Designing Spaces for Learning and Living in Schools: perspectives of a 'flaneuse'
Elliott Burns, Raylee A. (2005) Designing Spaces for Learning and Living in Schools: perspectives of a 'flaneuse'. In 2005 Australian Curriculum Studies Association Biennial Conference 'Blurring the Boundaries, Sharpening the Focus', September 21 - 23, 2005, University of the Sunshine Coast, Qld..
The design elements of school learning spaces - classrooms, laboratories, libraries, studios - have the potential to position learners and teachers and to prohibit, authorise, situate and regulate the ways in which learning takes place. Approaches to the designing of learning spaces can fail to take into account the changing social, cultural, pedagogical and technological factors impacting on learners and teachers. How can such taken-for-granted spaces accommodate the needs of learners and teachers and respond to the demands of 'rich task' curriculum and 'real world' learning experiences? Acknowledging Donald Schon's (1983) perspective that 'all occupations engaged in converting actual to preferred situations are concerned with design', this paper is linked to a site visit and workshop conducted in the Ken Thamm Information Resource Centre at Immanuel Lutheran College, Buderim as part of the 2005 Australian Curriculum Studies Conference Blurring the Boundaries – Sharpening the Focus.
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|Item Type:||Conference Paper|
|Keywords:||design, designing, education facilities, learning, learning spaces|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2005 (please consult author)|
|Deposited On:||30 May 2006 00:00|
|Last Modified:||09 Jun 2010 12:32|
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