Dr Kenn Fisher 2
Introduction – Qualitative & Quantitative Measures
• Quantitative research
– ‘Evidence-based’ performance measures
– Building condition & test scores
(Earthman, 1999; Fisher, 2000)
• Qualitative research
– Evidence-based research
– Qualitative research methods (Sanoff, undated)
• Performance measures
– POE (Lackney, 2004 )
– Pedagogical & learning environment
10
Qualitative Studies - Department for Education & Skills
– Headteachers - capital investment has a strong positive impact on pupil behaviour & motivation
– Secondary schools - new facilities excited the interest of pupils
– Inner city heads - close correlation between quality of facilities and a sense that education is important; pupils are being valued by the system
– Truants - comparison between comfort and quality of school surroundings and local shopping mall; all too often the mall was far superior
Source: PriceWaterhouseCoopers, 2000
Research ReportNo 242
Building Performance
An empirical assessment of the relationship between
schools capital investment and pupil performance
PricewaterhouseCoopers
Relationship between schools capital investment & pupil performance
11
Qualitative Studies - Department for Education & Skills
– Community secondary school - marked effect on morale
– Pride in the new facilities & the effect on teacher ability to deliver a programme of teaching in a style they consider professionally desirable
– New building allowed staff to change the way in which subjects are taught
– Policy of building in improvements to circulation as an objective for each project so as to cut down on movement and contrary traffic flows has improved behaviour
– Better state and location of classrooms - much wider range of teaching strategies to be used and for these to be tailored so that they minimise behaviour problems in ‘difficult’ subject areas
– Both teaching and learning – and therefore attainment - have benefited
12
Qualitative Studies – NZ Ministry of Education
• Understand factors that influence learning outcomes in classroom and learning environments
• Qualitative phase consisting of in-depth face to face interviews
• A semi-quantitative survey pilot phase - a self completion methodology for school - related audiences; telephone for design consultants
• The target audiences for the project:
– Teachers (Primary, Intermediate, and Secondary)
– Students (Year 5 – 13)
– Principals and Boards of Trustees
– Design Agencies
13
Does Environment Influence Learning - Principals
• Reducing stress
perform better if they are exposed to less environmental stress - cramped conditions, poor lighting and bad acoustics
• Enhancing pride
if proud of their school & classroom environment, more likely to have a positive attitude towards learning
will also learn aspects of socialisation such as organising, tidying up, and displaying work
• Allowing flexibility & variety
if teachers can use a range of teaching tools and methods to deliver curriculum rather than being restricted to one by the classroom structure, students have greater opportunity to learn from one of these styles
• Enhancing concentration
students need to be comfortable, to have few distractions, to be adequately warm or cool, to have good ventilation, lighting and other basic aspects
14
Summary of Factors in Classroom Design – All groups
Best practice in school design (AC Nielson, 2004)
Source: ACNeilsen p90
16
Curriculum Scope & Themes – Scottish Executive
Curriculum to extend to include:
• The ethos and life of the school as a community
• Curriculum areas and subjects• Interdisciplinary projects and
studies• Opportunities for wider
achievement
• Make connections across the curriculum – a coherent approach to language, numeracy, literacy, personal & social skills and creativity
• Planning for interdisciplinary activities
18
Linking Pedagogy to Space - Effectiveness of learning modalities
Sou
rce:
NT
L In
stitu
te ‘R
eten
tion
Rat
es fr
om D
iffer
ent M
odes
of L
earn
ing’
(20
00)
19
Learning Retention Rates (Montambeau, 2000)
http://www.cofc.edu/bellsandwhistles/research/retentionmodel.html
20
The ‘Experience Cone’ (Dale, 1969)
ReadListen
View ImagesWatch MovieGo to ExhibitWatch Demo
See it Done on SiteParticipate in Discussion
Give a Talk
Simulate Real Life ExperienceDo the Real Thing
Pas
sive
Act
ive
Dale, 1969, A/V Methods in Teaching
St Columba Pedagogies(2007 Prospectus, Clause 2.5.2)
• Experimental learning
• Rote learning
• Teacher directed activities
• Student group work
• Individual quiet work
• Peer tutoring
• etc
• Varying rates of growth & child development
23
Performance Measures – Awards I
OECD – PEB
– Six categories – two on learning environments
– One:
how design stimulates children’s early teaching and learning experiences
– Two:
the ways the facility is adapted to new forms of learning & research
24
• Research in the learning sciences • Students doing not just receiving;
creating not just re-creating• Cooperative, project based,
interdisciplinary• Emphasis on learning styles, multiple
intelligences & special needs • School buildings as important learning
tools• Accelerate research on the impact of the
physical environment on student achievement
Performance Measures – Awards II
Designshare awards – 6 categories, one learning environment - enhance teaching & learning & accommodate the needs of all learners
Source: www.designshare.com
Dr Kenn Fisher 25
Pedagogy & environment - performance measures
San
off
– C
lass
roo
m r
atin
g sc
ale
Dr Kenn Fisher 27
Pedagogy & environment - performance measures
Sanoff – Indoor learning space rating scale
Dr Kenn Fisher 28
Pedagogy & environment - performance measures
Sanoff – Outdoor learning space rating scale
30
Pedagogical Variety – Charles Sturt University
• Simulated learning – model the real-life situation as closely as possible. Through
computer simulations, role-plays, mock labs.
• Problem-based learning – learning driven by challenging, open-ended problems where
students work in small collaborative groups. Usually a whole subject/course approach.
• Facilitated collaborative learning – joint intellectual effort by students or students and teachers. Groups searching for understanding, meaning or solutions or in creating a product.
• Self-directed learning – individuals have primary responsibility for planning and implementing the learning e.g. traditional distance education mode, usually at home or in the learning commons or social spaces.
• Non-facilitated collaborative learning – joint intellectual effort by students. Groups of students work together in searching for understanding, meaning or solutions or in creating a product.
• Presentation/lecture – the focus is on lecturer-led presentation and appropriate transfer of relevant information. Sometimes referred to as ‘passive’ learning.
• Cognitive apprenticeship – ‘master’ (i.e. lecturer) modeling behaviours and skills to encourage the ‘apprentices’ (i.e. students) to develop a conceptual model and imitate under the guidance of the ‘master’.
• Situated learning – takes place in a setting functionally identical to that where the learning
will be applied e.g. on practicum in actual workplaces, hospitals, schools.
VU Teaching & Learning Guidelines & Underpinning Principles
Cooperative Learning (including Peer-to-Peer Learning)For teachers, cooperative Learning relates to the “scholarship of learning and teaching” where communities of practice benefit from the sharing of inquiries. In relation to teaching and learning guidelines, cooperative learning is viewed as an important method of reducing competitive and individualistic behaviour, thereby creating scenarios in which students may develop interpersonally such as peer to peer and team-based activity.
Collaborative LearningIn this context, collaborative learning relates to interactions between staff and students so as to create feedback loops directed at the improvement of teaching and learning. The social inherence of learning is acknowledged as is the increasingly ‘by your side’ nature of the learning coach or ‘midwife’.
Authentic Learning (including Community-based Learning)Authentic learning opportunities are required to encourage the application of skills and the resulting development of critical thinking. Underpinning principles also require the application of skills in order to develop ethical and informed decision making which can only be achieved through exposure to and participation in real-world scenarios. Authentic learning opportunities are also viewed as an effective method of encouraging responsibility, particularly when it occurs in the community.
Problem-Based Learning The teaching and learning guidelines identify problem-based learning as a means of creating a community of learners, particularly where a dialogue is created between students and teachers. Problem based learning involves activities that encourage such interaction e.g. where teachers offer case studies and simulations using ‘guided design’. ‘Real world’ problem based learning also encourages students to link learning experiences to their operation in the workplace and community.
Explicit TeachingWithin the teaching and learning guidelines, explicit teaching is viewed as a method of extending formal teacher and learner interaction. Active listening and note taking via lectures are not likely to disappear in the near future, but rather be integrated into a more active learning program. Explicit teaching is also viewed as an effective means of modelling skills and behaviours.
Independent Learning
A great deal of learning occurs ‘outside the classroom’ where student-initiated learning occurs both collaboratively and independently. Responsibility can be encouraged through student-activated learning extension.
Interdisciplinary Learning Interdisciplinary learning is required for the effective creation of learning pathways. Learners are exposed to a wide range of programs, skills and understandings beyond what they may traditionally expect in their chosen areas of study. This style of learning creates alternative perspectives and deeper understanding.
Inquiry-Based LearningInquiry-based Learning is viewed as a means of closely linking teaching and research.
Student-Centred Learning A need for student-centred learning comes from a general focus on learning itself as opposed to teaching.
Active Learning In this context active learning applies to the engagement of students through encouraging students to participate and interact. This can be achieved through the provision of environments in which students can interact informally and formally with peers and mentors with their individual learning styles supported through a range of learning technologies and resources.
Lifelong LearningThis relates broadly to the enhancement of employability and long-term engagement in and enjoyment of learning for continual professional and personal development.
Flexible Learning (including E-Learning)Flexible Learning relates to the way in which learning can be experienced by the student, providing learning and content delivery options that suit a diverse range of learner needs so that learning may occur both synchronously and asynchronously on and off campus. E-learning is an essential component of flexible learning.
31
37
Pedagogy Space Map
The Gungahlin College aims to provide an adult learning environment with a variety of learning settings.
This option shows how the flexible layouts can be adapted to the needs of the specific project or theme studied. The Learning spaces become a Hub of activity in which the students can move freely as required to get the information they need to fulfil their tasks. Some acoustically private spaces are also provided for quiet or loud group activities.
A lightwell links different levels. Visible learning areas. Scotch Oakburn Senior Centre, Launceston, Tasmania
Appropriate outdoor learning spaces Newstead College, Launceston, Tasmania
Collaborative areas with different furniture cater for a variety of learning modes. Coburg Senior High School, Victoria
Creation of reflective private spaces behind columns Coburg Senior High School, Victoria
Visibility to presentation areas from collaborative areas ASMS, South Australia
Presentation areas (or classrooms) can also be collaborative spaces ASMS, South Australia
Lockers visible, can be used to divide space Scotch Oakburn Senior Centre, Launceston, Tasmania
Reflective study can occur in many ways ASMS, South Australia
Collaborative Learning areas can be defined by changes in ceiling or flooring Canning Vale College, Western Australia
LIBRARY/RESOURCES
AND LINK TO SPECIALIST
38
educational philosophy
space model
facility design
connectivity faculties to be
integrated collocate staff prep areas/labs./studios
hand, heart, head spaces for theory, practice and social
identify learning setting types
learning anytime, any place, any path, any pace
recognise use of domestic, educational, industry and community
linkages, resources and collocations
project based learning practical areas and storage for projects
specialist settings and storage systems
connect students to world
newsroom, international room
media rich learning spaces througout
new knowledges display areas using technology
use foyers, corridors and media lab. etc
Australian Science & Maths School - mapping pedagogy & space
Source: Fisher/Woods Bagot
39
ASMS – planning layout
1. Learning studios (9)• specialist equipment for
individual research work• central tables for group work• a teaching wall with rich audio• networked computers2. Outside area• most learning studios and
commons open to outdoor areas for
• educational and recreational purposes
4. Meeting rooms• for student and staff use6. Assembly area7. Student and staff social area
Source: Fisher/Woods Bagot
40
ASMS – planning layout
8. Learning commons• individual home desks, secure
storage space• a teaching wall; state-of-the-art
audio visual and ICT facilities• networked computers• tables for group work & teacher
directed sessions• large spaces with ICT and audio
visual facilities • professional development
programs 9. Staff rooms• open directly to learning commons
with no physical separation10. Central Common Space• informal & formal learning activities• social interaction and community
activitiesSource: Fisher/Woods Bagot
Dr Kenn Fisher 43
Self Assessment – student voice
• BRE-EAM - Environmental Assessment Method
• Spatial literacy & spatial vocabulary
45
Good KM&L approach - uses full media richness: synchronous & asynchronous
Text-based
Voice-based VideoFace – to
Face
Low High
Broadcast Search Virtual collaboration F2F Learning & sharing
Newsletter
Intranet
Phone call
Audio conference
Videoconference
Webconference
Update newsletter
WebsiteGoogle
Good practice library
Content Management
Discussion forum
Wiki
Telephone
Virtual ‘team room’
Expertise locator / ‘Yellow Pages’
Conference calls Project ‘retrospect’
NetMeeting
Webex
After-Action Review
Peer-assist
‘Show and Tell’ event
Notice board
MSN
RSS Newsfeed
Communities of Practice
Coaching & Mentoring
Buddying
‘Richness of Media’
http://www.education.vic.gov.au/studentlearning/innovations/designteams/default.htm
46
NetGen & ‘Digital Natives’ – Mountifield 2005
Digitally literate • Use variety of IT devices
• Surf the Net
• Experimental
Multiple media literacy• Comfortable in visual rich environment
• Able to weave together images, text, sound
• Visual interfaces, streaming media, gaming
Always connected• Mobile phones, laptops, PDA, IM, web
cams, wireless, blogs, email, wikis, chat, gaming
Immediacy • Expect information, communication,
entertainment to be 24/7
• Immediate responses & instant gratification
• High expectations
50
Key issues
• Net Gen learning modalities
• e-Learning
• Collaborative pedagogies
• Learning technologies – buildings, furniture, environment, technology
• Technology = 10% of capital works budget – one budget
• Mobile technologies
• Learning spaces vs learning places
• Acoustic and visual zoning
• Flexibility through mobile screening
• Cultural transformation
• Teacher control vs learner control - student behaviour changes
Dr Kenn Fisher 51
Pedagogy & environment - performance measures
School Design Awards – selection criteria
OECD – PEB
– Six categories – two on learning environments
– One: how it stimulates children’s early teaching and learning experiences
– Two: the ways the facility is adapted to new forms of learning & research or uses ICT to optimise capital planning or property management
Dr Kenn Fisher 52
Pedagogy & environment - performance measures
School Design Awards – selection criteria
Designshare awards – 6 categories, one learning environment - enhance teaching & learning & accommodate the needs of all learners
− Follow the research in the learning sciences − Students doing not just receiving; creating not just re-creating;
students problem-solving− Cooperative, project based, interdisciplinary− Emphasis on learning styles, multiple intelligences and the
special needs of students − School buildings are important learning tools− Accelerate research on the impact of the physical
environment on student achievement
Dr Kenn Fisher 53
Research & evidence relating pedagogy & space
• Literature search
– Educational Research Clearinghouse (ERIC)
– www.edfacilities.org
– www.designshare.com
– Problem-based learning (Wolff, 2002)
• Qualitative Research Case studies
– Department for Education & Skills (UK)
– Ministry of Education (New Zealand)
– Architecture of Schools (Dudeck, 2000)
Dr Kenn Fisher 54
Research & evidence relating pedagogy & space
– Variable sized with individual workspace– Presentation space & ‘cave’ space– Spaces with access to food & beverage– Process galleries– Studios; labs; collaboration incubator– Get away spaces or niches– Display spaces – Access to technology
32 design features that support collaborative, project-based learning (Wolff, 2000)
Dr Kenn Fisher 56
Research & evidence relating pedagogy & space
Department for Education & Skills (UK) • Qualitative Study (PriceWaterhouseCoopers, 2000)
– Building Performance: an empirical assessment of the relationship between schools capital investment and pupil performance
– Headteachers viewed capital investment as having a strong positive impact on pupil behaviour and motivation
– In the case of secondary schools, they reported that new facilities excited the interest of pupils
Dr Kenn Fisher 57
Research & evidence relating pedagogy & space
Department for Education & Skills (UK)
– Inner city heads in particular observed a close correlation between the quality of the facilities and a sense that education is important, and that pupils are being valued by the system
– For potential truants, the comparison can be between the comfort and quality of the school surroundings and those of the local shopping mall; all too often the mall was far superior
Dr Kenn Fisher 58
Research & evidence relating pedagogy & space
Department for Education & Skills (UK)
– In a community secondary school a very marked effect on morale was observed
– The adverse effect (of building disruption) on morale has been vastly outweighed by their pride in the new facilities and the effect this has had on their ability to deliver a programme of teaching in a style they consider professionally desirable
– The new building allowed staff to change the way in which subjects are taught
Dr Kenn Fisher 59
Research & evidence relating pedagogy & space
Department for Education & Skills (UK)
• A deliberate policy of building in improvements to circulation
− to cut down on movement and contrary traffic flows has improved behaviour
• The better state and location of classrooms has enabled a much wider range of teaching strategies to be used
– these to be tailored so that they minimise behaviour problems in ‘difficult’ subject areas
• Both teaching and learning – and therefore attainment - have benefited from this
Dr Kenn Fisher 60
Research & evidence relating pedagogy & space
Ministry of Education (New Zealand)• Understand factors that influence learning outcomes in classroom
environments • Preliminary qualitative phase
– consisting of in-depth face to face interviews with each audience
• A semi-quantitative survey pilot phase– using a self completion methodology for school related
audiences and telephone for design consultants• The target audiences for the project:
– Teachers (Primary, Intermediate, and Secondary)– Students (Year 5 – 13)– Principals and Boards of Trustees– Design Agencies
Dr Kenn Fisher 61
Research & evidence relating pedagogy & space
• Strategies of reading development
– range from whole-class groups focusing on a white board, through to smaller groups reading to each other, to one-on-one sessions either in the classroom or in a separate reading room
• Reading niches off the main classroom enable better concentration and audibility
• As a separate resource, a mini-library within or close to each classroom is highly desirable
The UK National Curriculum and its implications for space and place (Dudek, 2000)
Dr Kenn Fisher 62
Research & evidence relating pedagogy & space
• Concession is that space standards are 40% greater than the norm for this type of facility
– (with the group room accounted for as a part of the classroom space) – the best way that this level of spatial diversity was possible
• Teachers are uniquely equipped to throw enlightenment on the particular social and physical context of their classroom spaces
– Just as the teacher must be flexible, equally the modern environment needs to be flexible (Dudek, 2000, p55).
Research Proposals
• The Research Question – eg how are Smart Boards being used in schools?
• How will this link to Outcomes and School Data?
• Priority in DEECD• Key performance measures eg
– Ratio students to smartboards
– Activities SB used for
– Time for each activity at SB
– Professional development for SB
– Technical barriers
• Will this provide sufficient EVIDENCE?
• Possible research partners
• Timeline
• Projected budget
Dr Kenn Fisher 63
Top Related