Presentation about educational learning spaces

1. EDFD459
Learning
Spaces
BY BRUCE ROEST

2. Introduction
Figure 1. Czarapata. P & Friskney. D. (n.d.). Learning spaces.
Retrieved 22/10/2014 from http://www.learningspaces.info/our-capstone.
html
Learning spaces are a
vital element in regards to
education. It is extremely
important for educators to
learn about and alter
learning spaces for their
students in order to
support their practice and
extend their students’
learning. In the late
twentieth and early
twenty-first centuries, the
world has changed,
educational theories and
practice have changed
or have been extended
and the expectations
required of educators
have increased.
Lawn and Grosvenor (as cited in Schratzenstaller, 2010) discuss ‘increasing scrutiny’ of ‘pedagogical practice’ in the late twentieth century
(p. 15) by ‘governments and the general public’ in particular (Rychen, as cited in Schratzenstaller, 2010, p. 15). As a result of some of these
changes, the learning space is no longer just about the classroom. The learning space extends beyond the classroom. The five learning
spaces that are being discussed in this presentation overlap and intertwine. For example, discussion about the classroom may include
group, individual and electronic learning spaces and so on.

3. The classroom
There are many different factors to consider
in regards to the classroom environment.
Cinar (2010) discusses that ‘while such
factors as number of students, quality and
color of the furniture and walls,
temperature, illumination, air-conditioning
and hygiene are important in class
arrangement, the way students are located
in class has also an indirect but important
effect on learning,’ (p. 201). Cinar (2010) also
discusses how ‘researchers have examined
the relationship of seating location to
classroom behaviors, such as class
participation’ as well as ‘academic
performance,’ although studies ‘have not
involved personality variables,’ (p. 201).
Figure 2. Built Offsite Ltd. (n.d.). Mayespark Primary
School, Ilford. Retrieved 22/10/2014 from
http://www.built-offsite.com/gallery/mayespark-primary-school-
ilford/
I believe that this research is important because one of the most important things that may
influence engagement and participation in learning experiences and group and individual
tasks may be seating arrangements. In my experience, I have seen a number of different
seating arrangements that have been chosen by teachers, the most prominent have been
where groups of two or three tables are placed together where students face each other
and the front of the class.

4. The other more common
arrangement has been
rows of tables parallel to
each other facing the front
of the class (similar to the
‘teacher-centered
arrangement style’ in Cinar,
2010, p. 202). Both
arrangements have their
advantages and
disadvantages and
students’ personalities may
be important in regards to
which of these may be
preferable.
Figure 3. Greiner, J. (2012). Hoofprint: The MMS E-newspaper. Retrieved
22/10/2014 from http://www.mmshoofprint.com/e/x-treme-class-makeover/

5. ‘A successful seating arrangement
should facilitate interaction, suit the
instructional objectives and activities,
and ease access to the instructional
materials. Students should be easily seen
by the teacher and see the instruction
taking place,’ (Cinar, 2010, p. 201).
During my most recent placement, the
seating arrangements resembled the
description that Cinar (2011) discusses as
a ‘successful seating arrangement,’ (p.
201; also see figure 2). The lighting and
colour in the classroom was satisfactory
for students to complete tasks. Visual
stimulation was conducive in regards to
being of support to students but not too
much that it would distract them from
tasks. There was also relevant
information on walls in relation to the
learning experiences that the students
were participating in which supports
learning and curriculum goals.
Figure 4. Roest, B. (2014) Placement classroom.
Photo taken 10/9/2014

6. Clark, McQuail and Moss (as
cited in Read, 2010) discuss how
‘studies should include listening
to children’s views on the indoor
and outdoor environment,’ (p.
77) in regards to planning
learning spaces. Read (2010)
discusses students commenting
on the design of classrooms and
concludes that more studies with
a greater range of ‘design
principles’ may be beneficial in
regards to understanding
‘children’s preferences for
design’ (p. 79).
Figure 5. Roest, B. (2014). Placement classroom: mass
learning experience. Photo taken 21/8/2014
The seating arrangements in my classroom
were beneficial for group learning experiences
but not ideal for individual tasks. The students
are very enthusiastic to talk to each other and
therefore the option to talk to a group of
students was sometimes too tempting to ignore.
However, behaviour management in regards
to setting clear expectations at the beginning
of individual tasks was very important.

7. Beyond the classroom
The physical learning space beyond the classroom can be almost
anything. Students going on excursions may visit different areas both
outside and inside that may have them sit, stand and interact with their
surroundings in many different ways. Students may spend time at home
and outside with family and friends in experiences that may support their
learning and development. Students may also be using technology such
as a computer or ipad outside the classroom.
‘Jean Lave and Etienne Wenger,’
discuss ‘communities of practice’ where
learning and development occur in
different situations in and beyond the
classroom (Smith, 2009). These
‘communities of practice are
everywhere’ according to Lave and
Wenger, including ‘at work, school,
home, or in our civic and leisure
interests,’ (Smith, 2009). These can also
be examples learning spaces beyond
the classroom.
Figure 6. Bishop, C. (2011). Karen Childress teaches
Foster and Susana to read in Spanish. (Collin
Brooks/El Nuevo Tennessean). Retrieved
22/10/2014 from
http://borderzine.com/2011/07/children-learn-spanish-
at-home/

8. Strengths and weaknesses of
each of these learning spaces
vary according to the situation. In
regards to excursions, recording
notes and reinforcement of
learning may occur well after the
excursion, therefore possibly
resulting in students not
remembering some experiences
that may have been beneficial.
Discomfort, cramped spaces and
fatigue may possibly occur too
depending on the activity. There
are many advantages however,
depending on the learning
experience as students may have
room to move around and not
have to sit in the one space which
may therefore reduce incidents of
restlessness and so on. Different
visual and auditory stimulation will
also be beneficial.
Figure 7. Trip Advisor. (2014).
ScienceWorks Hands on
Museum. Retrieved
22/10/2014 from
http://www.tripadvisor.com
.au/Attraction_Review-g29998-
d1978063-Reviews-
ScienceWorks_Hands_on_M
useum-
Ashland_Oregon.html

9. Excursions and incursions can be
used to extend on prior learning
inside the classroom as well as
introduce new learning
experiences that may continue
both inside and outside the
classroom. Teachers may be
assisted by other experts in
particular domains and students
may also find themselves being
more enthusiastic about learning
particular things after being
inspired by different experiences.
Figure 8. Vantarakis, M. (2014). 20
awesome things to do in Victoria
over school holidays: Melbourne
Aquarium. Retrieved 22/10/2014
from
http://www.heraldsun.com.au/life
style/melbourne/awesome-things-to-
do-in-victoria-over-school-holidays/
story-fnpbvxki-
1227065007955?nk=7e4a08da106b
b3b5edf74e6c917d145c
Johnson (2009) and Lorenza (2009) discuss the importance of excursions and incursions in regards to the learning
space beyond the classroom. Lorenza links Vygotsky’s theories in regards to students expanding their knowledge
and ‘cognitive growth’ (p. 23) with their ‘interactions with the social environment,’ (p. 22) citing excursions and
incursions as an opportunity to ‘bring the outside world and students together,’ (p. 23). Educators must prepare well
in advance, exploring such areas as the educational value, links to curriculum and logistics in regards to student
numbers and space, ‘risk assessment’ and so on (Lorenza, 2009, p. 23).

10. Revisiting Bronfenbrenner’s social ecology
model or the model’s modifications is
significant in regards to identifying the many
different entities and people that students
may interact with beyond the classroom
that may impact students’ learning and
development. Bowes, Grace and Hayes
(2009) discuss the model in regards to a
wide range of social contacts children may
have. This includes their immediate family,
extended family, school, peers,
neighbourhood, mass media like television,
internet, the government and the economy.
All of these have many direct and indirect
effects on children’s mental and emotional
wellbeing and their learning and
development.
Figure 9. Dunlop. (2002). After Bronfenbrenner. Retrieved
22/10/2014 from
http://www.scotland.gov.uk/Publications/2008/09/121129
52/4

11. The electronic learning space The more prevalent technology becomes
in society, the more important it is for
educators to assist students in learning
how to use technology for students to
become independent and confident
contributors and members of society in
the future. Bartlett and Bird (2011) discuss
how young children are already
‘immersed in a digital society,’ and that
they making meaning of the world using,
or watching people use, computers and
other electronic devices,’ (p. 36).
Computers and ipads are being
increasingly used in schools in the twenty-first
century with new technologies,
software and social networking sites, blogs
and so on being introduced. An important
question posed by Murray and Olcese
(2011) ‘is whether these technologies
allow educators and students to do things
in educational settings that they could not
otherwise do, from a teaching and
learning perspective,’ (p. 42). This question
may be one of the most important when
deciding whether or not to include
certain technologies or software in
learning experiences.
Figure 10. SynergyNet: Multi-touch in Education. (2012). Classroom Data Collection.
Retrieved 25/10/2014 from http://tel.dur.ac.uk/synergynet/?tag=touch-screen

12. Means (as cited in
Murray & Olcese,
2011, p. 43)
discusses
organising
‘educational
technologies’ into
‘four categories’.
Technologies can
be used as a tutor,
as a tool, to
explore and to
communicate.
Educators may
also think about
these ‘categories’
in regards as to
whether to use
‘applications’ for
individual tasks or
‘fostered
collaboration’ or
both (p. 43).
Figure 11. Taylor, S. (2012). Creating a Tech-Savvy Kindergarten Classroom. Retrieved 22/10/2014
from http://www.scholastic.com/teachers/classroom-solutions/2012/01/creating-tech-savvy-kindergarten-
classroom
Many classrooms
have interactive
whiteboards at the
front of the class
and possibly rows
of computers
situated along the
side of the room.
Walking into a
classroom, it is
possible that you
may see students
using ipads at their
tables or walking
around taking
photos with them.
Ipads are
beneficial as they
can be easily
moved around
and used in many
different scenarios
and situations. The
physical classroom
will continue to
change and
adapt to newer
technologies and
software are that
are introduced.

13. Figure 12. Colaner, S. (2012). A Twist on the iPad
Mini’s Intended Purpose: The Classroom.
Retrieved 22/10/2014 from
http://hothardware.com/News/A-Twist-on-the-iPad-
Minis-Intended-Purpose-The-Classroom/
In regards to supporting their
understanding of the relevant online
learning environment, Salmon (2011,
p.32) discusses five learning stages
that online learners progress through
which may be beneficial in regards
to students’ learning and
development. These learning stages
will support students in the classroom.
Salmon (2011, p. 35) says that
participants may possibly find a new
system ‘daunting’ to begin with so
the beginning of the process is
overcoming their initial hesitation and
becoming familiar with and learning
how to use the system. The end of
the first stage is ‘when participants’
begin communicating with each
other online (p. 35). This eventually
leads to ‘information exchange’ and
‘knowledge construction’ (pp. 41-52).
The Web 2.0 can be a very important educational tool for students in the electronic learning space.
Communication via email, social media and other outlets electronically has become commonplace in
everyday life. Coggin (n.d.) discusses the benefits of the social networking site ‘twitter’ for educational
purposes and additional purposes for educators such as communication with parents and sharing
resources. Social networking sites such as twitter and facebook may also draw attention to the social
aspect of learning in a different medium. Children will need to learn how to better navigate this
environment in the future.

14. It is vital for students to learn how
to use a different range of digital
technologies to help prepare
them for the future. Simple tools
on Microsoft Word such as spell
check can support students with
their spelling when they may
realise they have spelt a word
incorrectly. Calculators are
already important tools in the
mathematics classroom.
Cavanagh and Mitchelmore
(2011) discuss how technology
can enhance students’ learning
in regards to mathematics and in
general. Educators must,
however, be willing to implement
technology despite the
challenges which may include a
lack of experience with the
technology and lack of
availability. The cost of
technologies and software may
also be a barrier for schools in
regards to implementation.
In my experience,
technology such as
ipads and computers
also appear to engage
students more than
experiences involving
paper and pen. This is
an upside of
technology and this
may possibly be
because students may
link ipads to games
rather than work.
Figure 13. Herfurtner, W.
(2008). Futuristic classroom.
Retrieved 25/10/2014 from
http://www.wolfgangherfur
tner.com/2010/08/multitou
ch-desks-for-classrooms-of-the-
future/nnp-
24_futuristic_classroom_2/
It is not only important to support students as they learn how to use digital
technology but it is also vital to teach students to use digital technology
responsibly. White (2013) says that ‘21st century skills are being learnt at random
and possibly harmful ways by children who are internet users,’ (p. 6). As digital
technologies become even more prevalent in society, it would be extremely
important for educators to teach primary school students more about ‘personal
information sharing; how and what to share; and critical thinking,’
(Commonwealth of Australia as cited in White, 2013, p. 6).

15. The individual learning space Kop and Founier (2010) discuss how
changing technologies have altered the
‘educational landscape,’ (p. 2) as
learners can now learn in an ‘online’
environment. Furthermore, Downes (as
cited in Kop and Founier, 2010) discusses
how learners will have more options in
regards to directing their own learning as
they may be able to ‘move from a
learning environment controlled by the
educator and the institution to
environment where they can find their
own information,’ (p. 4). This can
potentially make the individual learning
space more important than ever before
as learning experiences that may have
needed to be in a classroom with an
educator or group learning experiences
can now possibly be experienced in an
online environment. Emerging virtual
reality technology will continue this
trend. This is not, however, an alternative
to a group learning environment but
another option that learners may be
able to choose.
Figure 14. Dorsey, E. (2012). Children and Tablets. Retrieved
25/10/2014 from http://blog.bcm.com.au/2012/consumer-behaviour/
children-and-tablets/

16. People are different and have been
shaped by different experiences and
therefore choose different individual
learning spaces. The individual learning
space may vary from student to student
depending on a number of factors.
Students may prefer to sit at a desk, a
beanbag or on the floor. Noise level and
lighting may vary from person to person.
Dewey (as cited in Smith, 1996) discusses
the importance of having ‘the desire’ to
learn and continue learning. Candy (as
cited in Smith, 1996) discusses four elements
that may be important in regards to
individual, ‘self-directed’ learning. They are
‘personal autonomy’, ‘self-management’,
‘organizing instruction in formal settings’
and the individual ‘pursuit of learning
opportunities in the ‘natural social setting’’.
Figure 15. Radhakrishnan, C. (2010). Self-directed learning. Retrieved 25/10/2014 from http://www.teacherplus.org/classroom-management/
self-directed-learning
In regards to my own
individual learning space,
I like materials to be in
close proximity as well as
access to the internet
and therefore enormous
amounts of information.
Being prepared is a very
important first step in
establishing my own
individual learning space.
It is also very important to
be motivated, ignore or
preferably stay away
from distractions and to
set achievable goals
within a certain time
period.
As for my physical
individual learning space,
an open space is more
preferable to a closed,
small and cramped
space. Lighting should be
of reasonable brightness
with sunlight and open
windows preferred over
unnatural light if possible.
A comfortable chair and
a table with a lot of leg
room with background
noise and little to no
distractions is also
preferable.

17. The group learning space
Open plan classrooms as well as
multi-purpose rooms, school halls or
even outside areas are also useful
for very large groups. These may
generally be used for assemblies
and events that require a
combined group of classes. Open
plan classrooms themselves also
give teachers more opportunities
to learn from each other (The
Contemporary Teacher, 2014).
Space and resources may be
shared and there may be wider
range of resources and so on
which may further support learning
and development for students.
Figure 16. Bradbeer, C. (2011). Collaborative teaching: What might it look
like? Retrieved 25/10/2014 from
http://openlearningspaces.blogspot.com.au/2011/10/collaborative-teaching-
what-might-it.html
Some benefits of the seating arrangements as
described in the classroom environment are that for
group tasks, students can face each other and the
educator, which favours discussion and the sharing
of materials.
The open carpet area is also beneficial for group
discussions. Sitting in a circle in a large group or
smaller circles in small groups may be important for
group interaction so students can talk to each other.

18. Vygotsky’s educational theory discusses the
importance of interaction and scaffolding in
regards to learning and development and learning
in groups can be beneficial in regards to
scaffolding understandings. Students generally
enjoy working together (Slavin, 2010, p. 170) which
may support engagement and therefore improve
educational outcomes. Slavin (2010) discusses how
‘team rewards and individual accountability’ as
being ‘essential’ in regards to ‘co-operative
learning,’ (p. 163). Encouraging students to be
engaged, support their peers and care about
each other’s individual and small group
contribution to the whole will support the
achievement of educational goals. Educators
need to structure these learning experiences in
order to ensure that all students benefit and
achieve individual educational goals in relation to
the group learning experience. This may be about
choosing appropriate groupings relating to the
learning experience as well as assigning students to
roles. The educator needs to ensure accountability
in regards to individual duties and to guide
learning.
Figure 17. Pacific Learning. (n.d.). Cooperative learning. Retrieved
25/10/2014 from http://www.pacificlearning.com/p-4947-csi-comprehension-
strategies-instruction.
aspx?NavSelected=productdetails
As described in the electronic learning space, Web 2.0 can
be very beneficial to use in regards to group projects or even
for forming groups and partnerships with other schools in
other parts of Australia or the world. This may also extend
learning into different curriculum areas such as learning
about different people and cultures and how to work
together to achieve different goals.

19. References
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