Future Learning Spaces in Schools: Concepts and Designs from the Learning Sciences

Hod, Yotam

doi:10.1007/s41686-017-0008-y

Cited by 37 publications

(26 citation statements)

References 33 publications

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“…Hod () synthesizes insights from the learning sciences to school FLS, relating to content‐flexible versus content‐specific spaces. Content‐flexible spaces are dedicated to instruction or open learning, while content‐specific spaces are used as a stage for learning or as sources of content (eg, science).…”

Section: Fls Activity Design Principles and Patternsmentioning

confidence: 99%

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Design patterns for teaching in academic settings in future learning spaces

Eyal¹,

Gil²

2020

Brit J Educational Tech

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A Future Learning Space (FLS) is a dynamic and a technology‐rich learning environment that enables teaching and learning using innovative pedagogical methods. However, introducing innovation and technology into any educational setting, whether in K‐12 schools or higher education institutions, is known to be challenging. This paper introduces design patterns (DPs) for teaching in FLS. The patterns emerged from creative teaching in a college of education, which was preceded by mentoring for some of the lecturers. The patterns involve hybridity, including both formal and informal social structures and a combination of physical and digital tools mediating individuals’ interactions with peers. Based on a process of mining patterns, we extracted four DPs for teaching in academic FLS. The patterns, which encapsulate threads of hybridity, are: convergent groups; teaching in an interactive orchestrated learning space; presentation fair; and Think‐Join‐Share. These patterns can be used as learning design scaffolds in a social constructivist approach in which pedagogy, technology and space interact.

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Section: Fls Activity Design Principles and Patternsmentioning

confidence: 99%

“…The emphasis is on flexible technology‐enhanced classrooms, equipped with portable and aesthetic furniture, which invite active, learner‐focused and collaborative learning. In the research literature, these types of settings are referred to as future learning spaces (FLS) (Hod, ).…”

Section: Introductionmentioning

confidence: 99%

Design patterns for teaching in academic settings in future learning spaces

Eyal¹,

Gil²

2020

Brit J Educational Tech

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“…In sum, learners' not only gaining knowledge from peers but learning from other ICT resources such as social media, digital or some virtual learning platforms. Thus, an adequate and compatible technology-enabled learning ambience is obligatory for learners which coined as "next generations learning space" (Byers, 2015;Hod, 2017;Leonard, Fitzgerald, Bacon, & Munnerley, 2017;Pates & Sumner, 2016). https://doi.org/10.15405/epms.2019.12.14 Corresponding Author: Nooriati Taib Selection and peer-review under…”

Section: Problem Statementmentioning

confidence: 99%

Evaluating The Affordances Of Transitional Space As Social Learning Space At Polytechnic

Ramu¹

2019

The European Proceedings of Multidisciplinary Sciences

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Presently, the vast evolution affiliated with academia in Malaysia encounter the expository needs of advance perspectives of new learning theory so-called as a connectivism learning theory for the digital age. Consequently, the entire conceptualisation of new learning space that designated as social academic learning space derived from this new learning theory. For this reason, there is a requisite to explore the actualisation of affordances of student social learning space (SLS) apart from conventional lesson time on campus. Accordingly, this research elicits an evaluation of the actualised affordance of the SLS associated with the behavioural of learners. This study analysed the physical attributes of the SLS and the architecture of the learning environments which immeasurably impacted the behavioural responses of the learners. Eighty full-time students form Ungku Omar Polytechnic were interviewed and observed to obtain the learners' behavioural responses, space utilisation and learners' perceptions towards SLS. The responses were analysed using content analysis and grouped into:(i) type of activities, (ii) actualized affordances, and (iii) reveals notes. Results from this research recommended that transitional space that labelled as transitions between two destinations is effectively perceived by learners as efficient and conducive SLS.

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“…Descriptive case studies will no longer thrill anybody (Aldowah, Rehman, Ghazal, & Irfan, 2017). With interactive simulation to be only the top of an iceberg, engaging, interactive, immersive, full of interaction with AI, ubiquitous computing and technology seem to be the key to success (Yeoman & McMahon-Beattie, 2018;Hod, 2017;Schneider, 2017). Therefore, the classroom of the future, based on the idea of the design thinking lab, seems to be the passport to success in the upcoming digital world.…”

Section: From Chalk and Blackboard Towards The Transformation: Availamentioning

confidence: 99%

The Classroom of the Future: Disrupting the Concept of Contemporary Business Education

Tarabasz¹,

Selaković²,

Christopher³

2018

EBER

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The goal of the article is to discuss and elaborate on the skillset required in education of managers and entrepreneurs to face challenges of their future positions. Research Design & Methods: The article is of a descriptive character, based on literature review and its constructive criticism. It presents a case study of S P Jain School of Global Management in Dubai/Mumbai/Singapore/Sydney and experts' insights. Findings: The classroom of the future, based on idea of design thinking lab, equipped with the most modern solutions of Virtual and Augmented Reality (VR, AR), interactive detachable workstations, shareable smartboards and interactive video display walls, seems to be the passport to success in the digital world. Immersive interaction with AI, ubiquitous computing and technology exposure prepare contemporary business students for future working space, encompassing a variety of problems to be solved, allowing to attain new skills and a smooth transit from education to a desired job or entrepreneurship practice. Implications & Recommendations: The creation of 'future ready' graduates requires an innovative mindset and agility to evolve and adapt continuously, with simultaneous focus on disruptive innovation through digital transformation. Incorporating latest digital technologies and innovations into the learning environment seems to be competitive advantage and the key to success on education market. Contribution & Value Added: The article in subsequent chapters lists the awaited skills of future entrepreneurs and managers, indicates available solutions and technologies to boost classroom experience and gives a practical example of technology use. Moreover, it indicates transformation pathway for business schools to embrace challenges of the future labour market and equip their graduates with hands-on experience and required skills.

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Future Learning Spaces in Schools: Concepts and Designs from the Learning Sciences

Cited by 37 publications

References 33 publications

Design patterns for teaching in academic settings in future learning spaces

Design patterns for teaching in academic settings in future learning spaces

Evaluating The Affordances Of Transitional Space As Social Learning Space At Polytechnic

The Classroom of the Future: Disrupting the Concept of Contemporary Business Education

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