Janita Craw/Victoria O'Sullivan
Patsy Stringer, Jyoti Jhagroo, Adrian Schoone
Indira Neville, Elizabeth Jones
Maurie Abraham, Daniel Birch, John Sofo
Maurie Abraham, Daniel Birch
Melbourne Graduate School of Education
University of Melbourne
Outline of keynote address
Chair of Learning Environments New Zealand.
Teacher Collaboration: maximising learning outcomes in Innovative Learning Environments
Stonefields Primary School is recognised internationally as an innovative environment in terms of its pedagogy approach and learning space design. With teachers sharing responsibility for a larger cohort of learners, effective teacher collaboration becomes critical to achieving successful outcomes for students, for professional learning, but also for the ongoing development of the organisation.
Associate Principal Chris Bradbeer explores how the role of teacher collaboration intersects with the contemporary drive for creating more open, innovative learning environments, drawing on examples from Stonefields, and suggests that without deliberate approaches to collaboration the potential opportunities afforded by ILE may well be missed.
Associate Professor of Design
School of Art & Design
Strategies / Tactics / Practices
From the point of view of design practice, spatial analyses of educational facilities encompass a complexity of design parameters. How do designers understand if and when design process itself is completed? I want to explore or question design process by briefly discussing the thinking of two spatial theorists, Michel de Certeau and Michel Foucault.
I will be looking at how de Certeau develops a spatial theory that differentiates strategic understandings of spatial ordering from tactical understandings. From Foucault, I will focus on how Foucault develops an understanding of practice, differentiating it from the notions of discourse and technology.
Programmatic Spatialisations: Normalisation to emergent learning
The concretisation of Innovative Learning Environments (ILE's) as an architectural artefact presents a new phenomena in education that overtly expresses a shift in infrustructure programmatics. The departure from cellular classrooms is a shift from the modernist pre-set around form and function and indicates a notion of sequencing as in a motility and temporalisation that is reflected in the changeability of infrastructure and no longer the fixity of thinking about space – space has multi-purposes.
Where there was once a correlate between function and form, that was a determinacy of an old adage from modernism 'form follows function,' architectural artefacts in the post-modern age inherit a more complicated formal response. When this response is enacted in an institution with deeply embedded forms of programmatics such as education, tensions now exist between the ILE and the version of educational programmatic.
If we were to live with the argument that there is some agency in space, and that the ILE is a spatial artefact of architecture, then the process of designing for an educational programmatic (both physical and social constructs) requires critical examination of the positioning of the notion of power and knowledge inherent in design practices. This poster adds to the discourse on practices of designing, teaching and learning in ILE's
School of Education
Living dangerously, with a political aesthetic: the ol' garden shed is my classroom?
A teacher with a great philosophy can teach in a garden shed.
Karen Boyes, 2015
This open-ended session invites participants to join us in the ol' garden shed to engage in discussions about 'outside' environments and the contribution that these environments might make to our understandings and approaches to 21st learning. It draws on a number of contemporary thinkers, their ideas (e.g. Giorgio Agamben's 'coming community'), in an endeavour to examine our on-going collaborative project, an 'engaging with art' project that activates history, in particular, the history of (progressive) education in New Zealand.
This project works with, alongside, and outside what can be described as 'traditional' (or dominant) ways of approaching educational research and teaching practices. The project is intent on playing with a range of (fabricated, reciprocal) binaries, that include for example, art/science, old/new, formal/informal, inside/outside, human/nonhuman, nature/culture.
Innovative learning: Pedagogy, practice and environment
Whether your school has a new learning space or you are working in an existing single cell environment this workshop will encourage rich discussion around the changes in learning and teaching that are happening in many New Zealand schools. Participants will be provided with practical tools to begin exploring innovative ways of learning and teaching within their context.
During the workshop opportunities will be provided for participants to start conversations around the following identified areas: curriculum re-design, collaborative teaching, learner agency, learning with digital technologies and the impact of physical spaces (flexible/innovative environments).
Mark, who is a PhD candidate as well as a well-known education consultant, will speak to his research into leading change with ILEs. He will focus on emerging considerations for school leaders who are undertaking a change to ILE. His presentation will be of relevance to teachers, school leaders and academics.
Reflections from implementing ILE in a tertiary environment
In 2016 AUT Bachelor of Education students were introduced to tertiary learning through an ILE with the aim of better equipping students for teaching in ILE schools. This necessitated a shift in tertiary lecturer pedagogy. In this presentation three lecturers who collaborated to create an ILE for teaching Social Science and Technology primary curricula reflect on the challenges they faced and the possibilities the approach offered, both for the development of their own pedagogies and learning opportunities for students.
National Library of New Zealand
The power of libraries as learning environments
Innovative library learning environments are uniquely placed to enable powerful learning. This presentation explores how, through their spaces, services and philosophies, libraries support individuals, schools and communities to ‘learn’ and turn information into meaningful knowledge. We will present concepts and models of library environments that explore the enduring and evolving place and pedagogy of libraries in learning today and posit some key questions for discussion.
Indira Neville is Principal Advisor, Services to Schools at the National Library of New Zealand. She has worked in both policy and education, including a stint as a primary school principal. She is also a former e-fellow and NZ Microsoft Innovative Teacher of the year. Indira’s current work focuses on the National Library priority areas of reading engagement, digital literacy, and school libraries.
Elizabeth Jones is the National Manager, Capability Services to Schools at National Library. In this and her previous role as National Manager, Learning Futures and development, she has been responsible for leading national service developments and cross-sector collaboration in support of our priority areas of reading engagement, digital literacy and school libraries.
As National Manager, Capability, a key area of responsibility is leading a national team of facilitators and specialists to support the development of future focused library services and innovative library learning environments for young people. Elizabeth is currently on the national committee for the Association of Learning Environments, New Zealand.
Designing for change
John Sofo is the award-winning designer of Hobsonville Pt Primary and Secondary Schools, Ormiston Primary School, and the recently-opened Aranui Community Campus. These are all Private-Public Partnerships, representing significant investment by the Ministry of Education. Appearing on the panel with John are two of the principals her has worked with, namely Maurie Abraham (HPSS) and Daniel Birch (HPPS). The panel will share its experience of designers working with Boards of Trustees and principals. The panel will discuss the PPP model: its benefits and disadvantages to principals, and its status as a procurement method. The longer term implications of PPP will be discussed.
Director of Innovation in Learning
Anglican Church Grammar School ('Churchie')
'Evidence' that Different Learning Environments Impact upon Teaching and Learning
Dr Terry Byers is a graduate of the University of Melbourne Graduate School of Education. In this interactive workshop, Terry will outline the six-year partnership between Churchie and the University of Melbourne, which explored the impact of contemporary and technology-enabled learning environments. He will consider ways to elicit and understand the evidence of the impact of different spaces on student learning and achievement. Finally, he considers the role of teacher professional development and learning in empowering teachers as they develop their practice in innovative learning environments.
Hobsonville Pt Primary School
Leading through innovative change
Maurie Abraham, who is known for his interest in restorative justice processes, introduced significant innovations to his previous school, Opotoki College. As principal of HPSS, he continues to lead innovatively. Daniel Birch has a background in Unlimited Discovery School, Christchurch, and too leads innovatively through change at HPPS. In this panel, to be facilitated and guided by Dr Patsy Stringer, these leaders will have the opportunity to reflect on their respective journeys of discovery, and to share their unique metaphors of leading.
Senior Lecturer in Music Education, School of Curriculum and Pedagogy
Faculty of Education, The University of Auckland
Curriculum integration at secondary school: a discussion of the pros and cons
Accompanying the drive towards innovative learning environments are innovative teaching practices. Curriculum integration is the strong contender for curricula reorganisation for 21st century learning. I have recently reviewed the literature concerning CI and have observed CI in action at a New Zealand secondary school. In this session I will share my findings and open up a discussion on the pros and cons for CI in the secondary school.
Principal at Jasmax Architects
Workplaces and school spaces
Hamish Boyd has practised architecture for thirty years and leads the Jasmax schools' design team. Notable projects include - Albany Senior High, Ormiston Senior College, Sancta Maria College and Primary Schools, Stonefields Primary School, Baverstock Oaks Primary, and Avondale College. His short talk will look at the 'connectivity' between workplace design and their new teaching and learning spaces.
Senior Lecturer, Coordinator of Research, School of Education
Auckland University of Technology
Liberation or chaos? Applying Russell Bishop and Paulo Freire to the educative prospects of flexible learning environments.
This presentation relates to a study building on an earlier study involving multiple case study schools in both the primary and secondary sectors dating from late 2013. The 2015 study aimed to widen the knowledge base of teachers’ work in twenty-first century New Zealand, and in particular, the study has provided an opportunity to focus critically on the influence of flexible learning environments in shaping teachers’ work. Here I consider the findings of the study from the perspectives of two critical theorists, namely Russell Bishop and Paulo Freire.
Associate Professor, School of Education
Auckland University of Technology
WMIER, University of Waikato
The Politics and Aesthetics of Innovative Learning Environments
There is a growing body of research exploring the characteristics and effectiveness of new learning environments and predominantly advocating for these environments as largely taken for granted solutions to 21st century educational problems. We believe that such research needs to include the voices of all members of school communities. In this session, we will provide an overview of our project: The Politics and Aesthetics of Innovative Learning Environments. The project began with a series of workshops exploring how school communities participate in the school design process, questioning the drivers of ILE designs in education in relation to broader aims in education, and generating ideas for more open, inclusive, and interdisciplinary approaches to ILE design. The session will then provide an overview of the upcoming research phase of this project, in which school communities are invited to discuss their experiences and expectations when engaged in the design of new teaching and learning environments.
Last updated: 14-Feb-2017 9.30am
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