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A framework for developing learning environments and teachers’ didactic spatial competence
Örebro University, Örebro University School of Business. (CEROC)ORCID iD: 0000-0001-9580-421x
Örebro University.
Malmö University, Malmö, Sweden.
Umeå University, Umeå, Sweden.
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2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In this paper, and in line with mainstream research, we consider a learning environment as an interplay between pedagogical, social, and spatial dimensions and that teaching and learning activities can take place in various types of spatial conditions. The spatial conditions tell both teachers and students something on, for example, what to expect, what will happen in the room, what roles that different actors will play and how a learning activity will materialize (Temple, 2014). However, if a learning environment is changed, this will affect both the actors in the room and the learning itself (Leijon, et al., 2021).  It is evident that spatial conditions often are standardized, in terms of, for example, space, the direction in the room, furniture, equipment, and technology. Notably, some learning environments have become adjusted to provide conditions for active learning such as active learning classrooms (ALC), flexible, and innovative classrooms and open and flexible educational spaces. Still and argued, little is evident on how teachers can develop their didactic spatial competence. Drawing upon the outcomes from a pedagogical development project at Örebro university, where the aim has been to develop physical, digital and hybrid learning environments, we outline a set of reflections on how didactical spatial competencies among teachers can be developed to enhance students’ learning (cf. Hansson, 2022). This project is built upon a workshop process with four different work groups, representing all faculties, where focus has been on issues related to pedagogy, room (spatial arrangements) and technology. Data collection has been conducted in these workshops and the data analysis has followed an empirically close content and iterative analysis method (Hansson, 2012). From the data analysis a frame for designing learning environments as well as a set of room and activity diagrams has been developed. The frame for designing learning environments consider the pedagogical, social, and spatial dimensions and outline a set of didactical questions that can be asked when designing a learning environment. The room and activity diagrams have been inductively developed as sketches and serve as expressions for how teachers conduct or wish to conduct learning activities if there were no spatial limitations. Both the frame for designing learning environments and the room and activity diagrams provide support for teachers that intend to develop their didactical spatial competencies. In this session we provide a presentation of both a frame for designing learning environments and the room and activity diagrams and open up for a discussion on how teachers didactical spatial competence can be developed. 

Place, publisher, year, edition, pages
2022.
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-105517OAI: oai:DiVA.org:oru-105517DiVA, id: diva2:1750363
Conference
Nätverk och Utveckling (NU2022), Stockholm, Sweden, June 15-17, 2022
Available from: 2023-04-13 Created: 2023-04-13 Last updated: 2023-04-13Bibliographically approved

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Hansson, MagnusOlsson, Anna-Eva

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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Language
  • de-DE
  • en-GB
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Output format
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  • asciidoc
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