What do flexible learning spaces mean for curriculum organisation in secondary schools?

2019 ◽  
Vol 15 ◽  
pp. 30
Author(s):  
Megan Taylor
Keyword(s):  
Secondary Schools ◽  
Learning Spaces ◽  
Flexible Learning ◽  
Curriculum Organisation

scholarly journals Flexible learning spaces facilitate interaction, collaboration and behavioural engagement in secondary school

PLoS ONE ◽  
2019 ◽  
Vol 14 (10) ◽  
pp. e0223607 ◽  
Author(s):  
Katharina E. Kariippanon ◽  
Dylan P. Cliff ◽  
Sarah J. Lancaster ◽  
Anthony D. Okely ◽  
Anne-Maree Parrish
Keyword(s):  
Secondary School ◽  
Learning Spaces ◽  
Flexible Learning ◽  
Behavioural Engagement

Flexible learning spaces reduce sedentary time in adolescents

2019 ◽  
Vol 22 (8) ◽  
pp. 918-923 ◽  
Author(s):  
Katharina E. Kariippanon ◽  
Dylan P. Cliff ◽  
Anthony D. Okely ◽  
Anne-Maree Parrish
Keyword(s):  
Sedentary Time ◽  
Learning Spaces ◽  
Flexible Learning

The ‘why’ and ‘how’ of flexible learning spaces: A complex adaptive systems analysis

2019 ◽  
Vol 21 (4) ◽  
pp. 569-593 ◽  
Author(s):  
Katharina E. Kariippanon ◽  
Dylan P. Cliff ◽  
Anthony D. Okely ◽  
Anne-Maree Parrish
Keyword(s):  
Complex Adaptive Systems ◽  
Systems Analysis ◽  
Adaptive Systems ◽  
Learning Spaces ◽  
Flexible Learning ◽  
Complex Adaptive

scholarly journals Selling New Learning Spaces – Flexibly Anything for the 21st Century

2017 ◽  
Author(s):  
Adam Wood
Keyword(s):  
21St Century ◽  
Learning Spaces ◽  
Learning Space ◽  
Flexible Learning ◽  
Knowledge And Skills ◽  
Common Control ◽  
Conceptual Clarity ◽  
New Learning ◽  
Support Students

Insecurity about the knowledge and skills required for a world that appears to be rapidly changing, and confusion over how designed space can best support students’ learning have given rise to innovative educational and architectural responses including the ‘flexible learning space’. However, while the language used to describe learning spaces is developing quickly, conceptual clarity lags far behind. It is unclear what flexibility of a space really means, what (or whether) it demands of its users nor what constraints or contexts might limit the nominal flexibility of a learning space. This chapter calls attention to shortcomings in the theorising behind the terms of the debate and points the finger at the ambiguity of the language used. The risks are great – for designers as for users – because unless we can gain some common control over what is meant by flexible space and its implications for those who work in schools, we risk overestimating the powers of space and underestimating what is asked of people in their work. The chapter provides a first attempt at clarifying some of these issues of language and concepts.

scholarly journals ORGANIZATION OF NON-FORMAL ACTIVITIES AND LEISURE OUTSIDE SCHOOL: ANALYSIS OF STUDENTS’ ATTITUDE

2021 ◽  
Vol 2 ◽  
pp. 503-513
Author(s):  
Liuda Radzeviciene ◽  
Lina Miliūnienė ◽  
Rytis Aluzas
Keyword(s):  
Formal Education ◽  
Comprehensive School ◽  
Life Goals ◽  
Psychological Status ◽  
Learning Spaces ◽  
Flexible Learning ◽  
Activity Types ◽  
Education Activity ◽  
Hierarchical Relationships

Study present the research aimed to reveal the situation of non-formal students’ activity. The process of non-formal education tends characterized by creating more flexible learning spaces, developing more caring and less hierarchical relationships, and aiming to meet participants’ needs. According to the research, the results discussed in two aspects: a) non – formal education implemented out of comprehensive school and b) non – formal education implemented in the comprehensive school. Having compared the attendance of non – formal education activity at school and out of comprehensive school according to gender, the results have shown that girls’ and boys’ choice of activity types is similar; girls are more involved into non – formal activities organized out of comprehensive school. Reasons participating in the activities of non – formal education are primary associated with general psychological status, life goals, motives and interests of students. 

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