Learning spaces through immersive DTby: D-Eva Project
Pre-service teachers, primary education, early childhood education, innovative learning environments, design
The design of the learning spaces is a key element to promote not only students learning, but to facilitate the activity of the teacher as a facilitator of knowledge. For this reason, preservice teachers should be prepared to identify and organize the main spaces at the school that might be useful to promote students learning. They should also be able to identify not only which are the best resources and materials that should be placed in these spaces, but to know how to organize them in order to increase students’ autonomy in their learning process as well as to promote collaborative and cooperative learning.
Following the OCDE (2017), the seven principles that should be taken in consideration to create an Innovative Learning Environment (ILE) are:
ILE should consider people as the centre of the activity, for this reason ILE promotes active engagement of learners and develops the comprehension of their own learning activity.
ILE should consider the social nature of learning, for this reason it should promote active and well-organized learning and cooperation among learners.
The professionals of learning in ILE are receptive to the learners’ motivations and consider the importance of emotions to their achievements.
ILE is sensitive to the learners’ individual characteristics, including their previous knowledge.
ILE should promote activities that become a challenge for the learners, without excessive workload.
ILE works with clear expectations and implement assessment activities consistent with the expectations; the emphasis should be placed on the training actions to support individuals learning.
ILE should promote the horizontal interconnexion between knowledge areas and subjects, for all the community and the world in general.
Digital Technologies might provide tools and resources to simulate school spaces that preservice teachers can organize according to the variables previously facilitated by the teacher, or the tool itself. So that, through and online platform the teacher will be able to provide the characteristics of the spaces, and to configure different types of learners groups that will act as variables that might be taken in consideration during the design of the space process.
The teacher will be able to follow the activity of the students through the tool, providing feedback to the decisions made by preservice teachers, and will also be able to e-assess the students through it. Furthermore, it will be easy to involve peers in the feedback and assessment processes, since the digital tool might facilitate to access to them in order to check what other students are doing.
Some of the competences already existing in Primary Education Syllabus that we can assess through this activity are:
Analysing the practice of teaching and the institutional conditions that frame it.
Design and regulate learning spaces in contexts of diversity that take into account gender equality, equity and respect for human rights and observe the values of public education.
Recognise and evaluate the social reality and the interrelation of factors involved as a necessary anticipation of action
Know and apply innovative experiences in primary education.
Incorporate information and communications technology to learn, communicate and share in educational contexts.
Promote cooperative work and individual work and effort
Assessment strategies and instruments
There are different strategies to be implemented to assess the implementation of these activity. Since preservice teachers will be working on the activity alone, a rubric would be useful to give them some information about how they will be assessed. Furthermore, these rubrics will be useful during the feedback and peer-feedback that the teacher and peers will provide in the middle of the activity development.
Furthermore, the report provided by the preservice teacher where they will provide information about the decisions, they have made during the design of the space will be useful, since it will allow the teacher to know the decision-making process and how the constrains and the available resources have been considered.
The main assessment criteria are related to the competences to be performed:
Analysis of the institutional constrains and resources available.
Identification of the main constrains of the institution.
Identification of the main resources available in the space.
Identification of the leaders of the school needs and expectations.
Summary of the main information through a scheme or DAFO
Design of the space considering the characteristics of the learners and its diversity, as well as the needs expressed by the future users.
Demonstrate the capacity to innovate and think “out of the box” using the resources available.
Use of resources in a different way than expected but answering the needs of the users.
Integrate digital technologies in the space in order to facilitate learners’ autonomy, cooperation, etc.
Description of the feedback
Feedback should involve not only teacher but also preservice teachers’ peers. The feedback should be made oral, written or mixt. The teacher and peers will be able to provide feedback not only at the end of the activity, but during its development. The feedback will be given asynchronous, through a tool like Corubric.
Type of digital tools
- The oral presentation tools (ie Teams)
- Support tools (ie Canva)
- The design of the educational space apps (ie Sketchup)
- The feedback with complements (ie Corubric)
- The delivery of the report in LMS (ie Moodle)
Levels of potential digital transformation
Under exploration: the technology exists but it is not easily accessible
Accessible and available: developed lots of times, easy and known
Example of a case
OECD. (2017). The OECD Handbook for Innovative Learning Environments, Educational Research, and Innovation. OECD Publishing: Paris. https://doi.org/10.1787/9789264277274-en
No comments yet