With the paradigm shift to student-centered learning, the physical teaching space is being examined The configuration of classrooms, the technology within them, and the behaviors they encourage are frequently represented as a barrier to enacting student-centered teaching methods, because traditionally designed rooms typically lack flexibility in seating arrangement, are configured to privilege a speaker at the front of the room, and lack technology to facilitate student collaboration. But many colleges and universities are redesigning the spaces in which students learn, collapsing traditional lecture halls and labs to create new, hybrid spaces--large technology-enriched studios--with the flexibility to support active and collaborative learning in larger class sizes. With this change, our classrooms are coming to embody the 21st-century pedagogy which many educators accept, and research and teaching practice are beginning to help us to understand the educational implications of thoughtfully engineered classrooms--in particular, that space and how we use it affects what, how, and how much students learn. This is the 137th volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.
This volume discusses the need for a major paradigm shift in educational practice in the current digital and globalized world. It establishes a bridge between theory and praxis and revisits the objectives of learning and its modalities within the context of a rapidly evolving global world order. This volume includes perspectives from different countries on creating a dynamic and adaptive education system that encourages creativity, leadership, flexibility, and working in virtual as well as inclusive environments. The four sections include chapters that discuss creating meaningful learning environments, preparing teachers for new age classrooms, the digital learning space, fostering change in classrooms, and importantly also includes cases and experiments from schools. The authors are teacher educators, teachers and researchers, and each chapter, while being deeply rooted in theory, is juxtaposed with informed practice, making the suggestions easy to implement in different settings. This is an important resource for researchers and practitioners associated with education systems in creating engaging, meaningful and future-ready education practices.
The recent trend in innovative school design has provided exciting places to both learn and teach. New generation learning environments have encouraged educators to unleash responsive pedagogies previously hindered by traditional classrooms, and has allowed students to engage in a variety of learning experiences well beyond the traditional 'chalk and talk' common in many schools. These spaces have made cross-disciplinary instruction, collaborative learning, individualised curriculum, ubiquitous technologies, and specialised equipment more accessible than ever before. The quality of occupation of such spaces has also been encouraging. Many learning spaces now resemble places of collegiality, intellectual intrigue and comfort, as opposed to the restrictive and monotonous classrooms many of us experienced in years past. These successes, however, have generated a very real problem. Do these new generation learning environments actually work - and if so, in what ways? Are they leading to the sorts of improved experiences and learning outcomes for students they promise? This book describes strategies for assessing what is actually working. Drawing on the best thinking from our best minds - doctoral students tackling the challenge of isolating space as a variable within the phenomenon of contemporary schooling - Evaluating Learning Environments draws together thirteen approaches to learning environment evaluation that capture the latest thinking in terms of emerging issues, methods and knowledge.