BYOD – Technical Advice for School Leaders and IT Administrators
The report provides relevant technical information to school leaders and IT Administrators that will allow them to engage in informed requirements analysis, planning and on-going oversight of the technical aspects and implications of BYOD but also useful reminders, tips and best practice examples. https://fcl.eun.org/byod
Advice for schools
An important point to make is that, while some of the learning labs inspired by the FCL have chosen to adopt the FCL model of learning zones and even some of the FCL furniture, branding and visual identity, European Schoolnet is not trying to provide a prescriptive FCL ‘blueprint’ or suggest that all labs must […]
Learning zones
The initial six learning zones exist in the FCL today and each of them focuses on a different approach or aspect of teaching and learning. They encourage those exploring the FCL to consider the physical space, resources, the changing roles of students and teachers, and how to support different learning styles. Collectively, the zones provide […]
What are the Benefits of Adapting Learning Spaces?
The interviews and the research for this project have highlighted the perceived benefits by those who are exploring and adapting learning spaces: Schools can connect the physical changes required with learning and teaching developments. This can help the school to identify how priorities can be determined with a single point of focus. Schools can be […]
Learning Spaces of the Future
Kuuskorpi and González (2011) acknowledge that ‘the basic structure of teaching spaces does not seem to have evolved much over the past century.’ Their research explores four different ‘learning contexts’ as part of a ‘physical learning environment.’ The study identified key factors that form part of the notable comparisons within physical learning environments; these are […]
Finding out What Works – Why Active Learning?
In the report published by ISTE, Basye et al (2015) highlight the need for learning spaces to be ‘active’ in order to allow students to communicate and collaborate, as they will be expected to do so in the workplace. They explore the notion of ‘Active Learning’ to demonstrate how the teacher can change what is […]
Can the Development of Learning Spaces Support Personalising Learning?
Personalising learning is an ongoing process enabling the teacher to make formative assessments and to continually support the learning of the individual. The use of technology in the environment has enabled teachers to give more targeted activities and to provide immediate, direct feedback to allow the student to learn at their own pace. Access to […]
Can Technology Support or Enhance Learning Spaces?
Technology is pervading C21st learning environments but the reality is that innovative use of technology in classrooms continues to be fragmented and inconsistent. While the interactive screen at the front of the classroom remains the dominant feature in most classrooms, there is a realisation that students can change the direction of the learning much more […]
Guidelines on Exploring and Adapting LEARNING SPACES IN SCHOOLS
Definition of Learning Spaces Work carried out by OECD (2006) has probably come closest to providing an agreed definition of learning spaces: The OECD defines ‘educational spaces’ as ‘a physical space that supports multiple and diverse teaching and learning programmes and pedagogies, including current technologies; one that demonstrates optimal, cost-effective building performance and operation over […]
