A-Z of Educational learning spaces
Pedagogy behind the learning space
Collaborative
Group Investigation, developed by Sharan and Sharan (1992), is a "general classroom organisation plan in which students work co-operatively in small groups with inquiry, group discussion, and shared planning and project realisation" (Salvin, 2010, pg. 169). Having this kind of space present in the learning environment of Zaatari Refugee Camp "offers a proven, practical means of creating exciting social and engaging classroom environments" (Salvin, 2010, pg. 173). This helps students master skills and develop knowledge by the use of interactions with peers. Research has shown that students love to work in groups and they feel more successful and like subjects taught co-operatively. "They have more friends of different ethnic groups and are more accepting of others different from themselves" (Slavin, 1995). This will be fostered by table grouping students instead of traditional rows that is normally seen.
This can also be seen by mixed gender-based sessions replicating21st-century learning style, a fraction of the school day will be presented as a mixed learning environment. This overlap class can be a period where students are able to use their diverse learning abilities to interact and learn from each other in a collaborative way. This will pair up with the Peer Assisted Learning Strategies (PALS) which is an approach used where pairs of children take turns as teacher and learner. "The children are taught simple strategies for helping each other and are rewarded based on the learning of both members of the pair" (Salvin, 2010, pg. 167). This individual accountability will provide students with independence in their learning. this supplements the teacher's instruction "by giving students an opportunity to discuss information or practice skills originally presented by the teacher" (Salvin, 2010, pg 162). Salvin believes that "emphasising thinking skills and increase high order thinking" (2010, pg. 162) through collaborative learning will benefit students and support their learning.
Beyond the classroom
This learning environment aims to assist students by conducting learning anywhere at any time. This support tool for informal learning can be used in a conjunction with child-friendly spaces like the classrooms set up by Teachers Without Borders. Lorenza understands that growth into the intellectual life of students is through excursion and incursions. This "interaction with the social environment facilitates individual cognitive growth and the acquisition of knowledge" (Lorenza, 2009, pg. 23). This is a controlled adventure that facilitates experimental and practical learning utilising the outside world and the safe bounds of school perimeters.
Excursions should correlate with the life the students live in. This could include small groupings to markets, professional buildings, and other places that students can relate to or gain knowledge from. Incursions can be provided by the use of Information and Communications Technology (ICT). This allows students to have a virtual experience which they can learn from. This could be in the form of google maps 360 views or a live presentation that connects students to other educators and/or presenters.
A safe and supportive place should not only be present in the learning environment. This also needs to reflect students getting to and from the school. Buses as a form of transport need to be provided so students can get safely to school and home. Having this support means that we can rely on child safety and create a bond of trust and support from the child in means of their educational experiences.
e-Space
Technology is a powerful tool when utilised appropriately and efficiently. In conjunction with a co-operative space, Murry and Olcese state that "collaboration in ways that take advantage of the [technology]... capabilities" work for 21st-century skills that can be bought into the classroom (2011, pg. 48).
It is evident that informal education has to happen to allow students any kind of education all. Therefore developing a Personal learning network will support students learning inside the school walls and beyond. This has to occur in a safe and supportive environment like home, school or a public building. This is aimed at student's level of learning that they can access in and out of school. This will support formal and informal learning through resources and equipment. Skype sessions with outreach teachers can be connected to all students and schools.
ICT incursions can be implemented that revolve around wellbeing activities and skills that are culturally appropriate. This opportunity to open flexible learning can create new ideas and concepts away from the traditional learning space. It is important that this learning reflects the student's situation and poses new ways to learn. This also relates to Professional Development (PD) when teaching. "Social media has made possible alternative forms of PD not only through increased access to information but also through the development of online communities" (Britt & Paulus, 2016, pg. no.2). This is "collaboration and knowledge construction in social contexts" (Murry and Olcese, 2011, pg. 48). A connected society transforms learning and opportunities.