Designing for situated learning: Understanding the relations between material properties, designed form and emergent learning activity

Yeoman, Pippa; Wilson, Sharon

doi:10.1111/bjet.12856

Cited by 53 publications

(32 citation statements)

References 36 publications

(27 reference statements)

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“…The introduction of a more open and flexible school design is considered to challenge not only the conventional organisation of space but also pre-defined structures, routines and interaction practices (Gislason, 2015;Saltmarsh, Chapman, Campbell, & Drew, 2014;Woolner, 2010;Yeoman & Wilson, 2019). Open and flexible learning environments can involve multiple classes, multiple teachers, and technology-enhanced common space without designated desks for students or teachers' podiums (e.g.…”

Section: Reforms In Curriculum and Learning Environmentsmentioning

confidence: 99%

“…Students typically have more opportunities for personalised learning and planning and making decisions concerning one's learning, which requires taking responsibility for monitoring one's work (e.g. Yeoman & Wilson, 2019). With increased project-based and collaborative activities, students need skills to stay committed to shared goals, to reflect their learning processes, and to recognise challenges that may hinder their learning interaction.…”

Section: Reforms In Curriculum and Learning Environmentsmentioning

confidence: 99%

“…Enclosed spaces that were not prone to overhearing or interactions being stopped by an audience (Goffman, 1981), and facilities such as places to sit, desks or tables were seen to afford educationally desirable learning. Unlike the views of Yeoman and Wilson (2019), an overhearing or overseeing audience can also impede classroom education.…”

Section: School Layouts Should Support Pedagogical Practicesmentioning

confidence: 99%

See 2 more Smart Citations

‘The best guess for the future?’ Teachers’ adaptation to open and flexible learning environments in Finland

Niemi

2020

Education Inquiry

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Section: Reforms In Curriculum and Learning Environmentsmentioning

confidence: 99%

Section: Reforms In Curriculum and Learning Environmentsmentioning

confidence: 99%

Section: School Layouts Should Support Pedagogical Practicesmentioning

confidence: 99%

See 1 more Smart Citation

‘The best guess for the future?’ Teachers’ adaptation to open and flexible learning environments in Finland

Niemi

2020

Education Inquiry

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“…We use the term ‘learning situation’ to underscore the point that students’ learning activity is always situated (Lave and Wenger 1991 ; Yeoman and Wilson 2019 ). As we explain later on, we take this to mean that learning activity is (at a minimum) physically, socially and epistemically situated.…”

Section: Acad: Definition and High Level Descriptionmentioning

confidence: 99%

Activity-Centred Analysis and Design (ACAD): Core purposes, distinctive qualities and current developments

Goodyear

Carvalho

Yeoman

2021

Education Tech Research Dev

Self Cite

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This paper provides a summary account of Activity-Centred Analysis and Design (ACAD). ACAD offers a practical approach to analysing complex learning situations, in a way that can generate knowledge that is reusable in subsequent (re)design work. ACAD has been developed over the last two decades. It has been tested and refined through collaborative analyses of a large number of complex learning situations and through research studies involving experienced and inexperienced design teams. The paper offers a definition and high level description of ACAD and goes on to explain the underlying motivation. The paper also provides an overview of two current areas of development in ACAD: the creation of explicit design rationales and the ACAD toolkit for collaborative design meetings. As well as providing some ideas that can help teachers, design teams and others discuss and agree on their working methods, ACAD has implications for some broader issues in educational technology research and development. It questions some deep assumptions about the framing of research and design thinking, in the hope that fresh ideas may be useful to people involved in leadership and advocacy roles in the field.

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“…Research in this area is very limited; there is literature describing implementations and data outcome measures (Martinez-Maldonado et al, 2017) and how the structure of learning environments affects the behaviour of learners (Thompson et al, 2013), but there is minimal literature describing the student experience and comparing learning environments. There has been little research into the impact of the physical space in which we learn, particularly with regard to purpose-built technology-rich learning spaces (Brooks & Solheim, 2014;Verdonck et al, 2018;Yeoman & Wilson, 2019), which could further enrich active learning.…”

Section: Introductionmentioning

confidence: 99%

Does the learning space matter? An evaluation of active learning in a purpose-built technology-rich collaboration studio

Donkin

2021

AJET

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Studies in technology-rich learning environments have reported positive outcomes of active learning when compared to the traditional didactic classroom; others have found no benefits or have found interruption to learning due to the distraction of the technology. Evidence is required to support effective technology spaces that promote professional preparation, engagement and learning transfer. The impact of a technology-enabled collaboration studio on facilitating team-based learning for professional preparation through a case study in biomedical sciences was explored using a mixed method approach. Explicit assessment items as objective measures of student learning outcomes and implicit subjective, self-reported feelings of engagement and readiness for clinical practice is reported. Quantitative results showed an average 11.8% (p < 0.001; 95% CI 6.6-17.0) improvement in the final examination score for those students who had content delivered in the collaborative environment compared to a standard classroom. Qualitative results also support the notion that engagement and learning was enhanced. Investment towards a technology-enabled collaboration studio has shown a contributory effect that improves final grade outcomes through increased engagement, communication, motivation and professionalism for the learner. This research informs guidelines for best practice in active learning environments, particularly in purpose-built high technology learning spaces. Implications for practice or policy: Learning outcomes can be improved by investing in technology-enabled collaboration studios. Engagement and a sense of professional practice are enhanced by active learning in a technology-rich learning environment. Institutions should invest in technology-enabled active learning spaces.

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Designing for situated learning: Understanding the relations between material properties, designed form and emergent learning activity

Abstract: This is the author manuscript accepted for publication and has undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process, which may lead to differences between this version and the Version of Record. Please cite this article as

Cited by 53 publications

References 36 publications

‘The best guess for the future?’ Teachers’ adaptation to open and flexible learning environments in Finland

‘The best guess for the future?’ Teachers’ adaptation to open and flexible learning environments in Finland

Activity-Centred Analysis and Design (ACAD): Core purposes, distinctive qualities and current developments

Does the learning space matter? An evaluation of active learning in a purpose-built technology-rich collaboration studio

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