Transitions Australasia: What is needed to help teachers better utilize space as one of their pedagogic tools
AuthorImms, W; Mahat, M
Source TitleTransitions Australasia: What is needed to help teachers better utilize space as one of their pedagogic tools.
Transitions Australasia: What is needed to help teachers better utilize space as one of their pedagogic tools.
PublisherInnovative Learning Environments and Teacher Change
AffiliationArchitecture, Building and Planning
Document TypeConference Proceeding
CitationsImms, W. & Mahat, M. (2017). Transitions Australasia: What is needed to help teachers better utilize space as one of their pedagogic tools. Innovative Learning Environments and Teacher Change. Melbourne, Australia.
Access StatusOpen Access
ARC Grant codeARC/LP150100022
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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