Everything you need to know about the 6 Learning Spaces...
- Ruby Condon
- Sep 18, 2017
- 9 min read

PERSONAL LEARNING SPACE
We are all individuals and have a certain way of doing things. I like to follow an exact routine in the morning, where as others may have a more relaxed approach to her morning structure. This differentiation is the same in our personal learning’s that each person has. So what is the personal learning space? This is a space that helps a learner’s takes control of his or her own learning. Educause described this learning as “tools, communities and services that constitute the individual educational platforms that learners use to direct their own learning” (2009). This continuum of learning, regarded by Houle, follows goal orientated means to accomplish, activity orientated attraction in the circumstances of learning and learning orientated to seek knowledge for its own sake.
There are 3 areas that take part in this type of ‘Self teaching’:
Merriam and Caffarella describes self direction as the “form of study in which learners have the primary responsibility for planning, carrying out and evaluating their own learning experiences” (1991:41, cited in Smith,1996). Knowles believed that self-directed learning is a process… “in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes (1975). This also relates to how we are motivated to learn. Smith described motivation as the “level of effort an individual is willing to expand towards the achievement of certain goals (1996).
According to Bandura, self- efficacy is the “belief in ones capability to organise and execute the course of actions required to manage prospective situations” (core text 2b). This means that success should be seen in particular situation. Self-efficacy is characterised by the way an individual perceive situations and how they behave in response to different situations. For example a student who views a challenge as a task that needs to be mastered, has a strong sense of commitment and recovers quickly from set backs can be seen as having a strong self efficacy. On the opposite side, someone who has a weak self-efficacy avoids challenged, focuses on person failing and negative outcomes and quickly loses confidence. Self-efficacy is developed throughout life as people continuously acquired new skills, experiences and understandings. This development is sourced through the mastery of skills, social modelling (such as witnessing success), social persuasion and psychological (or emotional) responses.
Assume that a student has looked back on a project they had completed. What questions would you ask them in order to move forward in their thinking? In order to make students self- reflect, we could pose to them a model of Blooms response. This taxonomy of lower to high reflection allows them to “reflectively experience in order to make meaningful connections within the detail of the work…”(Finkel cited in Pappas, 2010).
Development in education has put a heavy responsibility of learners to be an agent in their own learning. If we are able to successfully apply this to our classroom routines, we will be able to create proactive learners, who will take the initiative to learn more things and can therefore learn better.
LIMINAL
The liminal space can be described as one point of learning to another. Baillie, Land & Meyer state that “throughout ones learning journey the liminal space exists as a transformational space that allows a student to move between learning movements”.
This is closely linked to personal growth, which does partially relate to the personal learning space. Self-efficacy, direction and motivation allow us to enter and stay in the liminal and then take risks to move forward in our thinking. This space also correlates to the constructivist theory, with the idea that children are not empty vessels. Learning occurs when students are actively engaged in the process of new knowledge and not passively receiving information.
Learning follows the path of pre liminal, liminal and post liminal spaces. If you don’t enter into the liminal space, there is no additional bridge built between old knowledge and new ideas. If this threshold of knowledge is not supported, concepts may have the learner in a state of ‘liminality’, therefore is in a suspended state of partial knowledge.
The Liminal spaces are approached intentionally and within a community. Because it in not a physical space it needs to be captured. Teachers need to teach students that this is a space that shouldn’t be discouraged, as it is a vital place for knowledge to be transitioned. Although this space is closely related to growth mindset, it is hard for teachers to fully support students in the area. When they are aware of this ‘liminality’ they don’t know how to navigate the transition, as they may miss the potential of the ‘in between places’. Student here leave the old space behind and are unfamiliar with the new existence. This is a genuine place where newness is able to begin.
The Liminal environment can be powerful space when utilised as it revolves around the growth of the personal mindset and the development of deeper understanding. In order to do this, teachers need to model positive thinking in regards to learning ideas and encourage a reflective practice where students can confidently question and assess their uncertainties and misconceptions. This can be done through activities or conversations.
E-SPACE
It can be agreed that technology is becoming an increasingly utilised feature within education in this century. The question is how effectively are we able to implement it. The potential is that ICT can extend what has been done in the classroom to further student’s learning. The idea of the e-space needs to support this.
Means (1994) placed the idea of technology into 4 categories.
To be a tutor: IT can be used a teacher when the teaching is not direct
To explore: Users are able to make connections about the information they have access to and gain
It can be used as tool: These ICT tools are not designed for the school, however they can be put towards educational use
Lastly, to communicate: Programs and devices would allow students and teachers to send and receive messages of information though network.
These ideas can be consumed individually or collaboratively.
Fitzroy North Primary School has been nicknames the IT hub. This school is focussed both on ICT integration across the school and building technology understanding and knowledge for both students and teachers. This is an extensive whole school approach that utilises devices in a majority of curriculum areas and has proven to show positive outcomes.
One program that is currently in progress is the ‘Minecraft project’. This rich learning task involves each year level to reconstruct a part of a new world, with each class in the school having their own district. This project looks at curriculum strands away from the core units of literacy and mathematics. This provides a valuable platform for cross-curricular opportunities where students develop 21st century skills such as peer collaboration, problem solving and critical thinking. Students have responded extremely well to this proposal and have showed increasing academic results.
What I envision a productive school to do is adopt a balanced approach to traditional and ICT learning. I am not implying that we spend money on providing each child with a device. However, like what Fitzroy North Primary School initiated, we could attempt to extend educational achievements in the classroom with the use of interactive whiteboards and a couple of laptops or ipads for each classroom. Teachers can be supported by these ICT resources through relevant educational professional sessions as well as creating portals for collaborative approaches in all school areas and at home.
GROUP, COLLABORATIVE AND COOPERATIVE
Group, cooperative and collaboration are a popular student centred strategy adopted by teachers in the classroom today. It is characterised by students working collaboratively together in small groups dynamics to discuss or learn information that would be normally lectured by a teacher. Salvin states “students love to work in groups and feel more successful and like subjects taught co-operatively”. This reflects on the teacher becoming a facilitator in the class and only support when needed. All three aspect of this learning space are rather similar. They follow the structure of division of students into small groups, then student led discussions are a product.
Cooperative learning: is characterized by individually exploring, then teaching others what you have learnt. This type of learning supplements the teacher instructions by giving students the opportunity to discuss information rather than being originally presented by a teacher. There are 2 categories of this:
Structured team learning: which focuses on “not to do something together, but to learn something as a team”. This follows the learning progress of learners as they are individually accounted, meaning that team success depends on individual learning, not group products.
Informal group learning: is more focussed on group dynamics, projects and discussions than on how well the task is mastered. This socially reliant learning technique is crucial however for students as they access social and cognitive abilities for life skills
Group learning: encourages working together on a topic. This has many similar features with cooperative learning, as it requires small groups and work being divided. The teacher role is to observe progress of groups as their conversational learning develops. You can achieve this by roving and scanning the groups.
I find it easier to see collaboration of learning as the bigger umbrella of group and cooperative work.
Collaboration: is responsible for each other’s learning. This kind of scaffolded learning is strengthened through support of peers as they make sense of their environment and social setting. No assistance of teacher figure is provided which allows for student led learning to be evident. Note that this is a whole group effect of learning and all students have a response or input to the group discussions. This is a good aspect for the teacher to be a facilitator in the classroom as they can take a step back from a teacher centred approach, which can sometimes overpower.
Spencely Street Primary School adopted a multi-aged grouping to their classroom cohorts. Their vision is that multi-aged learning is the most effective classroom organisational structures for teachers to meet the student’s individual needs. This has students grouped from different ages, spanning from 3-4 years, as it provides opportunities for students to work, associate and collaborate with others in order to have a wider range of relationships and social experiences that are supported and supportive. I am visioning a school to adopt of combination of these ideas in the learning space. It is in a collaborative space like this that students can be agents of their own learning and experience supportive socialisation skills that will not only engage, but improve learning ability and understanding.
THE CLASSROOM AND SCHOOL
This space includes the physical elements of the classroom and school that can be manipulated.
The transformation of space has the ability to elevate student engagement and learning. So how can we provide students with the environment that they need to work independently, socially and in cross collaborations? The physical space includes colour, space, light, shapes and any other elements that can be aesthetically pleasing. Teachers need to closely consider visual stimulation in the classroom layout and design and make an effort to create an environment that is dynamic and desired for learning.
A flexible classroom will give students a choice to what kind of learning space works best for them, aid them with working collaboratively and communicate and engage in critical thinking. The Fitzroy community school adopted flexible classrooms that aimed to empower student choice, engagement and participation. With a no gates approach, children flourish by experiencing life at close quarters within the school area. By including openness in their learning, students are able to become agents and have room to make mistakes and learn from them. Since implementing this foundational idea to their school structure, they saw improvements in academic achievement, engagement, happiness and student participating more in in-vigorous conversations.
Below is a link to a video that you can later access about a deeper insight to the Fitzroy community school’s approaches to learning.
By addressing this information, I would propose that a school adopts an opening learning structure to our classrooms. In this kind of environment, students are able to learn in ways that are suited to them and for their differences. This space has the opportunity to support and improvement learning ability for reasons like the Fitzroy community school. There are considerations however with working in a space like this. A whole school approach needs to be considered. Biddick believes that the shared vision needs to be communicated regularly to the wider community and supported within the school for it to be successful. Layout in terms of teacher positioning, contribution and creativity need to be highly considered.
BEYOND THE CLASSROOM
Excursions and incursions provide students with social and emotional learning experiences and allow them to make connections with the wider community of practice. These authentic learning experiences are a creative and engaging form of knowledge that is experienced in a variety of ways. This kind of experimental learning allows for students to absorb more when learning, as it is delivered in a way that is fresh and contextually relevant.
Incursions are experiences that students are exposed to in the surrounding existence of the school setting. These learning occurrences can be extremely valuable when well researched and presented by professionals. Incursions could include sport workshops, plays and any other performed or presented curriculum based knowledge that will inturn aid students with their understanding. A performance of information likes this can open up discussions from peers, teachers, care takers and curriculum related follow up material.
Excursions are outsourced places that support teachers with learning topics, and enhance student’s understandings. This controlled experience in the outside world involves experimental and practical learning. Situated learning is evident through the use of acknowledging that culture and social interactions are vital factors in learning. “This is enhanced when information is presented in context which isn’t necessarily delivered in the traditional classroom” (Johnson, 2009). When a student in fully involved in the learning process, they are showing experimental learning. This kind of learning is enhanced when the environment is dynamic and characterised by new experiences. Interaction with this social environment facilitates cognitive growth of acquisition and knowledge. This then can modify belief systems and introduces new perspectives.
Proposing a kitchen garden to the school environments can open many learning opportunities for students and teachers. Allowing the school cohort to create, care for and sustain. We would hope to see achievement much like Collingwood College and Templestowe college saw in their cross curricular learning, especially involving sustainability and agriculture. This exposure will allow students to explore a variety of thinking and learning styles.
Below is a video meeting relating to the 6 learning spaces being implemented into a school setting.
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