Professional

Development
Artefact-
New Learning spaces through pedagogically
sound environments for both staff and
students.

Guide to the six key leaning spaces.
EDFD459: The Learning Space




Sarah Contin: sdcont001@myacu.edu.au

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Contents:

Introduction 1
1. The Personal 4
1.1 For the Teacher 5
1.2 For the Student 6
Approaches, strategies and resources 7

2. The e-space 8
2.1 For the Teacher 8
2.2 For the Student 8
2.3 Approaches, strategies and resources 9

3. The Group, Collaborative and cooperative 10
3.1 For the Teacher 11
3.2 For the Student 11
Approaches, strategies and resources 12

4. The Classroom and the school 13
4.1 For the Teacher 14
4.2 For the Student 14
4.3 Approaches strategies and resources 15

5. Beyond the classroom: 16
5.1 For the Teacher 16
5.2 For the Student 16
5.3 Approaches strategies and resources 17

6. The Liminal 18
6.1 For the Teacher 18
6.2 For the Student 18
6.3 Approaches strategies and resources 19

Bibliography 20

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Introduction:

This professional development artefact has been written to consolidate the six key
learning spaces that are designed to undermine a professional learning environment.
The importance of this artefact is to highlight new learning spaces to ensure they
provide an informational pedagogically to support an effective physical, social and
supportive learning environment to suit the learning needs of both staff and primary
students.
The six learning spaces that will be investigated throughout this artefact
involve the following: The Personal, the e-space, the Group, collaborative and
cooperative, the classroom and the school, beyond the classroom and the liminal. All
six of these learning spaces link together to provide a linking space to 21st century
demands and skills to create a new generated learning space partnership. By
incorporating each of these learning spaces, teachers are able to ensure an early
transition into new learning environments where they can adapt to a broader
pedagogy and learning environment to suit the needs of their students (Criterion
Conferences, 2016). The main notion of these learning spaces are to highlight the
challenges and strengths they provide for both the teacher and student as well as
provide advantages and disadvantages through relevant resources.
Throughout many schools in the 21st century today, increasingly the attempt
to evolve a pedagogical practice throughout the physical learning environment is
continuing to become more beneficial in different schools across the nation
(Criterion Conferences, 2016).
As a result of these outcomes, this artefact will focus formally on the
advantages and disadvantages of each learning space a well as limitations and
resources that may be directed throughout the development including the impact
they show on our teachers and students.

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1. The Personal

The Personal learning space is the first learning space that is considered when
directing a learning project. Within the personal learning space, as teachers we need
to consider three main contributors that intertwine when elaborating on this
process. The concept of self-direction, self- efficacy and reflection are three models
that help to investigate ideas to model students learning.
Self-directed learning is a form of the personal learning space that focuses on how
learners respond to evaluating, planning and recapping their own learning
experiences. Self-direction is a personal attribute that includes the capacity of one to
initiate their own learning through an instructional process (Smith, 1996).

Self- efficacy is an individual’s belief in how one manages and organises the prospect
of a situation (Cherry, 2016). Self-efficacy is a persons beliefs to succeed thorough
the desire to accomplish a particular task that can impact the psychological state,
motivation and behaviour of the learner in the learning space (Cherry, 2016)

Reflection looks on how the individual cares for their own beliefs and behaviours by
monitoring their own assessment in their directed field of learning. Self-reflection is
an important role to consider in the learning space as it mirrors learning outcomes
through a professional outlook. Reflection allows the individual to determine if goals
were achieved in the effective learning space as it allows the individual to make
connections by reflection on the work they have produced themselves.

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1.1 For the teacher:
Strengths:
• Educator is able to show clear direction by guiding students to formulate
their own ideas, design new learning goals and use resourceful materials
chosen to suit appropriate learning strategies.
• Educators are able to examine student’s natural process of psychological
development through the outcomes of their student’s elaborated reflections.
(Smith, 1996)
• Educator takes their own initiative for the learning of their students by
following with up to date resources such as journal articles and academic
websites. All of which link to the specific learning style and implementation
of appropriate learning strategies to evaluate learning outcomes (Smith,
1996).
• Educator is able to reflect their interests through engagement and support in
activities by formulating accurate needs for the learner.
• Educator choses effective strategies to support the learning needs of their
students.
• Use knowledge and skills to prepare for challenges and obstacles that may
occur within the classroom.
• Educator is able to use questioning as a learning style to motivate students
when they are reflecting on their work.
• Educator is able to provide professional advice to help fix problematic areas
students may be experiencing.


Challenges:
Throughout the personal learning space that follow are:
• Educator/ teacher has to provide more attention to students whom are
struggling to understand the phenomenon characterises of self-directed
learning (Smith, 1996).
• Teacher has to revisit motivational skills for students who lack motivation
and goals.
• Educator disregards challenges that may be set by students.
• Educators need to focus more attentive time to students whom are
struggling to provide positive outcomes due to difficult tasks being set
(Cherry, 2016).
• Individuals may not feel confident in their reflections; therefore struggle to
express true thoughts towards the engagement of the task.
• Individuals may feel embarrassed to reflect on themselves, therefore
communication and group collaboration is lost in the learning space of an
activity. Teacher/ educator is unable to assess students’ outcome.

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1.2 The Student:
Strengths:
• Students gain more self-direction by being proactive learners through taking
their own initiative in their learning process to allow them to become
proactive learners.
• By formulating new ideas, individuals are able to set learning goals, increase
motivation and retain further information to become better learners.
• Individuals that are self-directed to learning are able to use their natural
process of psychological development; from this students are then positively
motivated in taking responsibility for their own learning direction (Smith,
1996)
• Students are able to hold great responsibility for their learning, therefore
making it easier for them to adapt to change within the learning space.
• Student is able to widen their understanding and interest in relevant topics
due to participation and engagement throughout activities.
• Strong mindset means the student is able to act professionally to a negative
outcome within the learning space.
• Students can use self-reflection as a motivation tool to intergrade their
learning space.
• Students are able to reflect on their strengths of the task and feel confident
in their learning.

Challenges:
• Students who don’t understand the characteristics of a required learner may
results in lack of motivation within the learning space.
• Students who are less self-motivated are unable set goals and create new
ideas for themselves, therefore learning opportunities are limited.
• Students look down on themselves, lack of self-efficacy results in negative
outcomes and loss of confidence/ motivation to complete activities (Cherry,
2016)
• Students self doubt, as a result, believe they are unable to complete tasks in
a positive manner.
• Students may not know how to reflect on themselves, as a result they are
unaware of their mistakes or feel embarrassed.
• Individuals may feel embarrassed to reflect on themselves, therefore
communication and group collaboration is lost in the learning space of an
activity

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1.3 Approaches, strategies and resources:

In order for the Personal learning space to be an effective learning space for
students and teachers, the approaches and strategies that need to be implemented
throughout this practice are considered through diagnosed and formulated learning
needs, adequate academic choice of appropriate implemented learning strategies
and a list of achievable learning outcomes for set tasks within the learning space.
Each of these learning objectives help to create a positive approach to an
effective personal learning space for both students and teachers as they allow for
individual learning to be made, achievable goals to be set, understanding of
elements to be evaluated and reflection of final work products.

In terms of resources, a survey can be conducted for both students and teachers to
investigate which learning space would benefit the learner in the most effective way
to establish self-direction and self- effect when understanding their personal
learning space.

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2. The e-Space
The electronic learning space is the second learning space that will be addressed in
this artefact. The e-space is a technological domain that is predominant in 21st
century teaching. An e-Space consists of adequate resources that are relevant to
learning spaces, particularly for the teacher and individual in a grouped learning
environment.
As a teacher, it is important to keep a strong connection with e-spaces, as
technology is becoming a way of modern life in the 21st century. For many teachers,
the e-space is a learning space that is dominant through may applications of work
and studies. Teachers and educator need to be up-to date with modern technology
to assist students and individuals in their own practical e-spaces located in their
learning spaces.

2.1 The Teacher
Strengths:
• Teacher shares their technological knowledge to overlap with practices in the
professional development phase of a learning space. Teaches can share new
knowledge of social media spaces to engage forward teaching for students in
their classes.
• Social media has made alternative forms of professional development so
teachers are able to access online communities when supporting other
teachers’ specialities of work (Britt & Paulus, 2016).
Challenges:
• Teachers need to constantly meet and refer to the demands of an ever-
changing field in professional development (Britt & Paulus, 2016).
• Teachers need to identify effective characteristics of personal development
that can impact students achievement in the teaching practice (Britt &
Paulus, 2016).

2.2 The student
Strengths:
• Students are able to seek and explore their own learning by enhancing
research skills and navigating their way around technological areas to imbed
content knowledge. (Murray & Olcese, 2011, p.43).
• Motivated and engaged
• Are able to connect and share ideas around the world through research.
Challenges:
• Distractions from other web sites.
• Irrelevant or inappropriate data being available
• Cyber bullying
• Students whom have little or no access to technological devise/ technology at
home may struggle when applying resource knowledge in the classroom
learning space. As a result, they may take more time to complete tasks or
have an unclear knowledge of example.

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2.3 Approaches, strategies and resources:

When considering the effectiveness of the e-Space learning space the approaches
and strategies that are predominate involve the personal development of both the
teacher and student. The individual is encouraged to focus on emphasis and content
with the active learning environment to help create the best practice (Britt & Paulus,
2016). Teachers are to encourage students to collaborate in an active environment
that allows for learning to be involved throughout the learning space.
Teachers are connected trough many technologies such as emails and blogs
that navigate as an online space for professional learning. Personal development for
staff use software properties such as Google Docs (educators), Lynda, Microsoft
Educators, Apple Educators and many more.

A resource that can be used to test the effectiveness of the e-space for both
teachers and students in the learning space is Twitter. By creating a Twitter survey/
questionnaire, teachers and students are able to effectively participate using
information and communications technology (ICT) to provide resourceful
information and feedback. The software is easy to use in and out of the classroom,
and shows results of the individual’s achievement through the use of ICT in the
learning space.

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3. The Group, Collaborative & Cooperative

The group, collaborative and cooperative learning space is the third learning space
that will be addressed in this artefact. Group, collaborative and cooperative are
three areas of learning that are predominant throughout many classroom learning
spaces. However, although all three of these learning spaces are intertwined, they
each share different features that separate them from one and other.
Group learning spaces involve students actively learning in a group setting
where the teacher has the role of the facilitator. Collaborative learning space is
where all group members participate and learn actively, individual assessment is
conducted and students are able to learn from each other as they use teamwork to
share and justify ideas. And finally, the collaborative learning space, this learning
space involves all group members to participate as whole to learn actively in this
environment. The teacher has the role of the facilitator and students collaborate
together to research and investigate ideas (Salvin, 2010)

The table below discusses the different factors that may influence the effectiveness
of co-operative learning throughout the learning space by representing the
significant components of group learning from a theoretical approach.
Figure 1:(Salvin, 2010)

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3.1 The Teacher
Strengths:
o Teacher is able to facilitate the learning space in a direct way.
o Teachers are able to individually assess student’s achievements using success
criteria implemented by the teachers themselves.
o Teacher is able to observe student’s collaboration and participation.
o Use of cooperative learning extensively improves learning effectiveness of
learning outcomes of students in the learning space.
Challenges:
o Teacher may assume all students are all collaborating in the same way during
group discussions.
o Groups may have limited structure due to mixed abilities or miss
understanding of learning intentions in the learning space.
o Educator needs to set accurate group goals and consider individual
accountability. Ensure groups meet these goals to enhance the effectiveness
of the learning space (Salvin, 2010)


3.2 The student
Strengths:
o Students are able to gather and share ideas with each other to extend their
knowledge within the learning space.
o Students can access new information from other learning areas to enhance
the effective connections that they make throughout the context in the
learning space (Woo & Reeves, 2007, p.201)
o By working in groups, students feel more successful and confident when
discussing subjects co-operatively as they become more accepting of others
and find confidence within themselves (Salvin, 2010).
o Cooperative and group learning work well for all levels of students ability as it
still allows students to research, discover and share ideas with their group
collaboratively throughout the learning space (Salvin, 2010).
Challenges:
o Effectiveness of group goals and individual accountability must be outlined to
ensure students are exceeding the learning requirements of this learning
space (Salvin, 2010)
o Students are to share equal work loads and contribute equally to ensure each
group member is participating in an adequate manner (Salvin, 2010)
o Students may not feel motivated or engaged in the current grup subject due
to lack of interest or interference between group members. As a result,
learning outcomes may be low due to behaviour issues within the learning
space.

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3.3 Approaches, strategies and resources:

Co-operative learning in the 21st century is portrayed to be one of the most
successful learning spaces in the educational environment. Cooperative learning
promotes fine educational outcomes to suit the needs of all learning abilities and
members equally from each group to share work contribution.
Cooperative learning has shaped how we educate our teachers and students
today as educators are able to make connections with teachers and students
through an active learning environment by introducing technology to assist with this
formal learning space. From here educators can expect that students will learn
passively as they develop new interactive skills throughout their practices (Salvin,
2010)
Approaches and strategies that need to be implemented throughout this practices
are considered by formulating learning needs, setting goals to suit particular learning
styles and sufficient research/ discussion topics that allow for multiple assumptions,
justifications and ideas to be generated from.
Collecting conference information regarding similar or relevant topics is a
form of resource that can be gathered from other schools that are sharing and
exploring similar topics of discussion. By doing so, educators are able to discover
new views and elaborations on the justified topic to later explore and share within
their own learning space.

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4. The Classroom and the School

The Classroom and the school learning space is the fourth learning space that will be
addressed in this artefact. When designing a classroom display, it is important to
think about the needs of students as most displays reflect on the learning behaviour
and environment of our students independently. Children have their own
perception of a classroom and it is our role as the teacher to present our classrooms
in a fun, friendly and educational manner that is applicable to benefit for the needs
of all our students to assist their learning (Read, 2010).
Throughout the classroom and the school learning space, Open plan learning
is a learning style that is successful, however requires guidelines and rules to be
established for both the teacher and student. How us teachers teach in the open
space determines the navigation and punctuation of the classroom atmosphere.
Professional development is required in this field, as teaching in a different
environment does not always come predicted, particularly in a large school
environment.

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4.1 For the Teacher
Strategies:
o Teachers are able to work together to provide learning and teaching
programs to support the improvements of students work outcomes (Biddick,
2014).
o Teacher ensures the students can interact through the layout of the setting.
Teachers and students have access to technologies and instructional materials that
may be needed throughout the learning space (Cinar, 2010, p.201).
o Teachers are able to have flexibility within groups and rotation activities.
o The teacher can allocate a central area where an aid can be set up for a particular
focus group.
o Larger integrated working space which can be utilized so students can spread out
when collaborating in group tasks.
o Allows teacher to have greater opportunity to team teach with other teachers and
classes.
o Accesses to resources as majority of resources are situated in the one area.
Challenges:
o Educators need to ensure the learning space is organised and clear. Too
many bright colours and full rooms can result in distraction and confusion for
some students.
o Noise level of collaborating students. Teacher needs to find a response that
students respond to when the noise level is becoming too high.
o Teacher needs to set clear guidelines and rules to be obeyed throughout the
learning space.
o Teacher needs keep the learning space fresh and organised to reduce mess
and classroom distraction.
o If teacher does not have access to technologies that are beneficial for the
learning space.
(Biddick, 2014)
4.2 For the Student
Strategies:
o Students are able to work in a larger learning space where they can interact
and collaborate in a freer manner to discuss relevant topics and discussions.
o Students have easy access to technological resources and materials in the
situated learning space.
o Students are able to learn in specific ways that cater to their learning
differences (Biddick, 2014)
Challenges:
o Due to larger environment, students minds may ‘wonder off’ if they are not
fully focused
o Students may become distracted due to active class movements and
increased noise volumes.
o Students may not respond well to another teacher working in their learning
space, therefore show negative feedback towards the learning space.
o Due to larger classes, students may miss out on having access to
technological devices, therefore their ICT time is limited.

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4.3 Approaches, strategies and resources:

The Classroom and the school are an effective learning space for students and
teachers. Approaches and strategies to be implemented throughout this practice
are developed through an open plan teaching space to provide an effective working
atmosphere for both teachers and students. To do this, in creating a whole school
vision in teaching, the philosophy and content must be observed by fellow educators
so teachers can rethink new teaching practise, investigate new teaching ways and
implement key learning programs to benefit our students through core teaching
methods (Biddick, 2014).

Resource: Involve the community and support groups amongst the school, educators
are able to plan a structured curriculum that involves adequate resourcing and a
reporting processes to create the best possible learning space for our students
(Biddick, 2014). From this resource, teachers are able to benefit from this feedback
as they can use prior teaching knowledge to assist their new knowledge to form new
strategies in the open plan learning space to benefit the needs of their students.

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5. Beyond the Classroom

“The learning process is enhanced when information is presented in
context, which isn’t necessarily a traditional classroom setting.”
(Johnson, J, 2009)

Beyond the Classroom is the fifth learning space that will be addressed in this
artefact. This learning space addresses the basics of learning outside ‘four walls’ by
expanding teacher and students knowledge through excursions and incursion
practices.

5.1 For the teacher
Strengths:
o Teachers can use an excursion/ incursion as motivation for students when
beginning a new topic.
o Create many research activities relating to the specific topic.
o Allows opportunity for extension tasks to be conducted.
Challenges:
o Excursion/ incursion needs to be relevant to students learning.
o Physical environment- weather issues/ limited space for activities.
o Teachers need to show greater duty of care for the responsibility of students.

5.2 For the Student
Strengths:
o Students are able to engage in an outer class experience.
o Students have access to relevant resources throughout their visits.
o Show their interests to specific topics, explore and discover new challenges.
Challenges:
o Students are focusing on one specific topic, apposed to one core skill.
o Students may loose interest in the topic and not want to participate in the
activities.

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5.3 Approaches, strategies and resources:

Looking Beyond the classroom allows for teachers to help students extend their
knowledge though an ‘outer class’ experience. By approaching tasks beyond the
classroom, it allows teachers to direct students to being more social and emotional
throughout their learning. Through these outer experiences, teachers and students
are able to share and appreciate these new learning experiences and take in the
external environment which will later enhance them through the development of
their studies within the learning space.
Resources: Teachers are able to research feedback from prior excursions/
incursions that have taken place within the school. Investigate what other local
schools have done with their students regarding the same topic.

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6. The Liminal
The Latin term ‘liminal’ comes from the word meaning ‘threshold’. The ‘threshold’
in an education environment represents the growing to an individuals learning
(Barron, 2013).
The liminal leaning space is known as a bridging experience that signifies the
beginning of a new learning process the individual experiences. Throughout this
learning space teachers and students are able to explore various integrated
knowledge stems through self-development and practice within the classroom by
using resourceful technology to evaluate a learners academic journey.
The liminal learning space shares a deep connection with the first learning
space, the personal learning space, as each show a connection to an independent
learning process through an individuals learning development process.














6.1 For the Teacher
Strengths:
o Teachers are able to use strands of knowledge to create new learning
opportunities for both themselves and students.
o Does not require physical resources or materials.
o Teacher is able to connect with students- personal relationship
Challenges:
o Students unmotivated to participate in the learning space.
o Students may experience troubles expressing their emotions.
o Students may feel uncomfortable sharing personal information through
online resources.

6.2 For the Student
Strengths:
o Students are free to explore their own control of their learning.
o Student is able to connect with teacher- personal relationship.
o Students can work at their own pace
Challenges:
o Lack of interest in the desire to participate in the learning space.
o Students need to be self-motivate

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 6.3 Approaches, strategies and resources:

The liminal learning space can be achieved within the personal/ individual learning
space or within a collaborative group environment. The role of the teacher is to
address this learning space in a positive manner to encourage students to feel
motivated to participate and set goals, which will assist their learning.
Students here are able to enter the liminal space electronically, therefore
enhancing technology as a domain.
Resources: Teachers research acknowledged learning experiences regarding the
liminal learning space and provides criteria for students. Students are then able to
freely explore these researched guides to further their inspiration and knowledge.

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 Bibliography

Britt, G, Virginia & Paulus, Trena. (2016) “Beyond the four Walls of my Building”: A
case study of #educat as a community of practice”. American Journal of
Distance Education. Pg: 48-59

Carrie Barron M.D. (2013). Creativity and the Liminal Space. Psychology today.

Cinar, I. (2010). Classroom geography: who sits where in the traditional classrooms?.
Journal of International Research, 3 (10), 200-212.

Criterion Conferences, School Learning Space Design, 2016.
https://www.criterionconferences.com/event/slsp/

Jan H.F Meyer, Ray Land and Caroline Bailli. (2010). Threshold Concepts and
Transformational Learning. Educational Futures: Rethinking Theory and
Practice. (EDS.) (42)

Johnson, J. (2009). Beyond four walls: experiential and situated learning, Teacher.
(198), 18-20.

Cherry, Kendra (2016). Self Efficacy: Why believing in yourself matters.

Mark K. Smith. (1996). Self-direction in learning. YMCA George Williams Collage.
CarbonNetural.

Natasha Biddick (2014). Working in open plan learning spaces. Exploring classroom
management. Laurimar Primary School. Pg 23- 25

Read, M. (2010). Contemplating design: listening to children's preferences about
classroom design. Creative Education, 2, 75 – 80

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 Slavin, Robert E. (2010), “Co-operative learning: what makes group-work work?”, in
Hanna Dumont, David Istance and Francisco Benavides (eds.), The Nature of
Learning: Using Research to Inspire Practice, OECD Publishing.
http://dx.doi.org/10.1787/9789264086487-9-en

Woo, Y., & Reeves, T. (2007). Meaningful Interaction in web-based learning: A social-
constructionist interpretation. Internet and Higher Education, P. 15-15.

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