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Significant funding is devoted across the world to transforming traditional classrooms into flexible learning environments. These efforts are often motivated by a desire to create learning spaces attuned to twenty-first century competencies, which involve learning how to communicate, collaborate, think creatively, and how to become critical users o...
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... spaces most commonly used by primary and secondary teachers were traditional classrooms ( Fig. 2) with no breakout spaces (used every day by 42% primary and 47% secondary teachers). Traditional spaces with direct access to breakouts were used every day by 32% primary and 23% secondary teachers. Collaborative teaching areas were used by 32% of primary teachers every day, whilst only 9% of secondary teachers used these space every ...Context 2
... teaching areas were used by 32% of primary teachers every day, whilst only 9% of secondary teachers used these space every day. Figure 2 uses P to refer to primary school teachers' responses and S refers to secondary school teachers' responses. All New Zealand schools have access to external spaces (Table 6), such as playgrounds, grassed areas, sports courts/fields or vegetable gardens. ...Citations
... Recently, universities have started to design innovative learning spaces (ILS), as research shows that space matters for learning (Carvalho et al., 2020). However, research investigating how learning emerges within the ILS ecosystem is limited (Dillenbourg, 2021). ...
This study explores collaborative writing in a multi-shared visual workspace, involving 76 students in higher education. We adopted the Activity-Centred Analysis and Design framework to describe our quasi-experimental design and the context variables. First, we studied the impact of a collaboration script on students' perceived quality of the group processes and the evaluated quality of their writing products. Findings revealed no significant differences in the overall quality of the group process and the overall writing product quality. However, when looking at the individual dimensions, groups using the collaboration script demonstrate significantly higher scores on the lexicon dimension. Second, the interaction with the shared visual workspace was studied. While participants expressed an overall positive perception of the multi-shared visual workspace and its benefits for joint coordination, the use of a collaboration script did not significantly impact students' perception of the shared screen's added value. This study enhances our understanding of the complexities involved in implementing collaborative writing within innovative learning spaces. Findings have implications for educators in creating effective computer-supported collaborative learning environments, considering different design dimensions.
... According to Park and Choi (2014) physical spaces can be perceived as a way to support learning. Thus, classrooms should be designed to support a variety of pedagogical approaches (Carvalho et al., 2020;Park & Choi, 2014). ...
Blended learning and flipped classrooms are becoming more
common in higher education institutions, but changes in
pedagogy may require wider changes within an organisation. The
aim of this study is to explore the elements of support and
resources during teachers’ participation in an educational
development project; the factors affecting development work and
the elements needed for more successful development work.
Interviews were conducted with twenty-two teachers from a
multidisciplinary university who had participated in the project
and implemented flipped classrooms in their own teaching. The
results show the importance of peers, personal motivation,
development projects, and time. They also highlight the need for
wider development within an institution alongside educational
development: functional learning environments, well-timed
support, and appropriate resources.
... Specifically, teachers must adopt new forms of leadership and collaboration among their colleagues and students. Teachers must be environmentally competent to make wise decisions about utilising the classroom and help students make furniture use decisions (Carvalho et al., 2020). The teachers also need to establish expectations, plan the curriculum, arrange the area, and help the kids learn how to use it (Carvalho et al., 2020). ...
... Teachers must be environmentally competent to make wise decisions about utilising the classroom and help students make furniture use decisions (Carvalho et al., 2020). The teachers also need to establish expectations, plan the curriculum, arrange the area, and help the kids learn how to use it (Carvalho et al., 2020). Given that new learning spaces disrupt traditional teaching approaches, teachers are required to demonstrate greater empathy and appreciation for others practising in the space (Campbell et al., 2013). ...
... Further study is required to examine furniture used in various modern classroom scenarios to create comprehensive literature about many facets of environmental competence. It entails looking into various socio-material components, pedagogical strategies, ergonomic health concerns, and student and teacher control levels (Carvalho et al., 2020). ...
Many countries are keen to enhance existing learning spaces beyond the status quo, as non-traditional learning spaces can be leveraged to cultivate talent and ability in the 21st century. Recently, many primary schools have begun to practice planning and constructing non-traditional learning. This review highlights the available evidence on the considerations, challenges, and existing learning space design guidelines based on primary-school research conducted from 2000 to January 2024. The Web of Science (WoS) and Scopus databases are intensively searched for research conducted in primary school settings in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The finding shows optimism regarding non-traditional learning spaces fostering more flexible, innovative, and open learning environments that support and assist student-centred pedagogical approaches, and it summarises the three results from the seven aspects. The primary considerations are physical space and pedagogical organisational design, challenges from users and designers and current research and guidelines for users and designers. Based on the three study results, this research proposes suggestions for physical learning spaces. There is an urgent need to design guidelines to promote primary school learning efficiency and create an environment that students and teachers like.
... 1. Strengthening the Learning Environment and Educational Spaces [36] 2. Ongoing Feedback [22] 3. Gamification [38] 4. Project-Based, Challenge-Based, and Problem-Based Learning [24] 5. Self-regulation, Metacognition, and Motivation [25] 6. Influence of social media in the Classroom [39] 7. Collaborative Learning [5] 8. Flipped Classroom [27,42] 9. Graphic Organizers [21] 10. Hybrid Education [28] 11. ...
The COVID-19 pandemic has posed significant challenges to the field of education, requiring pedagogical practices to swiftly evolve from technological and socioformative perspectives, as well as the incorporation of other pedagogi-cal practices that dominated the teacher-student interaction during the pandemic to ensure the continuity of ongoing academic cycles. The objective is to characterize the criteria that can be derived from pedagogical practices during the 2020-2022 pandemic period. A qualitative and quantitative evaluation of authors' contributions was conducted through a systematic review based on the PRISMA 2020 guidelines using SCOPUS and Web of Science (WoS) databases. Boolean equations based on keywords were employed for publication filtering. Cohen's Kappa index was calculated to assess review concordance. The analysis reveals that pedagogical practices influence the deficient technological inclusion of teach-ers' skills. Socioformation shows a shift from traditional characteristics in teaching processes. Additionally, there is openness to the inclusion of new pedagogical practices associated with digital education and virtual environments. Technology and methodology integrate co-evaluation, feedback, and interactive methodolo-gies as alternatives for enhancing acquired and inherent technological skills in virtual classrooms using technological platforms.
... A well-designed learning environment can positively impact the teaching and learning experiences of teachers and students, as demonstrated by multiple studies that have analysed the impacts of school buildings and their configurations on the learning process (Fisher, 2016;Higgins et al., 2005;Kariippanon et al., 2018;Knirk, 1979;Lippman, 2010a; context, design debates supported by EBD information are of particular value, because the impact of designed environments on teachers' and students' activities can be discussed through research data to create learning environments better able to meet their pedagogical objectives (Carvalho et al., 2020;Davies et al., 2013;Gislason, 2010Gislason, , 2020Hertzberger, 2008;Kokko & Hirsto, 2021;Wright et al., 2021;Young et al., 2020). ...
... The list of evidence that our review revealed is confirmed by the most recent studies, as well as seminal general references on school building design (Ansyari, 2014;Bøjer, 2019;Carvalho et al., 2020;Daniels et al., 2022;Gislason, 2020;Hertzberger, 2008;Kokko & Hirsto, 2021;Cleveland, 2011;Pereira, 2018;Reinius et al., 2021;Sanoff, 2015;Taylor & Enggass, 2008;Williams et al., 2015;). Many authors have also advocated that the design of facilities, educational practice, school culture, and student learning should be supported through specific aspects of a learning environment (Edelstein, 2022;Fisher, 2016;Gislason, 2010;Higgins et al., 2005;Kariippanon et al., 2018;Fig. ...
... The relations between users and a school's built environment have been studied in an attempt to provide knowledge about how different groups of students have specific pedagogical needs and how space and its infrastructure need to attend to individual requirements for optimised learning (Alterator & Deed, 2018;Ansyari, 2014;Hertzberger, 2008;). The individualization of learning has been a strong tendency in contemporary education systems, with a need to rethink the traditional classroom (Carvalho et al., 2020;Cleveland, 2011). Learning also depends on class size and the number of teachers, which impacts space dimensions. ...
Education at all levels is being transformed, impacting teaching methods, materials, and the physical learning environment. Over recent years, efforts have been made to align school architecture with contemporary educational practices to create stimulating and responsive teaching and learning environments. In this context, Evidence-Based Design (EBD) is an important source of scientific knowledge that can be applied to the design process, while the pattern language developed by Alexander et al. (A pattern language: Towns, buildings, construction, Oxford University Press, 1977) has been at the forefront of translating design information into a design method based on Design Patterns (DPs) for the past 50 years. This study applied these concepts, when undertaking a scoping review of the literature that gathered EBD information related to school buildings, with an emphasis on middle schools. The insights gained were subsequently transformed into 15 architectural DPs with aligned graphical representations, with the intention of supporting improved school design processes. The collection and organisation of evidence-based information undertaken in this study are anticipated to help to guide the production of better school buildings—appropriate to their context—through the translation of evidence-based insights into informative graphical and textual language.
... Dos estudos analisados nesta revisão sistemática da literatura emergiram algumas categorias que podem ajudar a compreender quais os motivos que podem levar um professor a usar (ou não) um ILE. Alguns pontos a considerar são: i) o envolvimento dos intervenientes (French et al., 2020;Frelin & Grannäs, 2021), ii) o apoio aos professores (Frelin & Grannäs, 2021;Young et al., 2022), iii) o tempo e o espaço para a experimentação (Carvalho et al., 2020;Frelin & Grannäs, 2020;French et al., 2020), iv) a existência de alguns fatores críticos (Fletcher et al., 2020), v) o desenvolvimento profissional (Fletcher et al., 2020;Sasson et al., 2022), vi) a experiência adquirida em ILE (Fletcher et al., 2020), vii) o (re)alinhamento entre a organização escolar e os métodos de trabalho (Frelin & Grannäs, 2021) ...
... Os estudos em análise indicam que uma transição bem-sucedida para os ILE deve considerar i) o (re)alinhamento entre o espaço e a prática (Carvalho et al., 2020;Frelin & Grannäs, 2021;French et al., 2020;Grannäs & Stavem, 2021), ii) o apoio continuado aos profissionais durante esse processo (Carvalho et al., 2020), ...
... Os estudos em análise indicam que uma transição bem-sucedida para os ILE deve considerar i) o (re)alinhamento entre o espaço e a prática (Carvalho et al., 2020;Frelin & Grannäs, 2021;French et al., 2020;Grannäs & Stavem, 2021), ii) o apoio continuado aos profissionais durante esse processo (Carvalho et al., 2020), ...
Resumo Esta revisão sistemática da literatura pretende analisar estudos que se debrucem sobre os processos de transição de escolas e professores para Innovative Learning Environments (ILE). Pretende-se res-ponder a três questões de investigação: i) perceber quais os motivos que levam os professores a usar (ou não) um ILE, ii) que aspetos devem ser considerados em processos de formação para o uso de ILE e iii) que motivos podem levar os professores a usar de forma regular e continuada um ILE. Esta pesquisa revelou alguns pressupostos a considerar para uma transição robusta e duradoura para os ILE, tanto centrados nas organizações como ligados ao corpo docente. Palavras-chave: Innovative Learning Environments; Transição; Desenvolvimento profissional. Abstract Innovative Learning Environments: A Literature Review on Transition Factors This systematic literature review analyse studies that focus on the transition processes of schools and teachers towards Innovative Learning Environments (ILE). It aims to answer to three research questions: i) what are the reasons that lead teachers to use (or not) an ILE, ii) what aspects should be considered in training for the use of ILE and iii) what reasons might lead teachers to use an ILE on a regular and continuous basis. This research has revealed some assumptions to be considered for a robust and lasting transition to ILEs, both organisation-centred and teacher-centred. Resumen Innovative Learning Environments: revisión bibliográfica sobre los factores de transición Esta revisión bibliográfica sistemática pretende analizar los estudios que se centran en los procesos de transición de los centros escolares y los profesores hacia los Innovative Learning Environments (ILE). Pretende responder a tres preguntas de investigación: i) cuáles son las razones que llevan a los profesores a utilizar (o no) un ILE, ii) qué aspectos deberían tenerse en cuenta en los procesos de formación para lo uso de ILE, y iii) qué razones podrían llevar a los profesores a utilizar un ILE de forma regular y continuada. Esta investigación ha revelado algunos supuestos que deben tenerse
... Cette dernière vise à mettre sur pied des dispositifs de recherche qui sont autant de tentatives de construire, de faire vivre, et d'évaluer, des cadres de dialogue susceptibles d'offrir un espace de développement à la pensée, aux affects et à l'activité propre et collective des participants. Dans cette contribution, nous tenterons de lire nos pratiques de recherche à travers certaines propositions conceptuelles nées de la rencontre entre la psychologie socioculturelle et les études sur la sociomatérialité (Carvalho et Yeoman, 2 0 2 1 ; Carvalho, Nicholson, Yeoman et Thibaut, 2020;Yeoman et Carvalho, 2019;Woolner, 2010) à travers deux notions: la notion iï espaces dialogiques et la notion d' artefacts dialogiques. ...
Dans cette contribution, nous abordons la question de la complémentarité des approches dialogiques et sociomatérielles dans le champ de la psychologie socioculturelle et de l'éducation. À partir de notre expérience de recherche-intervention dans les milieux de travail, inspirée de la clinique de l'activité, nous introduisons deux notions: l'espace de dialogue et les artefacts dialogiques. Ces notions seront présentées dans le contexte d'un projet de recherche collaboratif récemment mené dans un hôpital universitaire suisse sur la formation en chirurgie assistée par la robotique.
... Failures in newly built schools may mean retrofitting to create more 'traditional' environments [38,42], and deficient consideration of design implications can create problems of temperature, ventilation, and acoustics [41]. Indeed, research findings have highlighted that a successful transition to innovative designs requires changes to schools' organisation and culture [13,43,44]. ...
In Western countries, school systems have employed modern school building designs as symbols for progressive and innovative educational change. Yet, how does this design symbolism change teaching and learning? To address this, we examine the challenges and complexities of innovative school design by drawing on case studies of preschool and primary-level schools from non-Western cultural contexts. A conceptual framework that links social, organisational, cultural, and material elements is used to analyse two new schools in the Kingdom of Saudi Arabia and Uruguay that used modern school designs as a basis for changes to local pedagogical approaches. Our findings suggest that school building design is not able, by itself, to drive educational changes; and that there are inherent challenges involved in its alignment with localities in terms of staff cultures, student dynamics, and school organisation. Special focus is given to the design of the new school facilities, and the voice of educators in this process. The conclusion points out the need for an adaptive alignment between non-Western educational conventions and introduced education and design concepts.
... The majority of schools in Aotearoa|New Zealand still operate a mixed model of provision, with ILE a minority design arrangement in their school (Carvalho et al., 2020). This means that teachers, parents, students and PSTs must be conversant with the imperative discourses and practices associated with both teaching in traditional classroom configurations and ILE. ...
... ; Benade 2019; Charteris and Smardon 2019), networkoriented theories(Donovan et al. 2014;Carlvalho et al. 2020) or other approaches(Leask and Younie 2001;Rasku Puttonen et al. 2002;Bottino 2004;Care et al. 2016; Guo and Woulfin 2016;Kucirkova and Littleton 2017;Grannäs and Staven 2021). ...
A current trend in educational research on innovative learning environments is to focus on student-centred learning, rather than a teacher-focused classroom. This turn to learning environments comes with theoretical and conceptual challenges concerning the dynamics of the classroom context and the interactions that take place within it. The aim of this review is to map the conceptions of teaching and learning in studies focusing on innovative learning environments and how they are applied in relation to the collected data. The review shows that several studies do not relate their empirical data to theoretical concepts in a systematic way. It is also suggested that the complexity of a learning environment requires an operationalised, conceptual comprehension in order to gain a full understanding of its conditions for teaching and learning.
