Faculty of Education - Research Publications

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    Introduction to Part III: Measurement
    Imms, W ; Fisher, K (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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    Introduction to Part IV: Teacher Practices
    Imms, W ; Fisher, K (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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    Where to Now? Fourteen Characteristics of Teachers’ Transition into Innovative Learning Environments
    Imms, W ; Mahat, M (Springer Nature Singapore, 2020-01-01)
    Abstract This chapter places the preceding papers into a wider context. As part of the Innovative Learning Environment and Teacher Change (ILETC) project, seven Transitions symposia were held in five cities across Australasia, Europe and North America during 2017, 2018 and 2019. Each aimed at investigating how teachers adapt to innovative learning environments. The resulting accumulation of approximately 150 papers by graduate researchers and research groups, of which this book’s chapters are a sample, constituted a reasonable representation of international thinking on this topic. When added to three years of ILETC case studies, surveys, systematic literature reviews and teacher workshops, the project team was able to identify consistent patterns in teachers’ spatial transition actions. This chapter places the material of this book within that larger picture, specifically in terms of one project output—the development of a Spatial Transition Pathway. The Pathway emerged from these data and can be seen as an output of the material sampled in previous chapters. Certainly, the considerable work teachers had been doing to re-conceptualise their pedagogies for new spaces (done both intentionally, and at times, without realising) deserved to be mapped as a resource for others undertaking this journey. This chapter makes the case that while each teacher or school’s journey from traditional to ‘innovative’ spaces is unique, there exists some common issues that most seem to face at some time, in some way. It provides a description of fourteen ‘grand themes’ that appear commonly through the data and describes how these can be organised in a way that provides temporal and theme-based strategies and tools, developed by fellow educators to assist in this transition. This final chapter leads the reader to consider ‘where to now’? It celebrates the fact that teachers have enormous capacity to work out how to utilise innovative learning environments well and provides a framework for evidence-based actions into the future.
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    A Day in the Life of a Student: Facilitator Guide
    Mahat, M ; Imms, W (Melbourne Graduate School of Education, The University of Melbourne, 2020-12-21)
    A Day in the Life of a Student workshop is a design thinking workshop developed by DLR Group (an integrated design firm) and adapted by the Innovative Learning Environment and Teacher Change project at the University of Melbourne, Australia. The activities involve educators mapping out how one student spends his/her day in school and building a model of the learning environment based on this one student. With an emphasis on the visual learning that comes from modelling experiences, this workshop helps participants develop student-improvement focused practices in innovative learning environments.
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    Archipelago of Possibilities: Facilitator Guide
    Mahat, M ; Imms, W (Melbourne Graduate School of Education, The University of Melbourne, 2020-12-21)
    Archipelago of Possibilities is a strategy and professional development workshop created specifically to help teachers and educators uncover what they hold dear in their teaching practice and discover what they consider most important for a successful practice. This workshop uses travel as a metaphor to guide participants in reflecting on their practice, identifying successful factors for success, examining what is holding them back from achieving their ideal practice, and developing steps to create a future ideal teaching and learning space.
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    Teacher Mind Frames and Belief Systems: Facilitator Guide
    Mahat, M ; Imms, W (Melbourne Graduate School of Education, The University of Melbourne, 2020-10-13)
    The Teacher Mind Frames and Belief Systems workshop invites participants to explore how their beliefs shape the physical and experiential elements of the learning space they practice in. The workshop is based on the premise that teachers who exhibit the teacher mind frames as conceptualised by John Hattie1 are “more likely to have major impacts on student learning” (p.182). This workshop uses design thinking activities, specifically in the form of a persona tool, to help participants reflect on their mind frames and belief systems and then identify how this shapes their professional and teaching practices in innovative learning environments.
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    Managing Change in Innovative Learning Environments: Facilitator Guide
    Mahat, M ; Imms, W (Melbourne Graduate School of Education, The University of Melbourne, 2020)
    The Managing Change in ILEs workshop focuses on examining what types of supports are required to enable teachers to undertake change in their practices. The design thinking activities help participants visualise metaphors to help them describe the conditions in which changes in practice take place. These activities also describe the ideal system that would support teachers adapting and transitioning into innovative learning environments.
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    Teachers as Embedded Practitioner-Researchers in Innovative Learning Environments
    Blannin, J ; Mahat, M ; Cleveland, B ; Morris, J ; Imms, W (University of Ljubljana, 2020)
    The paper introduces and explores the Plans to Pedagogy research programme, a three-year project focused on teacher capacity-building within schools. Plans to Pedagogy engages practitioner-researchers in the development of their and their colleagues’ spatial learning skills as they move into and attempt to take advantage of innovative learning environments. The programme involves teachers from eight schools across Australia and New Zealand. Still in progress, each three-year project addresses the individual school’s needs, while being supported by a more extensive university-situated “umbrella” research programme. This paper presents emerging findings from Plans to Pedagogy and discusses what is being learned about applied research in schools and how a research-focused approach to professional learning can enhance teacher learning and practice.
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    Innovative Learning Environments and Teacher Practices: Facilitator Guide
    Mahat, M ; Imms, W (Melbourne Graduate School of Education, The University of Melbourne, 2020)