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Table of Contents
Preface
Chapter 1. Spaces are Places in Which we Learn
Chapter 2. Co-creating Innovative Learning Environments: LEARN's Decade of Discovery
Part I. Change and Risk
Chapter 3. Creating a Space for Creative Learning: The Importance of Engaging Management and Teachers in the Design Process
Chapter 4. The Enactment of Teacher Collaboration in Innovative Learning Environments: A Case Study of Spatial and Pedagogical Structuration
Chapter 5. School Change: Emerging Findings of How to Achieve the "Buzz"
Chapter 6. Increasing Teacher Engagement in Innovative Learning Environments: Understanding the Effects of Perceptions of Risk
Chapter 7. Pedarchitecture: Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the Future
Chapter 8. Using Fällman's Interaction Design Research Triangle as a Methodological Tool for Research About Reading Spaces in Schools
Part II. Inhabiting
Chapter 9. The Mobility of People, Not Furniture, Leads to Collaboration
Chapter 10. The Gadfly: A Collaborative Approach to Doing Data Differently
Chapter 11. Innovative Learning Environments, are they Inclusive? Why Evaluating the Speaking, and Acoustic Potential of the Space Matters
Chapter 12. What About Interaction Geography to Evaluate Physical Learning Spaces? Post-Occupancy Evaluation
Part III. Measurement
Chapter 13. What does Teaching and Learning Look Like in a Variety of Classroom Spatial Environments?
Chapter 14. Design with Knowledge
Light in Learning Environments
Chapter 15. Exploring the Relationships Between Learning Space and Student Learning in Higher Education: A Comparative Case Study in China
Chapter 16. The Creative Learning Spiral: Designing Environments for Flaring and Focusing
Part IV. Teacher Practices
Chapter 17. Envisaging Teacher Spatial Competency Through the Lenses of Situated Cognition and Personal Imagination to Reposition it as a Professional Classroom Practice Skill
Chapter 18. Addressing the Socio-Spatial Challenges of Innovative Learning Environments for Practicum: Harmonics for Transitional Times
Chapter 19. Hack the School: A Creative Toolkit to Transform School Spaces
Part V. Conclusion
Chapter 20. Where to Now? Fourteen Characteristics of Teachers' Transition into ILEs.
Chapter 1. Spaces are Places in Which we Learn
Chapter 2. Co-creating Innovative Learning Environments: LEARN's Decade of Discovery
Part I. Change and Risk
Chapter 3. Creating a Space for Creative Learning: The Importance of Engaging Management and Teachers in the Design Process
Chapter 4. The Enactment of Teacher Collaboration in Innovative Learning Environments: A Case Study of Spatial and Pedagogical Structuration
Chapter 5. School Change: Emerging Findings of How to Achieve the "Buzz"
Chapter 6. Increasing Teacher Engagement in Innovative Learning Environments: Understanding the Effects of Perceptions of Risk
Chapter 7. Pedarchitecture: Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the Future
Chapter 8. Using Fällman's Interaction Design Research Triangle as a Methodological Tool for Research About Reading Spaces in Schools
Part II. Inhabiting
Chapter 9. The Mobility of People, Not Furniture, Leads to Collaboration
Chapter 10. The Gadfly: A Collaborative Approach to Doing Data Differently
Chapter 11. Innovative Learning Environments, are they Inclusive? Why Evaluating the Speaking, and Acoustic Potential of the Space Matters
Chapter 12. What About Interaction Geography to Evaluate Physical Learning Spaces? Post-Occupancy Evaluation
Part III. Measurement
Chapter 13. What does Teaching and Learning Look Like in a Variety of Classroom Spatial Environments?
Chapter 14. Design with Knowledge
Light in Learning Environments
Chapter 15. Exploring the Relationships Between Learning Space and Student Learning in Higher Education: A Comparative Case Study in China
Chapter 16. The Creative Learning Spiral: Designing Environments for Flaring and Focusing
Part IV. Teacher Practices
Chapter 17. Envisaging Teacher Spatial Competency Through the Lenses of Situated Cognition and Personal Imagination to Reposition it as a Professional Classroom Practice Skill
Chapter 18. Addressing the Socio-Spatial Challenges of Innovative Learning Environments for Practicum: Harmonics for Transitional Times
Chapter 19. Hack the School: A Creative Toolkit to Transform School Spaces
Part V. Conclusion
Chapter 20. Where to Now? Fourteen Characteristics of Teachers' Transition into ILEs.