1,721,037 research outputs found
Validating the ILETC’s Teacher Transition Pathway
No full textDemonstrating the validity of findings in order to ensure credibility is a key juncture in any research (Creswell & Miller, 2000). At this stage of the Innovative Learning Environment & Teacher Change (ILETC) project, what was important was to undertake procedures to validate inferences (Hammersley & Atkinson, 2007) drawn from the ILETC Phase 1 data. Specifically, this related to the temporal dimensions and Grand Themes initially identified through Phase 1, and subsequently conceptualised as the Teacher Transition Pathway (ILETC, 2017).
The project team leveraged the collective expertise gathered in Transitions18 research symposia in Phoenix, USA, and Copenhagen, Denmark, to undertake a series of validation processes. This chapter describes the data collection methods used for validation, along with results obtained. Comparison is made between the two venues. Implications for the next stages of the project are discussed
Transitions Australasia: What is needed to help teachers better utilize space as one of their pedagogic tools
No full textIn 2017, Transitions explored the overarching theme of Inhabiting Innovative Learning Environments. The symposia were held in three cities: Melbourne, Australia; London, UK; and Grand Rapids, Michigan, USA. Contributors to the symposia addressed the simple question; ‘How are teachers making the transition into innovative learning spaces, and how does evidence of success inform future best practices?’
The papers were grouped into four themes of Inhabiting Design, Teacher Practices, Change and Risk, and Measuring Impact. Participants presented an 8-minute synopsis of their research. There was no concurrent sessions—all participants listened to every presentation. At the end of the presentations in each theme, expert interlocutors discussed key themes that had emerged, drew inferences, and then elicited audience discussion on issues pertinent to each theme. Audience participation was encouraged and robust, drawing perspectives from various sectors including fellow researchers, industry representatives from design, building and ICT, academics working in this field, and those embedded in implementing new classrooms at a policy level. The day was an intense and highly informative exchange of ideas.
The papers included in this volume, Transitions Australasia, were selected for presentation through double blind peer-review. The symposium took place on Friday, 2 June 2017, at the award winning StudioFive, which is situated in the Melbourne Graduate School of Education at the University of Melbourne. The symposium was attended by 110 participants from industry, policy, schools and academia. Each paper was reviewed and the comments sent to authors in order to help them prepare a revised version to strengthen the continuity and congruence of the proceedings. The result of this revision process is the backbone of this volume and represents what we consider to be a stimulating and careful set of analyses about how teachers transition into innovative learning spaces. A selection of these papers will be invited to be re worked and published in the peer-reviewed book, Teacher Transition into Innovative Learning Environment, edited by Associate Professor Wesley Imms and Professor Tom Kvan, scheduled to be published by Springer in late 2018
Demystifying the Academic Promotion Process
No full textAcademic promotion doesn't come easy: a successful application requires you to demonstrate continued growth in every area of your role as a researcher, educator and member of the academic community. Furthermore, the detail of the promotions process varies from one country to another and even from one institution to another. So where does an ambitious academic start?
Achieving Academic Promotion demystifies the process by bringing together international perspectives - both personal accounts and reflections on the structures and processes of promotion in different contexts - to help you understand the steps you can take at any stage of your career to move up the ladder. Featuring compelling and encouraging personal stories of success, as well as practical tips and takeaways, this timely book is essential reading for the academic who wants to be promotion-ready
One journey, many pathways: Teachers’ transformative journey into innovative learning environments
Full text linkTransitions—a component of the Australian Research Council’s Innovative Learning Environments and Teacher Change (ILETC) linkage project—is a series of research symposia running in 2017 (Melbourne, Michigan and London), 2018 (Melbourne, Phoenix and Copenhagen) and 2019 (Melbourne). It brought together researchers, educators and industry partners to showcase research that explores the theoretical and practical issues involved in creating successful innovative learning environments. In 2017, the symposium opened the door to an international conversation about
realising the potential of innovative learning spaces. Transitions 2018 continued the conversation by considering what teachers are doing (well) to transition from traditional spaces to innovative learning environments (ILEs). Transitions19 was a three-day trans-disciplinary, research symposium focusing on the journey schools and teachers make as they re-imagine and redevelop their learning spaces
Transitions Europe: What is needed to help teachers better utilize space as one of their pedagogic tools
Full text linkIn 2017, the Symposium explored the overarching theme of Inhabiting Innovative Learning Environments. The
symposium was held in three cities: Melbourne, Australia; London, UK; and Grand Rapids, Michigan, USA. In collaboration with our project partner, Ecophon, the European symposium brought together contributors, who addressed the simple question: ‘How are teachers making the transition into innovative learning spaces, and how does evidence of success
inform future best practices?’
The papers were grouped into four themes of Inhabiting Design, Teacher Practices, Change and Risk, and Measuring Impact. Participants presented an 8-minute synopsis of their research. There were no concurrent sessions—all participants listened to every presentation. At the end of the presentations in each theme, expert interlocutors discussed key themes that had emerged, drew inferences, and then elicited audience discussion on issues pertinent to each theme. Audience participation was encouraged and robust, drawing perspectives from various sectors including fellow higher degree researchers, industry representatives from design, building and ICT, academics working in this field, and those embedded in implementing new classrooms at a policy level. The day was an intense and highly informative exchange of ideas.
The papers included in this volume, Transitions Europe, were selected for presentation through double blind peer-review. The symposium took place on Thursday, 7 September 2017, at the Regent’s University London. Sxity-five participants from industry, policy, schools and academia attended the symposium. Each paper was reviewed and the comments sent to authors in order to help them prepare a revised version to strengthen the continuity and congruence of the proceedings. The result of this revision process is the backbone of this volume and represents what we consider to be a stimulating and careful set of analyses about how teachers transition into innovative learning spaces
Transitions North America: What is needed to help teachers better utilize space as one of their pedagogic tools
Full text linkIn 2017, the Transitions Symposium explored the overarching theme of Inhabiting Innovative Learning Environments. The symposia were held in three cities: Melbourne, Australia; London, UK; and Grand Rapids, Michigan, USA. In collaboration with our project partner, Steelcase Education and with sponsorship from the DLR group, the North American symposium brought together contributors, who addressed the simple question; ‘How are teachers making the transition into innovative learning spaces, and how does evidence of success inform future best practices?’
The papers were grouped into four themes of Inhabiting Design, Teacher Practices, Change and Risk, and Measuring Impact. Participants presented an 8-minute synopsis of their research. There was no concurrent sessions—all participants listened to every presentation. At the end of the presentations in each theme, expert interlocutors discussed key themes that had emerged, drew inferences, and then elicited audience discussion on issues pertinent to each theme. Audience participation was encouraged and robust, drawing perspectives from various sectors including fellow higher degree researchers, industry representatives from design, building and ICT, academics working in this field, and those embedded in implementing new
classrooms at a policy level. The day was an intense and highly informative exchange of ideas.
The papers included in this volume, Transitions North America, were selected for presentation through double blind peer review. The symposium took place on Thursday, 14 September 2017, at the Steelcase Education Center in Grand Rapids, Michigan, USA. Sixty-one participants from industry, policy, schools and academia attended the symposium. Following the event, each paper was reviewed and the comments sent to authors in order to help them prepare a revised version to strengthen the continuity and congruence of the proceedings. The result of this revision process is the backbone of this volume and represents what we consider to be a stimulating and careful set of analyses about how teachers transition into innovative learning spaces
What is involved in making the journey from traditional to innovative learning environments?
Full text linkFrom Plans to Pedagogy: Developing teachers’ spatial competencies
Full text linkThis research seeks to understand how teachers effectively engage in the design, development and use of innovative learning environments within primary and secondary schools in Australia and New Zealand. Innovative learning spaces are defined here as open, flexible and creatively-used spaces within which teachers and students collaborate to learn. There is seen to be a continuum of space types from entirely open, flexible spaces to closed, traditional classrooms that accommodate one teacher and one group of students. This paper reports on the results of one case study school located in the Australian Capital Territory. A case-study, mixed-methods methodology highlighted that innovative learning spaces may increase student engagement in learning and teachers’ use of evidence-based, student-centred pedagogies
“In the real world...”: Teachers’ perceptions of ILEs. ILETC phase 1 teacher workshops.
Full text linkDrawing on the principles and attributes of design thinking, a series of
research-led workshops in Australia and New Zealand were developed to capture rich data of teachers’ lived experiences and their insights on teaching in innovative learning spaces, as revealed through reflective and speculative activities. The workshop format also provided a reciprocally useful experience for participants by structuring activities that provided insights into the experiences of others, enabled individual reflection and prompted further contemplation of problems and solutions through group discussion and rumination. This technical report presents findings of the
teacher workshops. The data obtained as described in this report has allowed findings that are distinctive and inform the project with useful information.
This technical report constitutes an evidence-based platform to inform subsequent phases of the ILETC project. The integration of the qualitative data from the workshops together with quantitative data from Phase 1 survey (see Imms, Mahat, Byers and Murphy, 2017) and scholarly literature (forthcoming) provide a strong knowledge base that responds to
the project’s initial assumptions surrounding the use of innovative learning environments in Australia and New Zealand
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