Critical Commentary
A short critical commentary on my 'swamp' reviewing an educational policy document and educational influences on learning design spaces and educational contexts.
Introduction
My learning space ‘swamp’ is situated in a public primary
school in South West Brisbane, Australia. The ‘swamp’ is located in the school
library and it is the digital media room attached to the far side of the
library which is accessible through doors from the main building. The room is filled
with chairs, tables and 18 desktop computers placed around all the sides of
the room. This placement of furniture creates a large empty space in the room
and doesn’t promote collaborative learning nor an ideal learning environment as
children are left isolated while the teacher moves between students.
This critical commentary will discuss an educational policy and it's failure to stipulate recommendations on furniture design in learning spaces. It will also discuss how furniture design and placement can positively impact on learning spaces. Identification of the implications these influences and policy have on education and on the digital learning space ‘swamp’ will be highlighted for future development for improvement.
This critical commentary will discuss an educational policy and it's failure to stipulate recommendations on furniture design in learning spaces. It will also discuss how furniture design and placement can positively impact on learning spaces. Identification of the implications these influences and policy have on education and on the digital learning space ‘swamp’ will be highlighted for future development for improvement.
Educational Policy
The ASLA/ALIA Standards of professional excellence for teacher
librarians (2003) document identifies the requirements of teacher-librarians to
provide a learning space that promotes best practice from its users. This
policy document outlines the role of a teacher-librarian and the requirements
needed to demonstrate best practice within this role. The policy stipulates the
needs for learning environments to be created to nurture and support learning
of the school community (ASLA/ALIA, 2003, p.3). Providing an information-rich learning
environment that enables access to information resources that encourage and
empower learning for understanding and enjoyment is identified as a necessity
for an effective learning environment. Fostering a space for learning that
encourages and empowers users to engage with the learning environment by appreciating
the nature and role of ICT’s in education is also acknowledged as a requirement
of an excellent teacher-librarian (ASLA/ALIA, 2003, p.3). This policy document encapsulates the requirements
of teacher-librarians to develop a quality learning environment however the policy
does not provide the teacher-librarian with any examples of a learning
environment that demonstrates these standards. By identifying the needs for
quality learning spaces within a library the policy attempts to touch upon the
value of this skill but does not identify any specific requirements the
learning space should have to meet these identifiers.
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ASLA,(2012), Australia School Library Association Logo, Retrieved from http://bit.ly/1BfXQev
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Educational Influence
Inquiry learning allows for students to work
collaboratively to solve questions by engaging with a variety of sources in the
quest for deep knowledge and understanding (Hmelo-Silver, 2004, p.255).
Education has changed substantially from the 20th
century and therefore learning spaces must adapt to meet the current education
needs of its users (Blackmore, Bateman, O’Mara & Loughlin, n.d., p.6). The
inclusion of Inquiry learning into education enables students to gain depth of
understanding and equips students with abilities and competencies to meet the
needs of a 21st century learner (Kahlthau,
2010, p.18). Inquiry learning facilitates authentic learning experiences for
students in cooperative learning spaces that encourage inquiry and promote
reflection providing a deeper learning experience (Thomas, 2000). Traditional
classrooms fail to meet the needs of inquiry learning principals providing
rigid learning spaces that disengage and negate deep knowledge and understanding
(Kahlthau, 2010). Learning spaces can produce improved student outcomes by
blurring the line of real and virtual space (Blackmore et.al., n.d., p.4). Therefore
the design of a learning space that promotes inquiry learning in education must
allow for flexibility and mobility of structures, grouping of desks, computer
pods, display boards and patterns that encourage learner needs within the
space (Blackmore et.al. n.d., p.7).
Learning Space
The digital media room ‘swamp’
does not qualify as a quality space for learning in the school. Learning spaces
need to nurture and cultivate learning opportunities (ASLA/ALIA, 2003) however
the stark white colour of the room and surfaces creates a cold and oppressive
feel to the whole space. Inquiry learning promotes collaborative learning (Kahlthau,
2010) and the design of the ‘swamp’ does not provide ease of access in this
way. Two students are able to discuss work next to one another however any
group larger than two are hindered by the layout. The furniture included within
the ‘swamp’ again fails to encourage inquiry learning as it is rigid and not
conducive to a range of different learning needs.
Implications
The creation of a quality
learning space as identified by the ASLA/ALIA (2003) policy is an essential skill
need for a highly accomplished teacher-librarian. While the rest of the library
reflects these attributes (design of shelves, lounges, bench seats, bright
colours, stuffed toys) this space does not meet these standards. The policy
explains the need for learning spaces to be encouraging and supportive for
learning (ASLA/ALIA, 2003) however with budget constraints, the rearrangement
of spaces or changing furniture already established in the space is difficult
for teacher-librarians to negotiate with administration (Woolner, 2010, p. 80).
In the ‘swamp’ the whole space needs to be redesigned to meet the needs of a
nurturing learning space. The white walls and white blinds give the space a
very sterile feel and needs to be addressed in the redesign. The selection of
colour for the space and utilisation of the windows to bring natural light and
nature into the learning space needs to be discussed for improvement of the
space.
Creating a space that fosters and support inquiry learning (Kahlthau, 2010) is essential in all 21st century educational settings. Inquiry learning needs learning spaces to reflect collaborative settings in order to achieve enriched learning experiences (Kolb & Kolb, 2005, p.200). A supportive learning space is generally more easily achieved when designers collaborate with its users around the design (Woolner, 2010, p.90). Drawing on the needs and wants of the users a space can be created that support inquiry learning within it. The ‘swamp’ at present has limited places for the users to participate with one another. All users have the exact same equipment in the space and this does not allow for differences in learning styles and user needs. Some student prefer to sit on the floor and work while others like to stand at tables or sit (Woolner, 2010, p.93-94). However the ‘swamp’ has both laptops and desktops stored within however the laptops are not utilised. The integration of laptops supports the idea of inquiry learning by promotion flexibility of movement with the device. The projector and screen is also not used within the ‘swamp’ as it has desktops placed in front of it blocking users from engaging with this technology. The pin boards and whiteboards peppered throughout the ‘swamp’ are also underutilised and needs to be incorporated into the space further. Therefore inquiry learning requires a redesign of this educational space in order for meaningful learning experiences to be undertaken (Woolner, 2010, p. 95).
Creating a space that fosters and support inquiry learning (Kahlthau, 2010) is essential in all 21st century educational settings. Inquiry learning needs learning spaces to reflect collaborative settings in order to achieve enriched learning experiences (Kolb & Kolb, 2005, p.200). A supportive learning space is generally more easily achieved when designers collaborate with its users around the design (Woolner, 2010, p.90). Drawing on the needs and wants of the users a space can be created that support inquiry learning within it. The ‘swamp’ at present has limited places for the users to participate with one another. All users have the exact same equipment in the space and this does not allow for differences in learning styles and user needs. Some student prefer to sit on the floor and work while others like to stand at tables or sit (Woolner, 2010, p.93-94). However the ‘swamp’ has both laptops and desktops stored within however the laptops are not utilised. The integration of laptops supports the idea of inquiry learning by promotion flexibility of movement with the device. The projector and screen is also not used within the ‘swamp’ as it has desktops placed in front of it blocking users from engaging with this technology. The pin boards and whiteboards peppered throughout the ‘swamp’ are also underutilised and needs to be incorporated into the space further. Therefore inquiry learning requires a redesign of this educational space in order for meaningful learning experiences to be undertaken (Woolner, 2010, p. 95).
Conclusion
Learning
spaces are catalysts for engagement in education and the achievement of deep
learning. The ASLA/ALIA policy and the integration of inquiry learning into
teaching practices depends upon learning space designs to complement and
promote learning experiences for users in the space. The ‘swamp’ fails to meet
the needs of its users and therefore a redesign of the space is required. An
investigation into the benefits of different features of design will be
undertaken and conclusions drawn to create a design that promotes learning for
all users.
References
Australian School Library Association (ASLA). (2004). Standards of professional excellence for teacher librarians. Retrieved from http://www.asla.org.au/policy/standards.aspx
Blackmore, J., Bateman, D., O’Mara, J., & Loughlin, J. (n.d.) The connections between learning spaces and learning outcomes: people and learning places? Centre for Research in Educational Futures and Innovation: Faculty of Arts and Education, Deakin University, Retrieved from http://www.learningspaces.edu.au/docs/learningspaces-literature-review.pdf
Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16(3), 235-266. Retrieved from http://link.springer.com/article/10.1023/B:EDPR.0000034022.16470.f3
Kolb, A. Y., & Kolb, D. A. (2005). Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning & Education, 4(2), 193-212. Retrieved from http://158.93.191.150/qep/documents/articles/learning-styles.pdf
Kuhlthau, C. C. (2010). Guided Inquiry: School Libraries in the 21st Century. School Libraries Worldwide, 16(1), 17-28.
Thomas, J. (2000) A review of research on Project Based Learning. Retrieved January 20, 2015, from http://www.bobpearlman.org/BestPractices/PBL_Research.pdf
Woolner, P. (2010). Future Schools: Design of Learning Spaces. London, GBR: Continuum International Publishing. Retrieved from http://site.ebrary.com/lib/qut/detail.action?docID=10422384
Blackmore, J., Bateman, D., O’Mara, J., & Loughlin, J. (n.d.) The connections between learning spaces and learning outcomes: people and learning places? Centre for Research in Educational Futures and Innovation: Faculty of Arts and Education, Deakin University, Retrieved from http://www.learningspaces.edu.au/docs/learningspaces-literature-review.pdf
Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16(3), 235-266. Retrieved from http://link.springer.com/article/10.1023/B:EDPR.0000034022.16470.f3
Kolb, A. Y., & Kolb, D. A. (2005). Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning & Education, 4(2), 193-212. Retrieved from http://158.93.191.150/qep/documents/articles/learning-styles.pdf
Kuhlthau, C. C. (2010). Guided Inquiry: School Libraries in the 21st Century. School Libraries Worldwide, 16(1), 17-28.
Thomas, J. (2000) A review of research on Project Based Learning. Retrieved January 20, 2015, from http://www.bobpearlman.org/BestPractices/PBL_Research.pdf
Woolner, P. (2010). Future Schools: Design of Learning Spaces. London, GBR: Continuum International Publishing. Retrieved from http://site.ebrary.com/lib/qut/detail.action?docID=10422384