This book examines contexts and possibilities in Aotearoa New Zealand education contexts arising from the international trend for open, flexible, innovative learning environments (ILE), specifically on the pedagogical load. The book responds to questions such as: What does it mean to teach, learn or lead in an innovative learning environment? What happens when teachers move form single cell learning spaces to open, collaborative ones?
The chapters provide examples of how teaching in new spaces can be an exciting challenge for teachers and students where they try new ways of teaching and learning, and rethink the purposes of learning and the implications of societal change for learning and what is valued. Examples are drawn from pre-service teachers working in primary and secondary schools and in-service teachers learning to become professionals.
The book offers insights into a variety of educational contexts where teachers and students learn and adapt to new learning spaces, and also how different teaching and learning partnerships may be conceived, and flourish. It focuses attention on a range of aspects that teachers, school leaders, and other educators, and researchers may find valuable when they embark on similar initiatives to consider issues pivotal to productive and effective innovative learning environment design, development and implementation.
Author(s): Noeline Wright, Elaine Khoo
Publisher: Springer
Year: 2021
Language: English
Pages: 359
City: Singapore
Acknowledgements
Contents
Part I Background
1 Introduction
Introduction
The Book’s Focus
Section 1. Background (Chapters 1–3)
Section 2. Possibilities for Spaces (Chapters 4–7)
Section 3. Possibilities for Pedagogies and Practices (Chapters 8–12)
Section 4. Possibilities for Partnerships (Chapters 13–15)
Section 5. Conclusion
References
2 An Historical Perspective of Learning Spaces
Introduction
Enduring Characteristics of Classrooms
Impetus for Change: Open Air Schools League
The Materiality of Classrooms
Precipitating Change
Learning Spaces, Change and ‘Making Do’
Making Do in a New Pandemic
References
3 Policy and Strategic Directions: Implications for Teacher Learning
Introduction
Twenty-First-Century Competencies
Implications for Teacher Learning
Implications for Teacher/school Leadership
Innovative Learning Environments
ILEs and Initial Teacher Education
Conclusion
References
Part II Possibilities for Spaces
4 The Complexity of Spatial Agency in Innovative Learning Environments
Introduction
A Move to Non-Traditional Building Design
Spatial Practice, Spatial Literacy and Spatial Agency
Spatial Ontology
The Case Study
Spatial Agency as a Socio-Material Construct
Cartographies of Power
Conclusion
References
5 The Space of Possibilities: The Drama Classroom as the First Innovative Learning Environment
An Introduction to the Space of Possibilities
Defining the Drama Space and the ILE
The Old and the New: Pedagogy and Classroom
Designing and Embracing the Empty Space: England’s Story
Designing and Embracing the Empty Space: Aotearoa New Zealand’s Story
The Empty Space as a Symbol of Partnership
Drama Pedagogy in the Empty Space
Teachers in the Empty Space
Students in the Empty Space
Conclusion: A Democratic Space for Learning
Postscript
References
6 No Drama: Making Do and Modern Learning in the Performing Arts
Introduction
Setting the Scene
Positioning Ourselves
Positioning Our Pedagogy
Research Design
Data Generation
Data Analysis
Teaching in the New Space
Physical Space
Temporal Space
Aesthetic Space
A Teaching Moment
Discussion
Conclusion: Back in the box
References
7 Innovative Learning Beyond the Classroom Walls
Introduction
EOTC and ILEs
Study 1: Innovative learning in the GeoCamp (Wairarapa) programme
Study 2: Innovative Learning in Marine Conservation
Conclusion
References
Part III Possibilities for Pedagogies and Practices
8 Moving to an Innovative Learning Environment: Exploring Teachers’ Liminal Space
Introduction
Context
Implications of Transition and Change
Liminal Space
Study Background
Research Goal and Questions
Research Methods
Themes
Implications for Pedagogical Practice
Collegial Relationships
Professional Conversations
Vision for the ILE
Using Teachers’ Liminal Space Productively
Conclusion
Future Research
Final Thoughts
References
9 What We Can Learn When Things “Go Wrong” for Students in Innovation Learning Environments
Introduction
Physical Space
Social Interactions
Pedagogy
The Study
Findings
Adapting to ILE
What Worked in ILE
Thinking About Leaving
Key Themes
Reflections from Their New School
What Can We Learn from These Students?
What Is Important in ILEs in Moving from ‘Mismatch’ Towards ‘Match’ for Students and Their Learning?
References
10 Te Puna Mātauranga Kiritoa: Teachers’ Collective and Individual Resilience in a Māori Modern Learning Environment
Introduction
Background: Learning in Māori Immersion Contexts
Study Background
Findings
Learning How to Share Space and Resources Requires Resilience
Collaboration Requires Resilience
Kaiako Communicating Regularly Builds Resilience
Tasks and Choices to Build Resilient Learners
Discussion
Systems and Structures
Collective Resilience: We
Individual Resilience: I
Closing Remarks
References
11 Thinking About the Future for Learning: ILE Realities and Possibilities
Introduction
Learner-Centred and Responsive Pedagogies
Secondary Teachers’ Professional Identity and Pedagogical Practice
Digital Technologies in ILEs
The Project
Activity Theory
Findings
Discussion
Staff Culture and Community Involvement
Recommendations for ITE Programme Design
Conclusions
References
12 ‘Jump in off the Deep End’: Learning to Teach in Innovative Learning Environments on Practicum
Introduction
Current Landscape: ILE Research and Initial Teacher Education (ITE)
Exploring the Forces at Work in an ILE Practicum Through New Materialism
The Study
Findings: The ILE Practicum Assemblage
Learner Agency as a Potent Discursive Force
Workshops
Responding Pedagogically in the Moment
Class Management: Gaze, Doorways and the Agency of Space
Positioning PSTs Agentically as Teachers in ILEs
Understanding Learner Agency
The Impossibility of Full Management
ITE Enfolded in the Assemblage
References
Part IV Possibilities for Partnerships
13 Enacting a Vision: One School’s Transition to Becoming an ILE
Introduction
What is an ILE?
Rationale for ILEs
The OECD Innovative Learning Environment Model
The Research Context
The School
The Classrooms and Teachers
Data Methods and Collection
Research Questions
Coding Framework and Data Selection
Findings
The Learner Virtues and COGs Framework
Content (Curriculum)
Educators (Teachers)
Pedagogy
Leadership
Resources
Use of Information
Partnerships
Discussion
Conclusion
References
14 A Portrait of Teaching and Learning in Innovative Learning Environments
Introduction
Portraiture
References
15 Culturally Located Learning: The Potential of ILEs for Māori Student Success
Introduction
Policy Backdrop
The School and the Study
ILEs as Potential Environments for Māori Success
Turangawaewae—Bringing Partners Together in a Space of Belonging
Partnerships: A Collective Journey
Spaces Teach
Student Success Through Culturally Located Design—Reflections
References
Part V Conclusion
16 Educational Change and the Social Project of Innovative Learning Environments in Aotearoa New Zealand
Learning Environments and Built Pedagogy Stereotypes
Innovative Learning Environments
Adopting the Lens of ‘Social Project’
The ‘International Movement’ of Innovative Learning Environments
Predicaments
Concepts
Ethos
Sedimentation
Engagement with Institutions
Lived Experience
A Schematic History of Learning Environments in Aotearoa New Zealand
Historical Predicaments
Historical Concepts
Historical Ethoi
Sedimentation
Historical Engagement with Institutions
Lived Experience
Introducing ‘Innovative Learning Environments’ to Aotearoa New Zealand
Engagement with Institutions
Predicaments
Concepts
Ethos
Sedimentation
Lived Experience
Institutionalising Innovative Learning Environments in Aotearoa New Zealand
Predicaments
Concepts
Ethos
Sedimentation
Engagement with Institutions
Lived Experience
Conclusion
References
