The physical learning environment should be responsive to users’ needs. How our children learn is fundamental to both their success and to a society’s success in the future. The act of learning is not divorced from place. The idea that the environment is the third teacher situates learning and recognises that we do not learn by memorising facts, we learn by interacting with others and with the environment around us. A central issue in the design of learning landscapes is the extent to which the voices of the students and teachers are engaged in the design of progressive teaching and learning spaces. Today more than ever educators are preparing young students for a world where work is not so easily defined by specific jobs or job titles. Learning environments need to encourage social interaction, enable collaboration, be learner centred and reflect patterns of learning. They need to promote a learning-centred approach in other words an approach that supports enquiry, collaboration, personalised learning. The creation of learning environments for the 21st century seem to be less about providing simple prescriptive solutions where the physical environment is disengaged from the learner, but more about creating responsive and supportive environments that and inspire learning and demand the participation of both learners and teachers in their creation.
|Keywords||learning environments; school; education|
|Book title||The Classroom is broken: Changing School Architecture in Europe and Across the World|
|Publisher||Istituto Nazionale di Documentazione, Innovazione e Ricerca Educativa (Indire)|
|Place of publication||Florence, Italy|
|Web address (URL)||https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=2ahUKEwihxvWer4fjAhVYPcAKHSD4BE8QFjABegQIABAC&url=https%3A%2F%2Fwww.giordani.edu.it%2Fsystem%2Ffiles%2Fcircolari%2F2019%2F2018-2019-laula-si-e-rotta-epub.pdf&usg=AOvVaw3wwocrLYkvYn9DE_nU75Kb|