and represents what we consider to be a stimulating and careful set of analyses about how teachers transition into innovative learning spaces.
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ItemTransitions Australasia: What is needed to help teachers better utilize space as one of their pedagogic tools(Innovative Learning Environments and Teacher Change, 2017)In 2017, Transitions explored the overarching theme of Inhabiting Innovative Learning Environments. The symposia were held in three cities: Melbourne, Australia; London, UK; and Grand Rapids, Michigan, USA. Contributors to the symposia addressed the simple question; ‘How are teachers making the transition into innovative learning spaces, and how does evidence of success inform future best practices?’ The papers were grouped into four themes of Inhabiting Design, Teacher Practices, Change and Risk, and Measuring Impact. Participants presented an 8-minute synopsis of their research. There was no concurrent sessions—all participants listened to every presentation. At the end of the presentations in each theme, expert interlocutors discussed key themes that had emerged, drew inferences, and then elicited audience discussion on issues pertinent to each theme. Audience participation was encouraged and robust, drawing perspectives from various sectors including fellow researchers, industry representatives from design, building and ICT, academics working in this field, and those embedded in implementing new classrooms at a policy level. The day was an intense and highly informative exchange of ideas. The papers included in this volume, Transitions Australasia, were selected for presentation through double blind peer-review. The symposium took place on Friday, 2 June 2017, at the award winning StudioFive, which is situated in the Melbourne Graduate School of Education at the University of Melbourne. The symposium was attended by 110 participants from industry, policy, schools and academia. Each paper was reviewed and the comments sent to authors in order to help them prepare a revised version to strengthen the continuity and congruence of the proceedings. The result of this revision process is the backbone of this volume and represents what we consider to be a stimulating and careful set of analyses about how teachers transition into innovative learning spaces. A selection of these papers will be invited to be re worked and published in the peer-reviewed book, Teacher Transition into Innovative Learning Environment, edited by Associate Professor Wesley Imms and Professor Tom Kvan, scheduled to be published by Springer in late 2018.
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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.