Evaluating the pedagogical effectiveness of learning spaces
AuthorCleveland, B; Soccio, P
Source TitleProceedings of the 49th International Conference of the Architectural Science Association
PublisherArchitectural Science Association and The University of Melbourne
AffiliationArchitecture, Building and Planning
Document TypeConference Proceeding
CitationsCleveland, B. & Soccio, P. (2015). Evaluating the pedagogical effectiveness of learning spaces. Architectural Science Association and The University of Melbourne. Melbourne, Australia.
Access StatusOpen Access
This paper describes the development and ongoing use of the School Spaces Evaluation Instrument (SSEI): an evaluation tool developed to gather information about how effectively school architecture supports teaching and learning. In 2009, the Australian Federal Government pledged $16.2 billion towards the Building the Education Revolution (BER). Over the following three years learning spaces were built or refurbished in 9,526 schools nationwide. In Victoria, Catholic Education Melbourne (CEM) encouraged schools to work with architects to design bespoke solutions. This process led to the design and construction of hundreds of new learning spaces, each with different spatial arrangements. Approximately five years on, questions remain about which architectural solutions worked best. To help answer these questions, and inform decisions about how capital budgets should be spent in the future, the Learning Environments Applied Research Network (LEaRN) and CEM collaborated to develop the SSEI tool, including Module 3 – Alignment of Pedagogy and Learning Environments. This tool will be used over the coming three years to evaluate school facilities in the Catholic education sector for the purpose of generating new knowledge about how best to design and use school facilities for contemporary teaching and learning.
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