Pending Acceptance and Subject to Change
Emerging research reveals an increasing number of affordances are perceived by both teachers and architects in Innovative Learning Environments (ILEs) than traditional classrooms. However, this research is discovering that offering ILEs alone will not bring about significant changes to teacher practice, and learning experiences, in schools. Making SPACE empowers teachers as learners, to develop strategies and protocols to activate more collaborative learning environments. This approach has been developed through two PhD studies as part of the University of Melbourne Innovative Learning Environments and Teacher Change (ILETC) project. The applied research aimed to support teachers to take advantage of the spatial affordances of learning environments that offer ‘variety and choice’ through multiple activity settings, an activity important to eliciting pedagogical change. This session provides an overview of the Participatory Action Research and Co-design research processes which informed the development of the Making SPACE tools, designed to support teachers to navigate the usage of ILEs for collaborative and student deep learning. Making SPACE is a hands-on workshop which addresses the diverse experiences of teachers, as they learn to navigate new spaces, highlighting the need to develop common understanding and protocols in the use of more collaborative spaces for teaching and learning.
Dr. Fiona Young, Hayball Architects, firstname.lastname@example.org
Dr. Young is an architect and researcher in the field of learning environments. Her research focus is on learning environment affordances that support deep and playful pedagogical practices. Conducted through the Innovative Learning Environments and Teacher Change (ILETC) project at the University of Melbourne, Fiona’s PhD research identifies strategies to support teachers in recognising and using the affordances of innovative learning environments. As Studio Director at Hayball in Sydney, her focus is on Education and GLAM (Galleries, Libraries, Archives, Museums) sector projects. Core to her role is enhancing learning opportunities through design and interpreting and bridging understanding between educators and architectural teams. Fiona has extensive experience in integrative briefing processes, workshop facilitation and master planning. She has developed a number of successful community consultation strategies, engaging leadership teams, staff, students and broader communities as co-designers in the project process. Fiona is a co-author of the book Integrative Briefing for Better Design. She is a sitting member of the Government Architect NSW State Design Review Panel and has held previous roles on global and regional committees of the Association for Learning Environments and also as NSW Chair of Learning Environments Australasia.
Dr. Dion Tuckwell, Monash University, email@example.com
Dion works in the Department of Design at Monash University as a Lecturer of Communication Design. Prior to commencing his academic career at Monash, Dion worked as a designer in a number of multi disciplinary studios in Melbourne. While his principle interest lies in design practice, Dion works primarily in developing the theory component of the curriculum for the design department. Dion maintains a communication design studio practice with clients in both the private and public sector. His studio work and current research output explores how studio practice intervenes with models of design learning. He has a Masters Degree from the University of Melbourne Graduate School of Education and a PhD in Design from Monash University.
What evidence is there that design matters? That a particular method of delivery is advantageous? That one product is better than another? What lessons have you learned?
Primary Core Competency
Design of Educational Facilities: Acts as a resource to the design team in providing ongoing guidance and support to ensure that the emerging and ultimate design aligns with the established community vision, education goals, future programming, written design standards, best/next practices and education policy.