The empirical evaluation of the transition from traditional to New Generation Learning Spaces on teaching and learning

Abstract

The New Generation Learning Spaces (NGLS) project developed an empirical evidence-base to support the re-design of technology-enabled learning spaces, matched with a quasi-experimental evaluation of the effect on teaching and learning. This presentation will focus on the third stage of the NGLS study at the Anglican Church Grammar School (Churchie). The aim of this stage was to evaluate and understand the micro effects on teaching and learning that occur in the transition from a traditional classroom to a NGLS. A Single-Subject research design compared the activity and behaviour of the same teacher (n = 11) and class (n = 14) through a repeated measures paired-observation approach. In a departure from traditional observational techniques, a novel observational metric was developed to produce real-time breakdown of activity across five domains (pedagogy, learning experiences, communities of learning and student and teacher use of technology). The metric’s use was two-fold. Firstly, its instantaneous visual feedback provided an efficient medium for teachers to better understand their practice, and its affects on their students, in transition from traditional cellular spaces to the ‘open studio’ design of the NGLS. Secondly, the generation of empirical observational data enabled visual analysis of both individual teachers and faculty groupings through the spatial transition. This process identified functional changes and trends across the five domains, which were attributable to specific spatial elements of the NGLS design. This analysis provided an initial snapshot of how the affordances of different spaces, can shape the microelements of teacher and student activity and behaviour.