We will be releasing findings from our data collection throughout the project as reports and fact sheets. Further in depth analysis will be published in academic journals and will be made available on this site.
Technical Report 4/18. A systematic review of the effects of learning environments on student learning outcomes.
This report outlines a systematic review* of evidence that different learning environments have an impact on student learning outcomes. This review investigated how researchers measure changes in academic outcomes attributed to changes to both primary and secondary schools learning environments. It used the principles and techniques of systematic reviews, which involved conducting a search of academic journal databases using a set of search terms developed from related literature. This report will provide researchers and practitioners with a better understanding of how currently available student learning outcomes are quantified in the context of learning environments.
*A systematic review is an appraisal and synthesis of primary research papers using a rigorous and clearly documented methodology in both the search strategy and the selection of studies.
Technical report 3/18 . Defining key concepts – a review of current literature on learning environments.
This report provides a synthesis of the literature relevant to our project and provides definitions of key constructs central to our study. This document provides a sound basis for the project’s data collection by establishing a common understanding for our team and partners, as well as the wider network of practitioners and researchers who are interested in our work.
The project achieved a great deal in its first 18 months. This report provides an overview of our activities and findings from Phase 1 (2016-2017) and introduces our plans for Phase 2 (2018-19). It is available below as a printable pdf and you can request a hard copy by emailing the project manager.
The ILETC project conducted workshops between November 2016 and May 2017 in each of the project’s geographic regions. The purpose was to establish existing teachers perspectives and insights on concepts central to this project. This information, when combined with literature reviews and a preliminary principal’s survey, will ensure ILETC is addressing the most pressing needs faced by teachers when inhabiting ILEs. These unique workshops were structured around ‘design
thinking’ principles by a team of researchers from the School of Design, Monash University.
- Technical Report 2/2017. “In the real world…” Teachers’ perceptions of ILEs – ILETC Phase 1 teacher workshops. Marian Mahat, Lisa Grocott & Wesley Imms.
- Fact sheets:
The first phase of the project focused on collecting baseline data on the types of learning spaces, teaching practices and learning in Australian and New Zealand schools. This report outlines the survey of school leaders conducted in late 2016. This survey data then formed the basis for the next stage of the project – developing detailed case studies of schools which identify strategies for using space as a teaching tool – what work’s and what is needed.
- Technical Report 1/2017. Type and Use of Innovative Learning Environments in Australasian Schools – ILETC Survey. Wesley Imms, Marian Mahat, Terry Byers & Dan Murphy.
- Factsheet No. 1. Learning spaces in Australia and New Zealand.
Prior to the ILETC project commencing, a group of masters students (studying Masters of Fine Arts Transdisciplinary Design) led by Prof. Lisa Grocott, at the Parsons School of Design in New York were commissioned
to conduct a pilot study on teachers’ motivations for change. This pilot resulted in the development of a teacher workshop called ‘Archipelago of Possibilities‘, which has now been used by the ILETC project with over 100 teachers, with plans to further develop this into a kit which will be available on our site (contact use for more information). Read the report on the project below.