Teacher Transition into Innovative Learning Environments : A Global Perspective

This open access book focuses on how the design and use of innovative learning environments can evolve as teaching practices and education policies change.

Preface.- Chapter 1. Spaces are Places in Which we Learn.- Chapter 2. Co-creating Innovative Learning Environments: LEARN''s Decade of Discovery.- Part I. Change and Risk.- Chapter 3. Creating a Space for Creative Learning: The Importance of Engaging Management and Teachers in the Design Process.- Chapter 4. The Enactment of Teacher Collaboration in Innovative Learning Environments: A Case Study of Spatial and Pedagogical Structuration.- Chapter 5. School Change: Emerging Findings of How to Achieve the "Buzz".- Chapter 6. Increasing Teacher Engagement in Innovative Learning Environments: Understanding the Effects of Perceptions of Risk.- Chapter 7. Pedarchitecture: Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the Future.- Chapter 8. Using Fällman''s Interaction Design Research Triangle as a Methodological Tool for Research About Reading Spaces in Schools.- Part II. Inhabiting.- Chapter 9. The Mobility of People, Not Furniture, Leads to Collaboration.- Chapter 10. The Gadfly: A Collaborative Approach to Doing Data Differently.- Chapter 11. Innovative Learning Environments, are they Inclusive? Why Evaluating the Speaking, and Acoustic Potential of the Space Matters.- Chapter 12. What About Interaction Geography to Evaluate Physical Learning Spaces? Post-Occupancy Evaluation.- Part III. Measurement.- Chapter 13. What does Teaching and Learning Look Like in a Variety of Classroom Spatial Environments?.- Chapter 14. Design with Knowledge - Light in Learning Environments.- Chapter 15. Exploring the Relationships Between Learning Space and Student Learning in Higher Education: A Comparative Case Study in China.- Chapter 16. The Creative Learning Spiral: Designing Environments for Flaring and Focusing.- Part IV. Teacher Practices.- Chapter 17. Envisaging Teacher Spatial Competency Through the Lenses of Situated Cognition and Personal Imagination to Reposition it as a Professional Classroom Practice Skill.- Chapter 18. Addressing the Socio-Spatial Challenges of Innovative Learning Environments for Practicum: Harmonics for Transitional Times.- Chapter 19. Hack the School: A Creative Toolkit to Transform School Spaces.- Part V. Conclusion.- Chapter 20. Where to Now? Fourteen Characteristics of Teachers'' Transition into ILEs.