Innovative learning environments as a response to the educative challenges of the 21st century
DOI:
https://doi.org/10.7203/realia.32.27803Keywords:
learning environment, educational environment, pedagogy, innovative learning environment, educative spaces
Abstract
This article reflects on the opportunity presented by Innovative Learning Environments (ILEs) in addressing the challenges of the 21st century. To achieve this, it outlines the characteristics of these learning contexts based on various international and national studies and initiatives, correlating them with the challenges identified in different institutional documents. Innovative Learning Environments represent an educational context designed for pedagogical innovation. While there is no universal definition, they are highlighted as spaces that combine innovative design with student-centered educational practices. Emphasis is placed on flexibility as a key attribute that allows spaces to be adapted for both individual and collective learning, fostering interactivity and creativity. Digital technology, present in these environments, takes on a discrete yet essential role as a resource to support learning. The relationship between Innovative Learning Environments and the educational challenges of the 21st century is highlighted, primarily identifying five of these challenges: global citizenship education, promoting inclusion, developing student-centered educational programs, utilizing multidisciplinary collaborative practices, and fostering well-being in educational environments. In conclusion, Innovative Learning Environments represent an innovative pedagogical approach that incorporates flexibility, discreet technology, and student-centered practices to address current educational challenges, promoting personalized, competency-based, inclusive, and collaborative learning, all within the framework of well-being.
Downloads
References
Alba, C., Sánchez, P., Sánchez, J. M., y Zubillaga, A. (2013). Pautas sobre el Diseño Universal para el Aprendizaje (DUA). Descargado de https://educadua.es/doc/dua/dua_pautas_2_0.pdf
Attewell, J. (2019). Building Learning Labs and Innovative Learning Space (J. Ayre y E. Jokisalo, Eds.). Bruselas (Bélgica): European Schoolnet. Descargado de https:// fcl.eun.org/documents/10180/4589040/FCL_guidelines_2019_DEF.pdf
Aumann, D., Heschong, L., Wright, R., y Peet, R. (2004). Windows and classrooms: A study of student performance and their indoor environment. En ACEEE (Ed.), . Descargado de https://www.aceee.org/files/proceedings/2004/data/papers/SS04_Panel7_Paper01.pdf
Barron, B., y Darling-Hammond, L. (2016). Perspectivas y desafíos de los enfoques del aprendizaje basados en la indagación. En OECD, UNESCO, OIE, y UNICEF (Eds.), La naturaleza del aprendizaje. Usando la investigación para inspirar la práctica (pp. 160–183). Paris, Francia: OECD. Descargado de https://panorama.oei.org.ar/_dev/wp-content/uploads/2017/09/
UNICEF_UNESCO_OECD_Naturaleza_Aprendizaje_.pdf Basye, D., Grant, P., Hausman, S., y Johnston, T. (2015). Get Active. Reimagining Learning
Spaces for Student Success. Eugene. Oregon. Arlington. Virginia: International Society for Technology in Education.
Bautista, G., y Borges, F. (2013). Smart classrooms: Innovation in formal leanring spaces to transform leanring experiences. Bulletin of the Technical Commitee on Learning Technology, 15(3), 18–21.
Blackmore, J., Bateman, D., Dixon, M., Cloonan, A., Loughlin, J., O’mara, J., … Aranda, G. (2011). Innovative learning environments research study. Victoria, Australia. Descargado de https://www.deakin.edu.au/ data/assets/pdf_file/0003/365196/innovative-learning-spaces-final-report.pdf
Blázquez, D. (Ed.). (2016). Métodos de enseñanza en educación física. Enfoques innovadores para la enseñanza de competencias. España: INDE.
Bolstad, R., Gilbert, J., Mcdowall, S., Bull, A., Boyd, S., y Hipkins, R. (2012). Supporting future- oriented learning & teaching: A New Zealand perspective. Wellington, Nueva Zelanda:: Ministry of Education Wellington. Descargado de https://www.researchgate.net/ publication/307981642_Supporting_future-oriented_learning_teaching_A_New
_Zealand_perspective
Bonwell, C. C., y Eison, J. A. (1991). Active learning: Creating excitement in the classroom (ASHE-ERIC Higher Education Rep. Washington, Estados Unidos.
Byers, T. (2015). The empirical evaluation of the transition form traditional to New Generation Learning Spaces on teaching and learning. Second Annual International Learning Environments Research Higher Degree Symposium. Descargado de https:// rest.neptune-prod.its.unimelb.edu.au/server/api/core/bitstreams/789762ef-2ea6-57de-9677-dfb0cc50c23a/content http://dx.doi.org/10.13140/RG.2.1.4856.8484
Byers, T., Hartnell-Young, E., y Imms, W. (2018). Empirical evaluation of different classroom spaces on students’ perceptions of the use and effectiveness of 1-to-1 technology.
BERA. British Journal of Educational Technology, 49(1), 153–164. https://doi.org/ 10.1111/bjet.12518
Cagliari, P., Castegnetti, M., Giudici, C., Rinaldi, C., Vecchi, V., y Moss, P. (2016). Loris Malaguzzi and the schools of Reggio Emilia. A selection of his writings and speeches 1945- 1993. Londres (Reino Unido): Routledge.
Campbell, L. (2020). Teaching in an inspiring learning space: An investigation of the extent to which one school’s innovative learning environment has impacted on teachers’ pedagogy and practice. Research Papers in Education, 35(2), 185–204.
Cardno, C., Tolmie, E., y Jose, J. (2018). New spaces-new pedagogies: Implementing personalised learning in primary school innovative learning environments. Journal of Educational Leadership, Policy and Practice, 33(1). https://search.informit.org/doi/ 10.3316/informit.021942398177622
CE. (2006). Recomendación del Parlamento Europeo y del Consejo de 18 de diciembre de 2006 sobre las competencias clave para el aprendizaje permanente. Descargado de https:// eur-lex.europa.eu/LexUriServ/LexUriServ.do
CE. (2022). Council Recommendation of 28 November 2022 on Pathways to School Success and replacing the Council Recommendation of 28 June 2011 on policies to reduce early school leaving. Descargado de https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX% 3A32022H1209%2801%29&qid=1671106078506
Charteris, J., Wright, N., Trask, S., Khoo, E., Page, A., Anderson, J., y Cowie, B. (2021). Patchworks of professional practices: Teacher collaboration in innovative learning environments. Teachers and Teaching, 27 (7), 625–641. https://doi.org/10.1080/ 13540602.2021.1983536
Determan, J., Akers, M. A., Albright, T., Browning, B., Martin-Dunlop, C., y Archibald, P. (2019). The Impact of Biophilic Learning Spaces on Student Success. Descargado de https://cgdarch.com/wp-content/uploads/2019/12/The-Impact-of-Biophilic-Learning-Spaces-on-Student-Success.pdf
Dumont, H., Istance, D., y Benavides, F. (2010). The nature of leanring using research to inspire practice: using research to inspire practice. Paris, Francia: OECD publishing. Descargado de https://www.oecd.org/education/ceri/thenatureoflearningusingresearchtoinspirepractice.htm
Educastur. (2023). Aulas Dinámicas. Descargado de https://www.educastur.es/aulas-dinamicasFuture Classroom Lab. (2023, 23 de noviembre). Descargado de https://fcl.eun.org/toolkit GdC. (2023). Espacios creativos. Descargado de https://www3.gobiernodecanarias.org/medusa/ecoescuela/espacioscreativos/
GdN. (2023). Ikasnova. Descargado de https://ikasnova.digital/
Gros, B. (2010). El ordenador invisible: hacia la apropiación del ordenador en la enseñanza.Barcelona: Gedisa / UOC.
GVA. (2023). Aules Transformadores d’Espais i Metodologies Educatives. Descargado de https:// portal.edu.gva.es/aulestransformadores/es/inicio/
Hong, W. P. (2012). An international study of the changing nature and role of school curricula: from transmitting content knowledge to developing students’ key competencies. Asia Pacific Education Review, 13(1), 27–37. http://dx.doi.org/10.1007/ s12564-011-9171-z
JuntaEX. (2023). Aulas del Futuro de Extremadura. Descargado de https://aulasdelfuturo.educarex.es/
Leadbeater, C. (2006). The future of public services: Personalised learning. En D. Hopkins (Ed.), Personalising Education (pp. 101–114). https://doi.org/10.1787/9789264036604-8-en
Lewin, C., y McNicol, S. (2014). Creating the Future Classroom: Evidence from the iTEC project.Manchester (United Kingdom): Manchester Metropolitan University. Descargado de https://fcl.eun.org/documents/10180/18061/iTEC+evaluation+report+2014_ES.pdf/ 5e9c4b15-e2e2-4a25-ac8f-c2cdc866b46a
Li, D., y Sullivan, W. C. (2016). Impact of views to school landscapes on recovery from stress and mental fatigue. Landsc. Urban Plan, 148, 149–158.
Mahat, M., Bradbeer, C., Byers, T., y Imms, W. (2018). Innovative Learning Environments and Teacher Change: Defining key concepts. Melbourne, Australia. Descargado de http:// www.iletc.com.au/publications/reports
Martinez-Roig, R., Iglesias-Martínez, M. J., y Cabezas, I. L. (2023). Las emociones percibidas por el profesorado en activo en el uso de metodologías activas en el aula. Research in Education and Learning Innovation Archives(30), 39–59. https://doi.org/10.7203/realia.30.24336
Meyers-Levy, J., y Zhu, R. (2007). The influence of ceiling height: the effect of priming on the type of processing that people use. Journal of Consumer Res, 34, 174–186.
Nelson, E., y Johnson, L. (2017). Learning to teach in ILES on practicum: Anchoring practices for hallenging times. Waikato Journal of Education, 22(3), 63–74. http://dx.doi.org/ 10.15663/wje.v22i3.374
Oblinger, D. (Ed.). (2006). Learning Spaces. Denver (EEUU): EDUCAUSE. Descargado de https://www.educause.edu/research-and-publications/books/learning-spaces
ODITE. (2022). Informe ODITE sobre tendencias educativas 2022. Descargado de https:// ciberespiral.org/es/informe-odite-tendencias-educativas/
OECD. (2011). Designing for Education: Compendium of Exemplary Educational Facilities 2011.https://doi.org/10.1787/9789264112308-en
OECD. (2013). Innovative Learning Environments. Educational Research and Innovation. Paris, Francia: OECD Publishing. Descargado de https://www.oecd.org/education/ ceri/innovativelearningenvironmentspublication.htm
OECD. (2015). Schooling redesigned: Towards innovative learning systems. Paris, Francia: OECD Publishing. Descargado de https://www.oecd.org/education/schooling-redesigned-9789264245914-en.htm
OECD. (2017). The OECD Handbook for Innovative Learning Environments. Paris, Francia: OECD Publishing. Descargado de https://www.oecd.org/education/the-oecd-handbook-for-innovative-learning-environments-9789264277274-en.htm
Page, A., y Davis, A. (2016). The Alignment of Innovative Learning Environments and Inclusive Education: How Effective is the New Learning Environment in Meeting the Needs of Special Education Learners? New Zealand Journal of Teachers’ Work, 13(2), 81–98. https://doi.org/10.24135/teacherswork.v13i2.79
Pelletier, K., Robert, J., Muscanell, N., McCormack, M., Reeves, J., Arbino, N., … EDUCAUSE (2023). 2023 EDUCAUSE Horizon Report | Teaching and Learning Edition. Descargado de https://library.educause.edu/resources/2023/5/2023-educause-horizon-report-teaching-and-learning-edition
Renzulli, J., Reis, S., y Tourón, J. (2021). El modelo de enriquecimiento para toda la escuela. Una guía práctica para el desarrollo del talento. España: UNIR.
Rojas-Carrasco, O. A. (2019). Rol del maestro en los procesos de innovación educativa.Revista Scientific, 4(Especial), 54–67. https://doi.org/10.29394/Scientific.issn.2542-2987.2019.4.E.3.54-67
Strong-Wilson, T., y Ellis, J. (2007). Children and Place: Reggio Emilia’s Environment As Third Teacher. Theory Into Practice, 46(1), 40–47. https://doi.org/10.1080/ 00405840709336547
Tena-Fernández, R., y Carrera-Martínez, N. (2020). La Future Classroom Lab como marco de desarrollo del aprendizaje por competencias y el trabajo por proyectos. Revista mexicana de investigación educativa. Revista mexicana de investigación educativa, 25(85), 449–468. Descargado de http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1405-66662020000200449&lng=es&tlng=es
UNESCO. (2016). Educación para la Ciudadanía Mundial. Preparar a los educandos para los retos del siglo XXI. Descargado de https://unesdoc.unesco.org/ark:/48223/ pf0000244957
Wall, G. (2016). The impact of physical design on student outcomes. New Zealand: Ministry of Education. Descargado de https://www.education.govt.nz/assets/Documents/ Primary-Secondary/Property/Design/Flexible-learning-spaces/FLS-The-impact-of-physical-design-on-student-outcomes.pdf
Yin, J., Zhu, S., Macnaughton, P., Allen, J. A., y Spengler, J. D. (2018). Physiological and cognitive performance of exposure to biophilic indoor environment. Building Environment(132), 255–262. https://doi.org/10.1016/j.buildenv.2018.01.006
Downloads
Published
How to Cite
-
Abstract1150
-
PDF (Español)674
-
EPUB (Español)196
-
HTML (Español)418
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- The Universitat de València is the editor of Research in Education and Learning Innovation Archives (REALIA) and retains the copyright of all that is published in the journal, while it allows and favours reuse under a copyleft license.
- The originals published in this journal are – unless otherwise specified – under a Creative Commons License: Attribution-NonComercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).
Research in Education and Learning Innovation Archives (REALIA) encourages authors to disseminate and give visibility to their research published in this journal. For this, REALIA wishes to inform that:
- Authors retain copyright and grant the journal right of first publication.
- The work is simultaneously licensed under a Creative Commons Attribution License: Attribution-NonComercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).
- Self-archive: Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) to promote greater visibility and citation, with an acknowledgement of its first publication in this journal.
Similar Articles
Make a Submission
Language
Information
Keywords
