Confusing messages: Is the modern learning environment an example of idealized curricula or disruptive innovation?
Source TitleMapping learning environment evaluation across the design and education landscape: An international symposium for research higher degree students
Mapping learning environment evaluation across the design and education landscape: An international symposium for research higher degree students
PublisherLEaRN, University of Melbourne
AffiliationArchitecture, Building and Planning
Document TypeConference Proceeding
CitationsWells, A. (2015). Confusing messages: Is the modern learning environment an example of idealized curricula or disruptive innovation?. LEaRN, University of Melbourne. University of Melbourne.
Access StatusOpen Access
ARC Grant codeARC/LP130100880
Despite global commissioning of new school designs, there is a body of literature (Lackney, 2002; Moore & Lackney, 1993; Nair, 2002; Nair & Fielding, 2005; Tanner, 2001; Taylor, 2002; Wolff, 2002) that documents the challenges that environmental designers encounter when they endeavour to design for educational purpose. One difficulty has been the problem of negotiating the various ways education is being interpreted and delivered across schools. Jilk (2001), in supporting this notion, argued that environments could actively nudge learners towards freedom and creativity but he is sceptical of freedom, arguing freedom is often assumed, especially in choice of learning programmes offered in schools. In reality, learning often becomes focused and controlled. Changes of the 21st century have led to shifts in international thinking about education and curriculum development and most of all creating the conditions necessary to cultivate powerful ‘learners’ (Taylor, 2002). The concept of ‘freedom’ as a way of providing flexible, open learning programmes is a notion continually debated by architectural designers especially in the context of schooling but the tension between ‘freedom’ and ‘focused and controlled,’ significantly influences their practice. This paper is the beginning of a study examining the ‘modern learning environment’ (MLE) as an agent of teaching and learning, and debates the MLE as an example of idealized curricula or disruptive innovation.
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