Considering Learners' Perceptions in Designing Effective 21st Century Learning Environments for Basic Education in Finland

Mäkelä, Tiina; Kankaanranta, Marja; Helfenstein, Sacha

doi:10.18848/2329-1656/cgp/v20i03/48481

Cited by 14 publications

(7 citation statements)

References 17 publications

(17 reference statements)

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“…Sub-study 1 [22] employed the preliminary framework (V1.0, see Figure 1) in analysing Finnish 7-to 14-year-old learners' (n = 80) perceptions on environments that foster learning and wellbeing. It tested the consistency of the initial framework (construct validity) and its relevance (content validity).…”

Section: Resultsmentioning

confidence: 99%

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Design Framework and Principles for Learning Environment Co-Design: Synthesis from Literature and Three Empirical Studies

Mäkelä

Leinonen

2021

Buildings

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The need for environments conducive to learning and wellbeing has been broadly recognised. Considering particularly learner perceptions in the learning environment design is known to improve both their learning and wellbeing. There are no, however, shared theoretical frameworks guiding the learning environment co-design from the learner perspective. As a response to this challenge, a learning environment design (LED) framework was developed based on the literature and co-design involving learners aged 7 to 19 (n = 342) in Finland (n = 266) and Spain (n = 76). The LED framework entails 53 characteristics grouped under seven constructs. It draws attention to the importance of balancing communality with individuality, comfort with health, and novelty with conventionality. Flexibility and functionality are recognised as central enablers for a quality learning environment. The study suggests a design framework and principles for learning environment co-design. They can serve as a research-based introduction to the topic after which priorities can be defined based on the concrete design target and goals, and concrete design solutions can be created in the participatory design involving learners and other key stakeholders.

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Section: Resultsmentioning

confidence: 99%

“…The study is a synthesis of three sub-studies [22][23][24] which were also part of doctoral dissertation in educational science [25]. Unlike the previous publications, this article synthesises and conceptualises the results in order to also contribute to design research and practice.…”

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confidence: 99%

Design Framework and Principles for Learning Environment Co-Design: Synthesis from Literature and Three Empirical Studies

Mäkelä

Leinonen

2021

Buildings

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“…Käytännöllinen toiminta käsityön suunnittelu-ja valmistusprosessin toteuttamiseksi vaatii tilat, jossa oppijat ja opettaja voivat toimia tarkoituksenmukaisesti vuorovaikutuksessa (Hopland & Nyhus, 2016;Malin, 2011;Mäkelä, Kankaanranta & Helfenstein, 2014) oppijoiden päämäärän saavuttamiseksi. Opettaja ei voi esimerkiksi havainnollistaa käsityön materiaaleihin ja työstämistekniikoihin liittyvää tietoa ja osaamista ilman asianomaisia työpisteitä (Svensson & Johansen, 2019).…”

Section: Käsityön Tilasuunnittelun Perusteitaunclassified

“…Tarkoituksenmukaisten ja toimivien tilaratkaisujen (Hopland & Nyhus, 2016;Malin, 2011;de Melo-Martín, 2010;Sheridan ym., 2014;Svensson & Johansen, 2019) pohjana on aiemman tutkimuksen mukaan käyttäjien osallistaminen tilasuunnitteluun (Hyysalo ym., 2014;Mäkelä, 2018;Mäkelä, Kankaanranta & Helfenstein, 2014;Nuikkinen, 2009;Schmidt, 2013). Tulosten perusteella vain osa opettajista oli päässyt osallistumaan tilasuunnitteluun ja saamaan pedagogisen asiantuntemuksensa kuuluville (Taulukko 3) prosessin alusta alkaen.…”

Section: Pohdintaa Ja Johtopäätöksiäunclassified

Kohti uutta käsityön oppimis- ja työympäristöä

Lindfors

Jaatinen

Wendelius

et al. 2021

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Perusopetuksen käsityön oppiaine on uudistunut opetussuunnitelmallisesti ja käsityön oppimis- ja työympäristöjen tilaratkaisut vaativat uudenlaista pohdintaa. Tässä tutkimuksessa tarkastellaan käsityötä opettavien opettajien (N = 11) näkemyksiä heidän omiin kokemuksiinsa perustuen. Näkemyksiä taustoitetaan käsityön suunnittelu- ja valmistusprosessin luonteeseen, fyysisen oppimis- ja työympäristön erityispiirteisiin ja tilasuunnittelun periaatteisiin liittyen. Tilasuunnittelussa suunnitellaan ja toteutetaan fyysistä oppimis- ja työympäristöä lähtökohtaisesti pedagogisen suunnitelman pohjalta. Aineistolähtöiseen sisällönanalyysiin perustuen opettajat tarkastelivat käsityön fyysisen oppimis- ja työympäristön kehittämistä tilasuunnittelun osalta kolmen pääluokan avulla: käsityötilojen rakenne ja sijoittuminen, kalusteet ja välineet sekä opettajien osallisuus ja resurssit tilasuunnittelussa. Tutkimuksen tulokset korostavat opettajien osallistumisen tärkeyttä tilasuunnittelussa sen alkuvaiheista lähtien. Opetussuunnitelma vaihtuu kymmenen vuoden välein, mutta käsityön tilasuunnittelun ratkaisut tehdään vuosikymmeniksi. Towards new learning and working environments in Craft, Design and Technology education – Teachers' views on planning and construction Abstract In Finland the curriculum of subject Craft, Design and Technology (CDT) education is renewed and there is a need to reconsider how to plan and construct learning and working environments in the future. This study bases on the CDT education teachers' views (N = 11) on workspace and workshop planning and construction. The content analysis based on interview data revealed that teachers consider space planning construction as a combination of structure and placement in schools, as a combination of equipment, tools and furniture and their own possibilities to participate in the planning process. It would be very important to invite teachers to be part of a space planning and construction process as early as possible to avoid pedagogically fatal mistakes and problems in construction of physical spaces. Keywords: learning and working environment, space planning and contruction, craft design and technology education, basic education

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“…Thus, the overall impression of the learning space is a reflection of the personality of a place, so, aesthetic features such as façade painting, a regular maintenance or replacement of antique furniture, will make students feel more comfortable. Hence the importance of designing physical learning environments that rely on the influence of factors such as student welfare, the quality of teaching and learning, physical interaction and their own academic outcomes and school effectiveness (Mäkelä, Kankaanranta & Helfenstein, 2014).…”

Section: Introductionmentioning

confidence: 99%

Attraction factors into space as a required element of physical learning environment. A review

Cantero¹

2017

PROSOC

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Built environment affects users and so do educational spaces. In recent decades, research on the relationship person-learning environment has increased detailing environmental, spatial and organizational factors that affect performance issue, motivation, attention and retention. This situation deals with the discomfort of students in the classroom and a negative predisposition towards their time spent at educational centres. Therefore, the objective of this study is to investigate factors of attraction to the learning environment to help professionals regarding the design and management of educational spaces. Nature and ICT are among the design factors of learning physical environment that can increase the attraction towards the use of the learning space. The concepts of active learning and the appropriation of space in relation to these factors enhance a positive attitude in students.

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Considering Learners' Perceptions in Designing Effective 21st Century Learning Environments for Basic Education in Finland

Cited by 14 publications

References 17 publications

Design Framework and Principles for Learning Environment Co-Design: Synthesis from Literature and Three Empirical Studies

Design Framework and Principles for Learning Environment Co-Design: Synthesis from Literature and Three Empirical Studies

Kohti uutta käsityön oppimis- ja työympäristöä

Attraction factors into space as a required element of physical learning environment. A review

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