When we designed one of our new schools, Vittra Telefonplan, we presented Stephanie’s model to some of our pupils, teachers and our designers at the Danish design firm Rosan Bosch. We ended up with new definitions and a 5th environment – The Lab. In our design manual Bosch describe the learning environments like this:
- Campfire situations are characterised by communication flowing from one to many, requiring a space that can accommodate a certain number of people in a group situation, where everybody can focus on the person talking or presenting.
- The watering hole is a place where people come and go, and a learning environment where you can gather in groups of different sizes. A watering hole is a place of exchanging communication, flowing back and forth. The watering hole areas are typically placed where you naturally would go, and where you maybe bump into somebody or something.
- Show-off situations are situations where one person communicates towards the rest of the
world, showing what he or she can do or has done, thus requiring a physical space for display and exhibition.- In the cave, communication flows within oneself, requiring a physical frame that furthers seclusion and contemplation. Lastly, the laboratories are places where the students can acquire hands-on experiences, working physically and practically with projects in a societal and experimental context.
- The laboratories inspire students and teachers alike, enlarging the learning experience and inspiring teachers to use different tactile approaches.
The Jolaus Lifestream
Nire eguneroko pertsonal eta publikoa
Learning environments based on learning
The Third Teacher: Imagine How Design Can Transform Teaching and Learning
In the 1940s, pioneering Italian teacher and psychologist Loris Malaguzzi founded the Reggio Emilia approach to learning on the premise that children develop through interactions, first with the adults in their lives-parents and teachers-then with their peers, and ultimately with the environment around them. Environment, said MalaguzzL is the third teacher
79 ideas for using design to transform teaching and learning
S4PL - Space for Personalised Learning
In 2008 the Department for Children, Schools and Families (DCSF) set up a project to understand the relationship between the school environment and fundamental shifts in education that were rapidly establishing themselves as a priority, globally.
The aim was for the project, Space for Personalised Learning, to identify the spatial features that supported schools in their ability to deliver the new ways of learning and make widely available detailed information on the design interventions - and the ways of arriving at them - that had been shown to achieve the desired change.
This site compiles the output, including a final summary report, an interactive guide to the design process used by the team, facilitator guides and tools, and raw output files from the various pilot projects.
via space4pl.net
El documento final (lleno de fotos, esquemas e ideas, por cierto) se puede bajar de aquí
Escola inclusiva
Interesante infografía sobre lo que debería suponer la escuela inclusiva; aspectos como la seguridad, la accesibilidad y la ergonomía pedagógica. Deslizar el puntero por encima de los botones rojos para consultar cada una de las características. Pinchar aquí para descargar la infografía en formato pdf.
"Schome": Lifelong learning and the third space
Schome?" According to the OU (Open University), in future, learning will happen in (or at?) a place called "schome"--not school, not home. Catchy, or not, the title is all about ubiquity. It points to the ways in which the prospect of lifelong learning blurs the boundaries and spaces that, traditionally, have separated learners and learning contexts from other parts of work and life.
via educause.edu
Sociality Is Learning
Rather than demonizing social media or dismissing its educational value, I believe that we need to embrace the environments that youth are using to gather and help them learn to navigate the murky waters of sociality. We cannot "fix" their social worlds, but we can provide the scaffolding that they need to help learn to make sense of sticky social situations. We can serve as listeners, guides, and cheerleaders. We can be there when they're trying to make a decision about a best way to handle a situation and play devil's advocate when they need to work through complicated dynamics. But to be there for youth, we have to treat them with respect and value what they're learning. We have to value the importance of learning about sociality. And we need to be able to listen as confidants, not judges.
We can continue to demonize social spaces, dismiss hanging out, and overly regulate our kids. But I believe this does them a disservice. Being a successful adult in society requires social skills. And we desperately need to give youth space to learn them. They're committed to learning; why aren't we supporting them in doing so?
via zephoria.org
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