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Terry Byers's insight:
Another empirical study, co-authored with Wesley Imms, has just been published in Kenn Fisher's recent edited book "The Translational Design of School: An Evidence-Based Approach to Aligning Pedagogy and Learning Environments".
1. The layout of the physical learning environment can influence how teachers and students use digital technology.
2. A shift from a convention unimodal front focal point (i.e. teacher whiteboard or Interactive White Board) to a 360-degree polycentric layout (i.e. many focal points around the room) correlates with a shift from away from teacher-centric to more a student-centric pedagogical model.
3. The application of a withdrawal (ABA) single-subject design was able to evaluate a spatial intervention, while working within the confines of a schooling environment.
4. Empirical evidence suggests that if you disrupt the norms of a conventional classroom layout, this can equate to enhanced pedagogical use and effectiveness of digital technology.
evidence suggests you disrupt the norms of the conventional layout = enhanced pedagogical use of dig tech
Thomas Heatherwick is the London-based architect whose Heatherwick Studio has produced the 2012 London Olympics’ hammered copper cauldron, a futuristic version of London’s double-decker bus, plans for a Garden Bridge that would provide a grace note...
Twenty years ago, health care professionals made the same argument some in higher ed have made—success is too difficult to measure. Today, evidence proves that efforts to measure health care success have improved outcomes and reduced errors. What higher ed can learn from the health care industry.
A resurgence in interest in classroom and school design has highlighted how little we know about the impact of learning environments on student and teacher performance. This is partly because of a lack of research methods capable of controlling the complex variables inherent to space and education. In a unique study that overcame such difficulties by using a single-subject research design in one Queensland school, open and flexible classroom arrangements, together with an infusion of one-on-one technologies, improved student perceptions of the quality of teaching and students’ levels of engagement. Separate statistical analysis also indicated significant differences in these students’ performance in mathematics when compared to like peers in more ‘traditional’ classrooms. The paper ends with a caution; on these measures, the classroom design is certainly one, but probably not the only, influence.
This is a presentation entitled Use of Empirical Evidence to Measure Changes in Pedagogical Practice in Contemporary and Technology-Enabled Learning Environments was presented at the Second 21st Century Forum at Harvard University
There has been for some time now, keen interest in how to modify and manipulate learning places and spaces to encourage greater engagement, develop meaningful interfaces and provide opportunities to experiment with internal and external design.
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