Transitions through remodelling teaching and learning environments

Grannäs, Jan; Stavem, Siv Marit

doi:10.1080/20004508.2020.1856564

Cited by 11 publications

(5 citation statements)

References 38 publications

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“…Building design in Europe similarly follows these national imperatives, with these open and flexible designs much more prevalent and currently preferred in some countries, such as the Nordic countries (see e.g. Grannäs and Stavem, 2020;Sigurðardóttir and Hjartarson, 2011), than in others, where enclosed classroom prevail even in new buildings (see e.g. Duthilleul et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The risks of standardised school building design: Beyond aligning the parts of a learning environment

Woolner¹,

Thomas

Charteris

2021

European Educational Research Journal

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School design in any epoch reflects the collective values and attitudes of the time, and the political currents which shape perspectives. In this paper, we consider the risks associated with an English school’s rebuilding under the Priority School Building Programme, a standardised approach to school design, tending to result in ‘traditional’ instead of ‘innovative’ designs. At a micro scale, risk is affective, influencing educators’ ontological security. We also consider the macro-level risk of shaping citizens through education policy reflecting particular values. This case study, in a UK secondary school, explores theoretical frameworks that can be used to investigate risks involved in rebuilding projects. It is well established that misalignment between structural resources, approaches to pedagogy and social relations presents a significant risk for school redesign. Although the case study project was a relatively smooth transition at the local level, with alignment between set, epistemic and social design, we argue that there can be a philosophical risk associated with conservatism in schooling design and a focus on performativity and conformity. Giving consideration to policy-led schooling decisions, we argue for the importance of alignment between design elements in the context of wider consideration around the purposes of education.

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Section: Introductionmentioning

confidence: 99%

The risks of standardised school building design: Beyond aligning the parts of a learning environment

Woolner¹,

Thomas

Charteris

2021

European Educational Research Journal

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“…Törnqvist, 2005). Det har också hänt att skolor som byggts på ett innovativt sätt senare ändrats till mer traditionell utformning utifrån lärarnas önskemål (Grannäs & Stavem, 2020). Kopplingen mellan rummet och en eventuell förändring av undervisningspraktiker har inte undersökts i någon större utsträckning, även om det i både Norden och internationellt satsas på såväl utvecklings-som forskningsprojekt kopplade till undervisningslokaler (Bradbeer et al, 97 2019;de Laval, 2018;Frelin et al, 2021).…”

Section: Inledning Och Syfteunclassified

“…Innovativa skolprojekt handlar ofta om öppen planlösning, ämnesövergripande undervisning, flexibel användning av lärandemiljön och skapande av en dynamisk organisation. Det har dock visat sig vara ett komplext företag att planera, utforma, implementera och befästa en ny skola baserad på sådana okonventionella idéer (Grannäs & Stavem, 2020).…”

Section: Diskussion: Literacyskrymslen Som Ställen För Lärandeunclassified

Literacyskrymslen i idrottshallen – rumsliga aspekter av skriftpraktiker i skolans idrottsämne

Norberg

2023

JASEd

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Att läsa och skriva är av tradition vanliga praktiker i skolan och förknippas främst med teoretiska ämnen och klassrum med bord och stolar. Att elever engageras i skriftliga praktiker, eller literacy, i ämnet idrott och hälsa har av flera skäl blivit allt vanligare på senare tid, vilket innebär att sådana praktiker även äger rum i lokaler som inte designats för läsande och skrivande. Syftet med den här artikeln är att undersöka rummets betydelse för lärande genom skriftliga praktiker i ämnet idrott och hälsa. Den rumsliga aspekten kopplad till skriftliga praktiker undersöks utifrån begreppet literacyskrymsle som kort kan beskrivas som en utskild del av rummet där någon form av literacyaktivitet pågår eller kan pågå. Studien bygger på etnografiska data i form av fotografier, fältanteckningar, texter och transkriptioner av lärar- och elevintervjuer. Studien utgår från ett ekologiskt perspektiv på literacy och data analyserades med geosemiotiska begrepp. Resultaten visar att literacyskrymslen (kan) skapas i alla rum där idrottsämnets olika aktiviteter pågår, dvs. både i inomhus- och utomhusmiljöer. Rummens möjligheter och begränsningar att inhysa literacyskrymslen varierar beroende på rummens olika materiella villkor, och därmed skapas situerade respektive överskridande literacyskrymslen i olika rum. De olika typerna av literacyskrymslen har olika potential för elevers lärande i idrott och hälsa. ENGLISH EBSTRACT Literacy nooks in the gym - spatial aspects of literacy practices in physical education and health Reading and writing are traditionally common practices in school and mainly associated with theoretical subjects and classrooms with chairs and tables. However, reading and writing, or literacy practices, have become more common in Physical education and health (PEH), resulting in literacy practices even taking place in spaces which are not designed for reading and writing. The aim of this study was to investigate the significance of space for learning through literacy practices in PEH. The spatial aspect connected to literacy practices was investigated with the concept literacy nook, i.e., a separate part of the room where some kind of literacy activity is going on. Ethnographic data, such as photographies, field notes, texts, and transcripts of interviews, were analyzed drawing on an ecological view on literacy and with geosemiotic concepts. The results show that literacy nooks are (or can be) created in all indoor and outdoor spaces where PEH-activities take place. The opportunities and constraints of the different spaces to house literacy nooks vary according to the material terms of the spaces. Thus, situated and transgressive literacy nooks are created in the different spaces. These different types of literacy nooks have different potential for students’ learning in PEH.

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“…Several studies draw attention to the need for adequate preparation when transitioning to teaching and learning in ILEs [20,29,30]. Previous research shows that the more an ILE deviates from traditional design, the more important preparing habitants becomes [6,25,28].…”

Section: Preparation: Creating Educational Robustnessmentioning

confidence: 99%

Designing and Building Robust Innovative Learning Environments

Frelin

Grannäs

2021

Buildings

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Prior research shows that creating innovative learning spaces that work well for pupils and teachers is a challenge which implicates different stakeholders. The aim of this article is to inquire into how educational visions evolve and are expressed through the different phases of two school design processes as well as visualize how stakeholders’ roles in the processes result in innovative learning environments and practices that work well. The data consists of photographs from school visits, briefs, and interviews. The material is analyzed with a particular focus on educational vision, organization, and working methods. An analytical model showing the stakeholders’ levels of participation at each stage is revised and developed. The results indicate four common themes: Continuity (several stakeholders involved in more than one phase); Preparation (processes were long-term, continuous, and iterative, with future users testing and evaluating prototypes and other innovative interior design elements to be used in the new spaces); Alignment (early and extensive considerations of the school’s organization and working methods); and Participation (multi-professional teams with representation of a pedagogical perspective at the higher levels of participation). From this, it can be concluded that achieving robust, innovative learning environments involves stakeholders’ regard to the aspects of knowledge, education, organization, and economy.

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Transitions through remodelling teaching and learning environments

Cited by 11 publications

References 38 publications

The risks of standardised school building design: Beyond aligning the parts of a learning environment

The risks of standardised school building design: Beyond aligning the parts of a learning environment

Literacyskrymslen i idrottshallen – rumsliga aspekter av skriftpraktiker i skolans idrottsämne

Designing and Building Robust Innovative Learning Environments

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