Emerging Methods for the Evaluation of Physical Learning Environments
The field of post-occupancy evaluation (POE) has provided direction on how evidence can be gathered about the performance of educational facilities for over 40 years (Cooper, 2001). However, such work has generally overlooked the evaluation of learning sp
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Snapshots of Emerging Issues, Methods and Knowledge Wesley Imms University of Melbourne, Australia
Benjamin Cleveland University of Melbourne, Australia and
Evaluating Learning Environments
Evaluating Learning Environments
ADVANCES IN LEARNING ENVIRONMENTS RESEARCH
Kenn Fisher (Eds.)
Cover image: Enterprise Centre, Camberwell High School, Victoria, Australia. Hayball Architects. Photograph Dianna Snape
SensePublishers
ALER 8
ISBN 978-94-6300-535-7
Wesley Imms, Benjamin Cleveland and Kenn Fisher (Eds.)
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.
Snapshots of Emerging Issues, Methods and Knowledge Wesley Imms, Benjamin Cleveland and Kenn Fisher (Eds.)
University of Melbourne, Australia
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 crossdisciplinary 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.
Evaluating Learning Environments
Spine 14.199 mm
Evaluating Learning Environments
ADVANCES IN LEARNING ENVIRONMENTS RESEARCH Volume 8 Series Editors Barry J. Fraser, Curtin University of Technology, Australia David B. Zandvliet, Simon Fraser University, Canada Editorial Board Perry den Brok, Eindhoven University of Technology, The Netherlands Shwu-yong Huang, National Taiwan University, Taiwan Bruce Johnson, University of Arizona, USA Celia Johnson, Bradley University, USA Rosalyn Anstine Templeton, Montana State University-Northern, USA Bruce Waldrip, University of Tasmania, Australia Scope The historical beginnings of the field of learning environments go back approximately 40 years. A milestone in the development of this field was the establishment in 1984 of the American Educational Research Association (AERA) Special Interest Group (SIG) on Learning Environments,
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