A school’s operating culture in open learning spaces – An ethno-graphic study on moving to a new school building
Keywords:
Learning landscape, Learning environment, Open learning space, Operating culture, EthnographyAbstract
The purpose of this ethnographic study was to describe and understand processes related to the formation of an operating culture when moving to new, open learning spaces. The study was carried out in a school where the personnel and pupils moved to new, open learning facilities at the beginning of the spring semester. The material was collected by observing one team in learning facilities on ordinary school days over a period of five months. The team were interviewed five times as a group, and each supervisor was interviewed individually once. Based on the results of this study, moving to new learning facilities, combined with changes in the operating culture, was stressful for both the personnel and the management. Certain ideals were set for the use of the facilities as part of the official objectives and by the management. In the light of this study, a new operating culture was created through tensions in relation to ideals, as well as
through various experiments and the solutions arising from them. The personnel expected clearly expressed goals and their shared reflection from the management, as well as support with the adoption of the new facilities.Downloads
References
BARRETT, P.; ZHANG, Y.; MOFFAT, J. & KOBBACY, K. (2013). A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning. Building and Environment. Volume 59. January 2013. 678–689. https://doi.org/10.1016/j.buildenv.2012.09.016
BLACKMORE, J.; BATEMAN, D.; CLOONAN, A., DIXON, M.; LOUGHLIN, J.; O’MARA, J. & SENIOR, K. (2011). Innovative learning environments research study, centre for research in educational futures and innovation. Melbourne: Deakin University.
CHISM, N.V.N. (2006). Challenging traditional assumptions and rethinking learning spaces. In D. G. Oblinger. (Eds.) Learning Spaces. Boulder CO: EDUCAUSE.
CLEVELAND, B.W. (2011). Engaging spaces: Innovative learning environments, pedagogies and student engagement in the middle years of school. Faculty of architecture, building and planning. The University of Melbourne.
FINNISH NATIONAL CORE CURRICULUM (2014).
http://www.oph.fi/saadokset_ja_ohjeet/opetussuunnitelmien_ja_tutkintojen_perusteet/perusopetus
FLORIAN, L. & ROUSE, M. (2010). Teacher´s professional learning and inclusive practice. In R. ROSE. (Eds.) (2010) Confronting obstacles to inclusion. International responses to developing inclusive education. New York: Routledge.
GISLASON, N. (2011). Building innovation: History, cases, and perspectives on school design. Kanada: Backalong Books, ResearchGate.
HELLSTRÖM, M.; JOHNSON, P.; LEPPILAMPI, A. & SAHLBERG, P. (2015). Yhdessä oppiminen: Yhteistoiminnallisuuden käytäntö ja periaatteet. Helsinki: Into.
KROKFORS, L.; KANGAS, M.; VITIKKA, E. & MYLLÄRI,J. (2010). Näkökulmia koulupedagogiikkaan. In R. Smeds, L. Krokfors, H. Ruokamo & A. Stans. (Eds.) InnoSchool – välittävä koulu. Oppimisen verkostot, ympäristöt ja pedagogiikka. SimLab Report Series 31. 51-86.
KUUSKORPI, M. (2012). Tulevaisuuden fyysinen oppimisympäristö. Käyttäjälähtöinen, muunneltava ja joustava opetustila. Turku: Painosalama Oy.
KUUSKORPI, M. & NEVARI. J. (2018). Koulusta oppimisen ympäristöksi. Työkaluja oppimisympäristöjen muutokseen. Opetushallitus. Helsinki: Suomen yliopistopaino Oy.
LAHTINEN, M.; LAPPALAINEN, S.; LEIKAS, M.; RUOHOMÄKI, V.; SAINIO, M.; SALMI, K.; SIROLA, P.; STENGÅRD, J.; TÄHTINEN, K.; LAITINEN, S.; REMES, J.; VENDELIN, J.; TILLANDER, S. & PÄÄKKÖNEN, T. (2016). Monitilatoimistojen sisäympäristö, käytettävyys ja tilan käyttäjien hyvinvointi. MOSI: Tutkimushankkeen loppuraportti.
LONKA, K. (2015). Oivaltava oppiminen (1st Edition). Helsinki: Otava.
MATTILA, P. & MIETTUNEN, J. (2010). Luokkahuoneen evoluutio tulevaisuuden oppimisympäristöksi. In K. Vähähyyppä & A. Mikama. Koulu 3.0. Helsinki: Opetushallitus, 27–39.
MONONEN-AALTONEN, M. (1998). A Learning Environment – A Euphemism for Instruction or a Potential for Dialogue? Media Education Publication, 8, 163–212.
OBLINGER, D.G. (2006). Space as a Change Agent. In D.G. Oblinger. (Eds.) (2006) LearningSpaces.Boulder, CO: EDUCAUSE
PEARLMAN, B. (2010). Designing new learning environments to support 21st century skills. In J. A. Bellanka & R. Brandt. (Eds.) 21st century skills: Rethinking how students learn. Solution Tree, 117–147.
PHILLIPS, R.; MC LAREN, C. & DAKIN, J. (2013). Principles and standards for modern learning space design. In Teaching and learning forum 2013: Design, develop, evaluate - The core of the learning environment, 7–8. february 2013. Murdoch, W.A.: Murdoch University.
SAHLBERG, P. (2015). Suomalaisen koulun menestystarina ja mitä muut voivat siitä oppia. Helsinki: Into-kustannus Oy.
TERÄVÄINEN, H. (2010). Suomalaisen koulun arkkitehtuuri. In R. SMEDS, L. KROKFORS, H. RUOKAMO & A. STANS (Eds.) InnoSchool – välittävä koulu. Oppimisen verkostot, ympäristöt ja pedagogiikka. SimLab Report Series 31, 51 86.
WALKER, J.D.; BROOKS, D.C. & BAEPLER, P. (2011). Pedagogy and Space: Empirical Research on New Learning Environments. EDUCAUSE.
Permanent link to full PhD-report: http://urn.fi/URN:ISBN:978-951-39-7440-4