Beyond the bounded notion of the classroom: A theoretical orientation for evaluating the geographies of New Generation Learning Environments
Loading...
Citations
Altmetric:
Altmetric::
Download
Associated Records
Authors
File Licence
Editors
Date
2015
Source Title
Mapping learning environment evaluation across the design and education landscape: Towards the evidence-based design of educational facilities
Journal Title
Journal ISSN
Volume Title
Publisher
Melbourne Graduate School of Education, The University of Melbourne
Melbourne Authors
Affiliation
Melbourne Graduate School of Education
Document Type
Conference Paper
Subject Code
Citation
Healy, S., Grant, G., Villafranca, E. & Yang, P. (2015). Beyond the bounded notion of the classroom: A theoretical orientation for evaluating the geographies of New Generation Learning Environments. Imms, W (Ed.) Cleveland, B (Ed.) Mitcheltree, H (Ed.) Fisher, K (Ed.) Mapping learning environment evaluation across the design and education landscape: Towards the evidence-based design of educational facilities, pp.12-19. Melbourne Graduate School of Education, The University of Melbourne.
Access Status
Open Access
DOI
Access URL
Open Access URL
Open Access at PMC
Linked Resource URL
NHMRC Grant Code
ARC Grant Code
Description
Abstract
Leander, Phillips and Taylor’s (2010) critique of the bounded notion of the classroom is our point of departure for investigating how learning contained within a static conceptual space limits understandings of the geographies of learning. We reframe the traditional perceptions of the classroom as a container to make explicit the multi-dimensional nature of learning environments. The nested, intersecting, and overlapping characteristics of these spaces are reflected in our individual research approaches. Although the studies conducted by each author will follow a unique trajectory, the evaluation of effective learning spaces is a common and critical anchor allowing us to navigate new conceptions of spatial practice. One researcher maps student perceptions of how the learning environment impacts engagement. The second researcher investigates how teachers inhabit the physical space and negotiate the pedagogy within and around it. The third researcher considers the possibilities of learning that can occur outside schools, with a particular focus on museums. The final researcher looks at the ‘unknown’ space where the virtual blends with the actual. These approaches serve the purpose of highlighting the extraordinary terrain across which learning environment evaluations are situated.