Ornament or Implement

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Ornament or Implement
The Effect of Innovative Pedagogies and School
Design on Learning

• PhD research study

alastair wells
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Noted anthropologist Margaret Mead once wrote
"never doubt that a small group of committed
people can change the world - indeed it is the
only thing that ever has." That's why we're
Committed Sardines. 
Google committed sardines
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The research question How can teachers who
facilitate learning by using innovative pedagogic
practice, influence the design of learning
environments?
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The specific aims of the project? This is an
explorative research study to examine the
possibility that some teachers modify/alter their
pedagogic practice to improve conditions for
learning. The identification of
characterisitics/procedures/ways/behaviour of a
teacher that represent this type of practice will
help to formulate key determinants for presenting
an educationists perspective when considering
the design of educational environments. The
focus for this research will be to 1. explore
the notion of innovative pedagogy and in what
form it exists. 2. define some key identifiers
applicable to this practice. 3. establish if the
physical/spatial environment is an enabler or a
disabler for their purpose.   It is intended
that this information will enable more effective
design development of educational facilities and
provide spatial designers with some accurate
information about effective practice that
promotes learning as the main function of an
educational environment design.
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Why?
Why?
Why?
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MA project
Creative environments for learning organisations
Operation of design teams how do they manage
the process
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Defining moment for PhD .
Your work parallels mine and others here in the
US and your thesis is right on the mark! Where do
I begin? You state towards the end of your
thesis "I see a desperate need to further
research the practice of collaborative design
and, as I have discussed, provide some kind of
professional development for the professionals
charged with the responsibilities associated with
the management of this process"
Jeffrey Lackney 2005
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Im not sure if we are doing the right thing
George
Larsen 1996
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educational philosophy
cognitive vs behaviourist
learning vs delivery
The breach between learning and use, which is
captured by the folk categories "know what and
know how" may well be the product of the
structure and practices of our education system.
Many methods of didactic education assume a
separation between knowing and doing, treating
knowledge as an integral, self-sufficient
substance, theoretically independent of the
situations in which it is learned and used. The
primary concern of schools often seems to be the
transfer of this substance, which comprises
abstract, decontextualized formal concepts.
Brown,J., Collins, A. Duguid, P.
(1989 p.32)
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Connections.
Tomorrows schools Changes in education/technology
Environmental designers MOE project
managers MOE post occupancy evaluations
(POE) Lack of ed professional expertise
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while learning is often thought to be a process
of the mind, much of what actually occurs during
the learning process is predicated by features of
the learners environment.
Semper 2004
the variety of stimuli, the social aspect of the
setting, the spatial context, and even the amount
of ambient light and sound all affect the
learning experience.
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The notion that school must be designed to meet
the needs of learners is sound, but knowing the
needs of learners can be a difficult commodity to
establish especially in a post-modern society.
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What environment would you rather learn in
Depends on what how I had to learn?
Who create learning environments? Who use
learning environments?
Can they articulate education into design
outcomes?
Can they articulate education for design outcomes?
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How the student/learner respondUseful learning
experiencesCreation of meaning Impactimprovech
angewhat happensinfluence
TheoriesReview/CritiqueReflectionManagement
processesSkillsHow? StrategiesTeaching practice
Cognition/enquiryAcquisition of knowledgeBuild
on existing understandingDevelops new
capacitiesOwn responsibilityVariety of
experiencesCritical engagementIntegration of
curriculum
The effect of innovative pedagogies and school
design on learning
Important as response to rapid change
Meet needs of new approachesTeachers alter what
they doNew way of doing somethingChange place
of teaching Use of alternatives
Community/industry connectionsUse of
technologiesCreative ideas to promote
learningRisk takingPushing boundaries of
curriculum
Collaborative planningStudents/Teachers
spacesCommunity connectednessSpatial
layout/connectionsSpecialist areasOutdoorInclus
ion of technologiesSustainableAcousticsLightHe
alth Safety
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Method
Interview
Literature
PedagogyFriereFreinetRanciereGirouxDreyfusF
oucaultDeweyUlmer EnvironmentTschumiLackney
TannerWolffNair
Innovative teachers
Practice environment
theories
educationists
design teams
Information for new learning environments form
the basis of professional development
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Learning
We say school is about learning, but by and large
schooling has traditionally been about people
memorizing a lot of stuff that they don't really
care too much about, and the whole approach is
fragmented. Peter Senge (1995)
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Paedagogy
the art or science of being a teacher
The Latin-derived word for pedagogy,
education,4 is nowadays used in the
English-speaking world to refer to the whole
context of instruction, learning, and the actual
operations involved therein, although both words
have roughly the same original meaning. In the
English-speaking world the term pedagogy refers
to the science or theory of educating. Wikipedia
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Innovative Pedagogy
Paulo Freire referred to his method of teaching
adults as "critical pedagogy"
The term innovation may refer to both radical and
incremental changes in thinking, in things, in
processes or in services (Mckeown, 2008)
The goal of innovation is positive change, to
make someone or something better.
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Can teachers influence learning by using
innovative pedagogic practice and what
characteristics do these teachers have? What kind
of environments do they need to facilitate these
charaecterisitcs? How can these characteristics
contribute to the design of learning
environments?
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1.Intro Essential interdependent elements that
coexist to form contemporary educational
practice.
Environment
Technology
2. Critical tradition and pedagogy Ulmer,
Bowles Gintis, Stigler
3. Control environments Foucault
Discipline and punishment
Governmentality Surveillance
Pedagogy
4. Existing environments Contrast critical
discourses of critical framework
5. ICT and space Philosophy of technology
Irwin, Dreyfus, Heidegger
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Thank you