Framing our understanding of learning spaces redesign

Blackmore, Jill, Bateman, Deb and Loughlin, Jill 2011, Framing our understanding of learning spaces redesign, in AARE 2011 : The proceedings of the 2011 AARE International Research in Education Conference : Researching Acrossa Boundaries, Australian Association for Research in Education, [Hobart, Tas.].

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Title Framing our understanding of learning spaces redesign
Author(s) Blackmore, Jill
Bateman, Deb
Loughlin, Jill
Conference name Australian Association for Research in Education International Education Research Conference (2011 : Hobart, Tasmania)
Conference location Hobart, Tas.
Conference dates 27 Nov. - 1 Dec. 2011
Title of proceedings AARE 2011 : The proceedings of the 2011 AARE International Research in Education Conference : Researching Acrossa Boundaries
Editor(s) [unknown]
Publication date 2011
Publisher Australian Association for Research in Education
Place of publication [Hobart, Tas.]
Keyword(s) design
learning space
built environment
Summary Based on the assumption that space is not neutral (Gulson and Symes 2010, Soja 1989, Massey 1994) this paper presents the framework and findings of a literature review into the connections between learning spaces, school organisations, teaching and learning. The literature review identified that there are four temporal dimensions to redesigning built learning spaces: design, transition, consolidation, sustainability/evaluation. But the focus of research and policy has been on the design phase (Tanner 2009). The paper argues the research literature is more aspirational about what redesign of space around flexibility and connectivity but there is as yet lack of coherent evidence on the use of these spaces (Higgins et al 2005). Furthermore, it suggest the need to consider the various actors- the practitioners, learners and spaces- as participative redesign (Fisher 2010, Holloway and Valentine 2000) is ongoing and necessary as schools and teacher become involved over time in serial redesign. This framework guides the analysis of current and future research into learning spaces in Victoria.
Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 930201 Pedagogy
HERDC Research category E2 Full written paper - non-refereed / Abstract reviewed
HERDC collection year 2011
Copyright notice ©2011, AARE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30041191

Document type: Conference Paper
Collections: School of Education
Higher Education Research Group
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