ILETC Research Outputs
ILETC final research findings
The ILETC final research findings have now been published and can be downloaded by clicking the image.
Major research findings
About the report
- A sample of the project's findings. You can find an outline below, and the full reported can be downloaded from the 'where to now' section.
A. (Antecedent knowledge) What academic knowledge relevant to ILETC already exists?
A1. There is a paucity of existing quality research on ILEs, quality teaching and student deep learning.
A2. Apart from some signature studies, what mostly exist uses conflicting definitions, frequently exhibits poor methodologies, and addresses a confusing range of topics.
A3. The problem of consistent defining of key variables is not yet resolved.
A4. Few studies have successfully isolated space as a variable.
A5. While some studies have addressed links between various ILE affordances, teaching practices and student learning, these are isolated – there exists no cohesive body of knowledge on this vital issue.
A6. Typically, causality is not claimed in quality ILE literature; correlations are the norm.
A7. Pre-2000 literature is consistently negative when reporting impact of ‘open learning’ environments on student experiences and outcomes. Post-2000 literature trends the opposite, often citing correlations between ILEs and improvements in a range of student learning outcomes, well-being, and engagement.
1. (Research question 1) What is the current situation in Australian and New Zealand schools in terms of the number of, types of, and teacher/student activities within ILEs?
1.1 ILEs have become reasonably common.
1.2 No one genre of ILE design exists. A hybrid of designs are in use between the often polarised ‘traditional’ and ‘open plan’ extremes.
1.3 A trend in teaching approaches is identifiable when comparing traditional spaces to ILEs.
1.4 A trend in student learning approaches is identifiable when comparing traditional spaces to ILEs.
1.5 In Australian and New Zealand primary and secondary schools, three quarters of teachers engage in didactic or ‘teacher-centred’ teaching practices.
1.6 In Australian and New Zealand primary and secondary schools, three quarters of students engage in ‘teacherdirected’ learning practices for the majority of their schooling.
1.7 The majority of Australian and New Zealand primary and secondary students continue to be taught in traditional ways, in traditional settings.
2. (Research question 2) What characterises ‘good transition’ by teachers into ILEs
2.1 Contrary to general assumptions, many teachers are transitioning well into ILEs.
2.2 A common ‘pathway’ or journey of this transition can be described. This appears to be consistent across a range of western countries.
2.3 Teachers are utilising a wide variety of strategies and tools to assist this progress.
2.4 Fourteen ‘themes’ can be identified that typify that journey.
2.5 Apart from two issues, teachers are receiving minimal support during this process.
2.6 While industry knowledge is high about many of the ‘affordances’ that support this transition (e.g. design, furniture, acoustics, technology), teachers are missing its quick dissemination into actual teaching situations.
2.7 The concept of ‘spatial typologies’ assists this dissemination.
3. (Research question 3) What correlations can be established between ILEs and high levels of student deep learning, and high incidence of favourable teacher mind frames?
3.1 ILEs are linked to better teaching and the learning desired of many educational authorities.
3.2 The project found evidence of positive relationships between ILEs, higher levels of student deep learning, and ‘high-impact’ teaching strategies (teacher mind-frames).
3.3 There is evidence of a linear progression between spaces and teaching/learning – the more flexible the space, the more common the desired learning outcomes and teaching practices.
3.4 While ILEs can be linked to greater deep learning by students, they have no impact on surface learning – ILEs assist deeper learning while not reducing surface learning.
I. Summary, and where to now? (Implications)
I.1 Do altering teacher mind frames unlock the potential of ILEs? Yes, direct positive links were found between these two phenomena. But (1) the the word ‘change’ proved problematic. The study found no reason to ‘change’ mind frames, teachers were already modifying prcatices; rather, pre-existing practices that aligned to the mind frames were tested against ILE and non-ILE settings to allow this claim of correlation to be made.
I.2 causality was not detected – teachers were found to teach ‘well’, and students to learn ‘better’ in ILEs, but at present we cannot say the space created those outcomes.
I.3 Due to the solid correlation however, it is logical that ILEs play a role in facilitating these positive outcomes.
The task now is to leverage from this finding and rich array of additional data, to facilitate widespread sustainable practices. ILETC findings constitute a platform for the next layer of evidence gathering about making ILEs more effective. Findings imply four streams of ‘follow-on’ investigation; (1) gather robust evidence of ILE impact on student learning outcomes and experiences; (2) develop a workable understanding of teacher spatial competency that improves student learning; (3) improve teacher understanding of the teaching/learning affordances of ILEs; (4) find a way to dramatically increase the impact of critical industry knowledge on teachers daily practices.
where to now: leveraging off ILETC
“Given the fact evidence now exists that ILEs are successful in practice, what characterises major advances in builds into the coming decade? This report emphasises (1) design of ILEs can be argued to have now ‘peaked’ in Australia and NZ; (2) high-impact spaces are increasingly a product of highly informed collaborations between educators, designers and allied industries; (3) ‘successful’ builds in the coming years will surpass ‘innovation’ and ‘flexibility’ criteria, to be tested against increasingly sophisticated nuances of wellbeing, engagement and equity.”
Imms, W. (2020) Invited Address, Education Estates (England). October 2020.
“We need to advance on the discourse that has dominated a decade of ILE evolution – the ‘innovation and adaptable spaces’ focus. Innovation and adaptibility have been achieved, and while we continue to refine such properties, they now constitute our new baseline. It is time to address the next challenge, what ILTEC calls the ‘abilities design’ concept; designing spaces whose primary function is to enable all students to actively engage curriculum.”
Imms, W. (2020) Moving beyond Innovative Learning Environments to an ‘abilities design’ concept: Findings from ILETC. Invited Address, EduTech (Sydney). October 2020.
Imms, W. (2020): Where to now? Future directions from the Innovative Learning Environments and Teacher Change project. Invited address presented at Education Estates conference, United Kingdom, Oct 13, 2020. University of Melbourne. Presentation. https://doi.org/10.26188/13093463.v2
Curriculum Vitae
CURRICULUM VITAE
@projectILETC | www.iletc.com.au
Innovative Learning Environments and Teacher Change Project
ORCiD 0000-0002-5232-5785
Publications
Imms, W. & Cleveland, B. (contract completion December 2020). New spaces, better teaching? A practical guide to evaluating the alignment of pedagogy and space. Melbourne, Aus: ACER Press.
Imms, W. & Cleveland, B. (contract completion December 2021). Making the most of your learning spaces: A teachers guide to improving learning environments. Melbourne, Aus: ACER Press.
Imms, W. & Kvan, T. (2021). Transition of teachers into innovative learning environments: A global perspective. Singapore: Springer Nature http://doi.org/10.1007/978-981-15-7497-9
Imms, W., Lippman, P. & Matthews, E. (2020). Encyclopedia of Educational Innovation. Co-Section Editor, Physical learning spaces: Design, evaluation and pedagogies. Singapore: Springer Nature.
Bøjer, B. (2021) Creating a space for innovative learning: The importance of engaging the users in the design process. In T. Kvan & W. Imms (Eds.). Teacher Transition into Innovative Learning Environments: A Global Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-15-7497-9_4
Bradbeer, C. (2021). The enactment of teacher collaboration in innovative learning environments: A case stury of spatial and pedagogical structuration. In T. Kvan & W. Imms (Eds.). Teacher Transition into Innovative Learning Environments: A Global Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-15-7497-9_5
Byers, T. (2021). What does teaching and learning look like in a variety of classroom spatial environments? In T. Kvan & W. Imms (Eds.). Teacher Transition into Innovative Learning Environments: A Global Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-15-7497-9_16
Dyer, E. (2021). Using Fallman’s interaction design research triangle as a methodological tool for research about reading spaces in schools. In T. Kvan & W. Imms (Eds.). Teacher Transition into Innovative Learning Environments: A Global Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-15-7497-9_9
Fisher, K. (2021) Co-creating innovative learning environments: LEaRN’s decade of discovery. In T. Kvan & W. Imms (Eds.). Teacher Transition into Innovative Learning Environments: A Global Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-15-7497-9_2
French, R. (2021). School change: Emerging findings of how to achieve the “buzz”. In T. Kvan & W. Imms (Eds.). Teacher Transition into Innovative Learning Environments: A Global Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-15-7497-9_6
Guldbæk Brøns, M. (2021). The mobility of people, not furniture, leads to collaboration. In T. Kvan & W. Imms (Eds.). Teacher Transition into Innovative Learning Environments: A Global Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-15-7497-9_11
Healy, S. & Morrison, C. (2021). The gadfly: A collaborative approach to doing data differently. In T. Kvan & W. Imms (Eds.). Teacher Transition into Innovative Learning Environments: A Global Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-15-7497-9_12
Imms, W. & Mahat, M. (2021). Where to now? Fourteen characteristics of teachers’ transition into innovative learning environments. In T. Kvan & W. Imms (Eds.). Teacher Transition into Innovative Learning Environments: A Global Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-15-7497-9_25
Jones, T. & Le Fevre, D. (2021) Increasing teacher engagement in innovative learning environments: Understanding the effects of perceptions of risk. In T. Kvan & W. Imms (Eds.). Teacher Transition into Innovative Learning Environments: A Global Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-15-7497-9_7
Kvan, T. (2021). Spaces are places in which we learn. In T. Kvan & W. Imms (Eds.). Teacher Transition into Innovative Learning Environments: A Global Perspective. Springer: Singapore. https://doi.org/10.1007/978-981-15-7497-9_1
Leighton, V. (2021). Envisaging teacher spatial competency through the lenses of situated cognition and personal imagination to reposition it as a professional classroom skill. In T. Kvan & W. Imms (Eds.). Teacher Transition into Innovative Learning Environments: A Global Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-15-7497-9_21
Marcarini, M. (2021). Pedarchitecture: Which learning environments for the personalisation of teaching and learning? An educational architecture for the schools of the future. In T. Kvan & W. Imms (Eds.). Teacher Transition into Innovative Learning Environments: A Global Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-15-7497-9_8
Mor-Avi, A. (2021). The spirit of ‘WE’ in the learning environment: ‘WE LEARN’ – a space for students and teachers to become. In T. Kvan & W. Imms (Eds.). Teacher Transition into Innovative Learning Environments: A Global Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-15-7497-9_22
Nelson, E., & Johnson, L. (2021). Addressing the socio-spatial challenges of innovative learning environments for practicum: Harmonics for transitional times. In T. Kvan & W. Imms (Eds.). Teacher Transition into Innovative Learning Environments: A Global Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-15-7497-9_23
Rose-Munro, L. (2021). Onnovative learning environments, are they inclusive? Why evaluating the speaking and acoustic potential of the space matters. In T. Kvan & W. Imms (Eds.). Teacher Transition into Innovative Learning Environments: A Global Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-15-7497-9_13
Sasot, S., & BelvisIn T. Kvan & W. Imms (Eds.). Teacher Transition into Innovative Learning Environments: A Global Perspective. Springer. In T. Kvan & W. Imms (Eds.). Teacher Transition into Innovative Learning Environments: A Global Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-15-7497-9_24
Shapiro, B. (2021). What about interaction geography to evaluate physical learning spaces? In T. Kvan & W. Imms (Eds.). Teacher Transition into Innovative Learning Environments: A Global Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-15-7497-9_14
Weis van Mil, I., Larsen, O., Mose, K., & Iversen, A. (2021). Design with knowledge – light in learning environments. In T. Kvan & W. Imms (Eds.). Teacher Transition into Innovative Learning Environments: A Global Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-15-7497-9_17
Yu, J. (2021). Exploring the relationships between learning space and student learning in higher education: A comparative case study in China. In T. Kvan & W. Imms (Eds.). Teacher Transition into Innovative Learning Environments: A Global Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-15-7497-9_18
Zhang, J. (2021). The creative learning spiral: Designing environments for flaring and focusing. In T. Kvan & W. Imms (Eds.). Teacher Transition into Innovative Learning Environments: A Global Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-15-7497-9_19
Imms, W. (2020) Continuing the journey – utilising ‘experiences’ to guide new developments in learning environment design and use. In C. Scevola, A. Sassone & M. Marcarini (Eds.), Innovazione Degli Ambienti Dell’Apprendimento: L’esperienza del Comune di Milano nelle scuole del 1° ciclo di istruzione Milan: INDIRE.
Imms, W., Cleveland, B. & Bradbeer, C. (2020). Participation and school space: The role of environment. In D. Green and C. Imms (Eds.). Enabling participation in childhood onset Neuro-disability (pp.57-66). London: MacKieth Press.
Imms, W. & Tanza, C. (2019). Design and use of innovative learning environments. In V. Gherardi (Ed.). Didattica e Ricerca: La didattica nella ricercar e la ricercar nella didattica (pp. 105-116). Canterano, Italy: Aracne Editrice.
Mahat, M. & Dollinger, M. (2019). Mind the gap: co-created learning spaces in higher education. In Fisher, K (Ed.). The Translational Design of Universities: An Evidence-Based Approach pp.245-258. Sense Publishers. http://hdl.handle.net/11343/214107
Imms, W. (2018). Aligning pedagogy and space: An Australian evidence-based approach. In S. Borri (Ed.). The classroom is broken: Changing school architecture in Europe and across the world (pp. 91-108). Florence, Italy: INDIRE, Ediguida.
Imms, W. (2018). Innovative learning spaces: Catalysts/agents for change, or ‘just another fad’? In S. Alterator and C. Deed (Eds.). School space and its occupation: The conceptualisation and evaluation of new generation learning spaces (pp. 107-118). Amsterdam, The Netherlands: Sense Publishing.
Bradbeer, C. (2016). Working together in the space-between. In Evaluating Learning Environments: Snapshots of Emerging Issues, Methods and Knowledge (pp. 75-90). Sense Publishers, Rotterdam. https://doi.org/10.1007/978-94-6300-537-1_6
Byers, T. & Imms, W. (2016). Evaluating the change in space in a technology-enabled primary years setting. In K. Fisher (Ed.). The translational design of schools: An evidence-based approach to aligning pedagogy and learning environments in schools (pp. 215-236). Rotterdam, Netherlands: Sense Publishing.
Healy, S. (2016). Evaluating Spaces of Pedagogic Affect. Imms, W (Ed.). Cleveland, B (Ed.). Fisher, K (Ed.). Evaluating Learning Environments: Snapshots of Emerging Issues, Methods and Knowledge (pp. 235-250). Sense Publishers. https://doi.org/10.1007/978-94-6300-537-1_1
Imms, W. (2016). New generation learning environments: How can we find out if what works is working? In W. Imms, B. Cleveland & K. Fisher, (Eds.) Learning environments evaluation. Snapshots of emerging issues, methods and knowledge (pp. 19-32). Rotterdam, Netherlands: Sense Publishing. https://doi.org/10.1007/978-94-6300-537-1_2
Imms, W. (2016). Occupying curriculum as space. In K. Fisher (Ed.). The translational design of schools: An Evidence-based approach to aligning pedagogy and learning environments in schools (pp. 145-155). Rotterdam, Netherlands: Sense Publishing.
Sala-Oviedo, A. & Imms, W. (2016). The role of evaluation as an environment space planning tool. In W. Imms, B. Cleveland & K. Fisher, (Eds.) Learning environments evaluation. Snapshots of emerging issues, methods and knowledge (pp. 143- ). Rotterdam, Netherlands: Sense Publishing. https://doi.org/10.1007/978-94-6300-537-1_11
Leighton, V. & Byers, T. (2020). All innovative learning environments have one factor in common: A spatially active teacher. Australian Education Leader (AEL), Vol 42
Mahat, M. & Imms, W. (2020). The Space Design and Use survey: Establishing a reliable measure of educators’ perceptions of the use of learning environments. The Australian Educational Researcher. http://doi.org/10.1007/s13384-020-00382-z
French, R., Imms, W., & Mahat, M. (2020). Case studies on the transition from traditional classrooms to innovative learning environments: Emerging strategies for success. Improving Schools, 23(2), 175–189. https://doi.org/10.1177/1365480219894408
Young, F., Cleveland, B. & Imms, W. (2019). The affordances of innovative learning environments for deep learning: Educators’ and architects’ perceptions. The Australian Educational Researcher. https://doi.org/10.1007/s13384-019-00354-y
Byers, T., Imms, W., & Hartnell-Young, E. (2018). Comparative analysis of the impact of traditional versus innovative learning environment on student attitudes and learning outcomes. Studies in Educational Evaluation, 58, 167-177. https://doi.org/10.1016/j.stueduc.2018.07.003
Byers, T., Imms, W., & Hartnell-Young, E. (2018). Evaluating teacher and student transition from a conventional classroom to an innovative learning environment. Studies in Educational Evaluation 58, 156-166. http://doi.org/10.1016/j.stueduc.2018.07.004
Bradbeer, C. (2017a). If teacher collaboration in ILEs is the answer, what is the question? Education Review, 8(5),
5-6.
Bradbeer, C., Byers, T., Cleveland, B., Kvan, T., Mahat, M. & Imms, W. (2017). The ‘state of play’ concerning New Zealand’s transition to innovative learning environments: Preliminary results from phase one of the ILETC project. Journal of Educational Leadership Policy and Practice, 32(1) 22-38.
Imms, W., & Byers, T., (2017). Evidence concerning the impact of classroom design on teacher pedagogy, and student engagement and performance in mathematics. Learning Environments Research, 20. 139-142.
Mahat, M. & Martin, L. (2017). The Assessment of Learning Outcomes in Australia: Finding the Holy Grail. AERA Open, 3 (1), pp.1-19. https://doi.org/10.1177/2332858416688904.
Imms, W. & Mahat, M. (Eds.). (2020). Transitions19: One Journey, Many Pathways. Proceedings of International Symposium. Melbourne, Australia: The University of Melbourne. http://hdl.handle.net/11343/237432
Imms, W. & Mahat, M. (Eds.). (2019). Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Imms, W., Mahat, M. (Eds.). (2017). Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in North America 2017 http://hdl.handle.net/11343/209074
Imms, W., Mahat, M. (Eds.). (2017). Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Europe 2017 http://hdl.handle.net/11343/212080
Imms, W., Mahat, M. (Eds.). (2017). Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Australisia 2017 http://hdl.handle.net/11343/198087
Anteet, Q. (2020). Emerging learning environments: Complex adaptive systems and scales of resilience. In W. Imms and M. Mahat (Eds.), Proceedings of International Symposium Transitions19: One Journey, Many Pathways, pp. 11-18. Melbourne Graduate School of Education, The University of Melbourne. http://hdl.handle.net/11343/237432
Chiasson, M. (2020). Investigating teachers’ transition towards innovative practices in a modern learning space. In W. Imms and M. Mahat (Eds.), Proceedings of International Symposium Transitions19: One Journey, Many Pathways, pp. 27-36. Melbourne Graduate School of Education, The University of Melbourne. http://hdl.handle.net/11343/237432
Dale, J. (2020). Planning for changing pedagogies – Flexible facility design. In W. Imms and M. Mahat (Eds.), Proceedings of International Symposium Transitions19: One Journey, Many Pathways, pp. 37-50. Melbourne Graduate School of Education, The University of Melbourne. http://hdl.handle.net/11343/237432
Galante, M. (2020). Project unlearning: Being comfortable with being uncomfortable. In W. Imms and M. Mahat (Eds.), Proceedings of International Symposium Transitions19: One Journey, Many Pathways, pp. 51-56. Melbourne Graduate School of Education, The University of Melbourne. http://hdl.handle.net/11343/237432
Leijon, M., Tieva, A., Malvebo, E., Nilsson, A., Alfredsson, V., Fröjdfeldt, L., Westerlund, J. & Olofsson, V. (2020). Teaching in flexible higher education learning spaces – Time for DiSCo! In W. Imms and M. Mahat (Eds.), Proceedings of International Symposium Transitions19: One Journey, Many Pathways, pp. 57-62. Melbourne Graduate School of Education, The University of Melbourne. http://hdl.handle.net/11343/237432
Little, N. (2020). Enhancing adaptability in grade 9 boys through task-based learning. In W. Imms and M. Mahat (Eds.), Proceedings of International Symposium Transitions19: One Journey, Many Pathways, pp. 63-70. Melbourne Graduate School of Education, The University of Melbourne. http://hdl.handle.net/11343/237432
Mahat, M. & Imms, W. (2020). One journey, many pathways: Teachers’ transformative journey into innovative learning environments. In W. Imms and M. Mahat (Eds.), Proceedings of International Symposium Transitions19: One Journey, Many Pathways, pp.1-5. Melbourne Graduate School of Education, The University of Melbourne. http://hdl.handle.net/11343/237434
Marcarini, M. F. (2020). Students’ self-organised design of educational environments through work-related learning. In W. Imms and M. Mahat (Eds.), Proceedings of International Symposium Transitions19: One Journey, Many Pathways, pp. 71-80. Melbourne Graduate School of Education, The University of Melbourne. http://hdl.handle.net/11343/237432
Morrison, C. (2020). NGLE policy assemblage: Exploring tensions between ‘old’ and ‘new’. In W. Imms and M. Mahat (Eds.), Proceedings of International Symposium Transitions19: One Journey, Many Pathways, pp. 81-88. Melbourne Graduate School of Education, The University of Melbourne. http://hdl.handle.net/11343/237432
Nelson, E. & Johnson, L. (2020). ILEs as social assemblages: Implications for initial teacher education. In W. Imms and M. Mahat (Eds.), Proceedings of International Symposium Transitions19: One Journey, Many Pathways, pp. 89-98. Melbourne Graduate School of Education, The University of Melbourne. http://hdl.handle.net/11343/237432
Page, A. & Charteris, J. (2020). Inclusive education in ILEs – The nexus of policy and practice in Aotearoa. In W. Imms and M. Mahat (Eds.), Proceedings of International Symposium Transitions19: One Journey, Many Pathways, pp. 99-106. Melbourne Graduate School of Education, The University of Melbourne. http://hdl.handle.net/11343/237432
Thomas, K. (2020). Teacher transitions – Agency, autonomy and accountability. In W. Imms and M. Mahat (Eds.), Proceedings of International Symposium Transitions19: One Journey, Many Pathways, pp. 107-114. Melbourne Graduate School of Education, The University of Melbourne. http://hdl.handle.net/11343/237432
Thornton, C. (2020). We shape our buildings; Thereafter, they shape us. In W. Imms and M. Mahat (Eds.), Proceedings of International Symposium Transitions19: One Journey, Many Pathways, pp. 107-114. Melbourne Graduate School of Education, The University of Melbourne. http://hdl.handle.net/11343/237432
Atkin, J. (2019). Keynote address – Challenging transitions: Reflections from 30 plus years of learning deeply with educators and architects. In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Baeta, P. & Pedro, N. (2019). Innovative educational environments: Are the strategies developed by teachers working? In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Barry, N. (2019). Negotiating learning spaces design in Irish post-primary schools. In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Binnard, E. & Peeters, I. (2019). Linking pedagogy and space with ALINA. In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Blannin, J. (2019). Open-plan learning environments and teachers’ digital technology use. In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Bøjer, B. (2019). Can participatory design support the transition into innovative learning environments? In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Bradbeer, C. (2019). Enacting teacher collaboration in innovative learning environments: Reifying pedagogical ‘ownership’. In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Braga, M. & Guttman, G. (2019). Setting up an ILE from the mapping of knowledge flows. In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Cannella, G., Chipa, S., Borri, S. & Orlandini, L. (2019). A post occupancy evaluation attempt: The Italian approach. In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Carro, R. & Mosa, E. (2019). Beyond the classroom: Learning spaces for a new generation of schools in Italy. In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Carro, R., Mori, S. and Panzavolta, S. (2019). Well-being and environments: An exploratory study in primary schools in Italy. In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Chiasson, M. (2019). A learning space contributing to the process of computational thinking. In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Guldbæk Brøns, M. (2019). Professional collaboration in teaching teams – sharing students, space and time. In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Idle, P. (2019). Keynote address – Do you see what I see? In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Imms, W., Mahat, M., Bradbeer, C. & Cattlin, J. (2019). Teachers’ transition into innovative learning environments – An international synthesis of current knowledge. In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Knock, A. (2019). Empowering teaching teams: An essential factor in the success of innovative learning environments. In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Lan, C., Soo Chae, H., Nantwi, G. & Natriello, G. (2019). Real-time locating system in innovative learning spaces. In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Lightfoot, J. (2019). Understanding school furniture issues through visual research in participatory design. In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Mahat, M., Bradbeer, C., Cattlin, J. & Imms, W. (2019). Validating the ILETC’s Teacher Transition Pathway. In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Marcarini, M., Filios, C. & Arnaldi, A. (2019). The students redesign their school (with teachers): Heart, mind, hand. In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Moran, A. (2019). Campfire, watering hole, cave, life – David Thornburg interpreted in Ireland. In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Osborne, M. (2019). Change leadership and the transition to innovative learning environments. In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Peterson, A. (2019). Leveraging teachers’ lived experiences of inhabiting educational design. In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Salmon, N. & OReilly, E. (2019). Lessons from a seasoned furniture whisperer. In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Sandri, P. & Marcarini, M. (2019). The teachers’ and students’ perceptions about inclusion through innovative learning environments. In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Scevola, C. & Sassone, A. (2019). Spazi colore: A project for didactic innovation. In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Stewart, M., Morse, R. & Scragg, B. (2019). Reimagining educator preparation from the community to the classroom. In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Tomasomi, S. & Raimondi, R. (2019). A creative collaboration to design innovative learning spaces. In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Tuckwell, D. (2019). Making sense of design thinking. In W. Imms and M. Mahat (Eds.), Transitions 2018: Continuing the Conversation. Proceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America. http://hdl.handle.net/11343/227598
Alterator, S. (2017). Teacher adaptation to ILEs: Identifying key skills for teachers in 21st century ILEs. We’re going through a phase.In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Australisia 2017 http://hdl.handle.net/11343/198087
Augeri, J. (2017). International comparative study of innovative physical learning spaces. In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Europe 2017. London: Regents College. http://hdl.handle.net/11343/212080
Baars, S., den Brok, P., Krishnamurthy, S., Joore, J. & van Wesemail. (2017). Constructing a framework for the exploration of the relationship between the psychosocial and the physical learning environment. In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Europe 2017. London: Regents College. http://hdl.handle.net/11343/212080
Bannister, D. (2017). Keynote address II: Developing and adapting learning spaces. In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Europe 2017. London: Regents College. http://hdl.handle.net/11343/212080
Bøjer, B. (2019). Creating a space for creative learning: The importance of engaging management and teachers in the design process. In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Europe 2017. London: Regents College. http://hdl.handle.net/11343/212080
Bradbeer, C. (2017). Into the great wide open: Navigating teacher opportunity, agency and structure in a collaborative ILE. In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Australisia 2017 http://hdl.handle.net/11343/198087
Buchan, J. (2017). Learning without boundaries: Reconceptualising the curriculum in Innovative Learning Environments. In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Australisia 2017 http://hdl.handle.net/11343/198087
Byers, T. (2017). What does teaching and learning look like in different classroom environments? In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Australisia 2017 http://hdl.handle.net/11343/198087
Chiasson, M. & Freiman, V. (2017). A learning space embracing the development of the computational thinking skills of students. In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Europe 2017. London: Regents College. http://hdl.handle.net/11343/212080
Dillon, R. (2017). Biomimicry in classroom design. In W. Imms and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in North America 2017 http://hdl.handle.net/11343/209074
Dyer, E. (2017). Using Fällman’s Interaction Design Research Triangle as a methodological tool for research into school design. In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Europe 2017. London: Regents College. http://hdl.handle.net/11343/212080
Featherston, M. (2017). Wonder-ful schools? Keynote address. In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Australisia 2017 http://hdl.handle.net/11343/198087
French, R. (2017). School change: Emerging findings of how to achieve the “buzz”. In W. Imms and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in North America 2017 http://hdl.handle.net/11343/209074
Guldbæk Brøns, M. (2019). The mobility of people, not furniture, leads to collaboration. In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Europe 2017. London: Regents College. http://hdl.handle.net/11343/212080
Hall, S., & Leskela, J. (2017). Where is the white space for learning? In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Europe 2017. London: Regents College. http://hdl.handle.net/11343/212080
Healy, S. & Morrison, C. (2017). The Gadfly: Doing data differently. In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Australisia 2017 http://hdl.handle.net/11343/198087
Heppell, S. (2017). Keynote address I: Children as our educational imperative. In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Europe 2017. London: Regents College. http://hdl.handle.net/11343/212080
Jones, T. (2017). Mitigating perceptions of risk and improving impact in ILE. In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Australisia 2017 http://hdl.handle.net/11343/198087
Kallio, J. (2017). The built pedagogy of K-12 personalized learning programs as designed opportunities for student voice and choice. In W. Imms and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in North America 2017 http://hdl.handle.net/11343/209074
Kinney, T. (2017). Aligning vision with actual use of innovative learning environments: Explored through the lens of organizational change. In W. Imms and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in North America 2017 http://hdl.handle.net/11343/209074
Leighton, V. (2017). Teaching Space: Does a teacher’s spatial competency affect their teaching and effect the different types of learning that takes place in a classroom? In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Australisia 2017 http://hdl.handle.net/11343/198087
Mahat, M. & Imms, W. (2017). Teachers’ transition into Innovative Learning Environments: Acknowledging change. In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Europe 2017. London: Regents College. http://hdl.handle.net/11343/212080
Marcarini, M. (2017). Pedarchitecture: Which learning environments for the personalisation of teaching and learning? An educational architecture for the schools of the future. In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Europe 2017. London: Regents College. http://hdl.handle.net/11343/212080
Mor-Avi, A. (2017). The spirit of ‘WE’ in learning environments:‘WE LEARN’- a space for students and teachers to become. In W. Imms and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in North America 2017 http://hdl.handle.net/11343/209074
Nelson, E. & Johnson, L. (2017). Addressing the challenges of Innovative Learning Environments for practicum: Socio-spatial entanglements. In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Australisia 2017 http://hdl.handle.net/11343/198087
Oliver, G. (2017). A framework of factors for learning environments evaluation. In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Europe 2017. London: Regents College. http://hdl.handle.net/11343/212080
Peterson, A. (2017). Inhabiting educational design: Intentions, tensions and implications. In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Australisia 2017 http://hdl.handle.net/11343/198087
Rose-Munro, L. (2017). Innovative Learning Environments, are they inclusive? Why evaluating the speaking and listening potential of the space matters. In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Europe 2017. London: Regents College. http://hdl.handle.net/11343/212080
Sasot, S. & Belvis, E. (2017). Hack the school: A creative toolkit to transform school spaces. In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Europe 2017. London: Regents College. http://hdl.handle.net/11343/212080
Shapiro, B. (2017). Exploring the use of interaction geography to advance post-occupancy evaluation. In W. Imms and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in North America 2017 http://hdl.handle.net/11343/209074
Trask, S. (2017). Reconstructing senior science education in flexible learning spaces. In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Australisia 2017 http://hdl.handle.net/11343/198087
Walker, P. (2017). The pure and the polluted: A spatial study of one co-located special school. In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Australisia 2017 http://hdl.handle.net/11343/198087
Weis van Mil, I., Larsen, O., Mose, K., & Iversen, A. (2021). Design with knowledge – light in learning environments. In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Europe 2017. London: Regents College. http://hdl.handle.net/11343/212080
Yu, J. (2017). The relationships between learning space and student learning in higher education. In W. Imms, and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in Australisia 2017 http://hdl.handle.net/11343/198087
Zhang, J. (2017). The creative learning spiral: Designing environments for flaring and focusing. In W. Imms and M. Mahat (Eds.), Transitions: Inhabiting Innovative Learning Environments. Proceedings of International Symposia for Graduate and Early Career Researchers in North America 2017 http://hdl.handle.net/11343/209074
Imms, W. (2016). Aligning pedagogy and space: An Australian evidence-based approach. Keynote address, in Proceedings of From the Classroom to the Learning Environment: International conference on school design and learning spaces for schools in the Third Millennium. Istituto Nazionale Documentazione Ricerca Educativa, Rome, Italy, December 13-14th, 2016.
Technical and commissioned reports
Mahat, M., & Imms, W. (in press). Innovative Learning Environments and Acoustics – Technical Report. University of Melbourne, LEaRN.
Bradbeer, C., Mahat, M., Byers, T. & Imms, W. (2019). A Systematic Review of the Effects of Innovative Learning Environments on Teacher Mind Frames – Technical Report 5. University of Melbourne, LEaRN http://hdl.handle.net/11343/233535
Byers, T., Mahat, M., Liu, K., Knock, A. &
Imms, W. (2018). A Systematic Review of the Effects of Learning Environments on Student Learning Outcomes – Technical Report 4/2018. University of Melbourne, LEaRN http://hdl.handle.net/11343/216293
Mahat, M., Bradbeer, C., Byers, T. & Imms, W. (2018). Innovative Learning Environments and Teacher Change: Defining key concepts – Technical Report 3/2018. University of Melbourne, LEaRN. http://hdl.handle.net/11343/216292
Imms, W., Mahat, M., Byers, T. & Murphy, D. (2017). Type and Use of Innovative Learning Environments in Australasian Schools ILETC Survey 1. http://hdl.handle.net/11343/219467
Mahat, M., Grocott, L. & Imms, W. (2017). “In the real world…”: Teachers’ perceptions of ILEs. ILETC phase 1 teacher workshops. Innovative Learning Environments & Teacher Change (ILETC). http://hdl.handle.net/11343/194339
Imms, W. & Mahat, M. (2017). Innovative Learning Environments and Teacher Change Project Phase One Report 2016-2017. Innovative Learning
Environments & Teacher Change (ILETC). http://hdl.handle.net/11343/252846
McEntee, K, Brandalise, I., Goncalves, R.D, Riendeau, S., Thao, K. & Grocott, L. (2016). Archipelago of possibilities: Priming teachers to reflect on intrinsic motivations for change. Pilot project report. ILETC Project: The University of Melbourne. Available in printable pdf
In progress
TR 7 Survey 2
TR 8 Spatial Transition Pathway / Topology
TR 9 Preliminay Findings
TR 10 Systematic Review on Student Deep Learning
Online Tools
Mahat, M. & Imms, W. (2020) Teacher Spatial Transition Pathway. The University of Melbourne. Searchable database (beta
version). http://www.iletc.com.au/spatial-transition-foreword/
Mahat, M. & Imms, W. (2020). Teaching in Innovative Spaces. The University of Melbourne. Microcert. https://www.unimelb.edu.au/professional-development/courses/melbourne-microcerts/find-a-melbourne-microcert/teaching-in-innovative-spaces
Mahat, M. & Imms, W. (2020). Learning in Innovative Spaces. The University of Melbourne. Microcert https://www.unimelb.edu.au/professional-development/courses/melbourne-microcerts/find-a-melbourne-microcert/learning-in-innovative-spaces
Mahat, M. & Imms, W. (2020). Teachers transitions to Innovative Spaces. The University of Melbourne. Microcert https://www.unimelb.edu.au/professional-development/courses/melbourne-microcerts/find-a-melbourne-microcert/teachers-transitions-to-innovative-spaces
Mahat, M. & Imms, W. (2020). Schools’ transition in Innovative Spaces. The University of Melbourne. Microcert (link
to come)
Facilitator guides
Mahat, M. & Imms, W. (2020). Innovative Learning Environments and Teacher Practices: Facilitator Guide. Melbourne:
University of Melbourne. https://doi.org/10.46580/11343.241885
Mahat, M. & Imms, W. (2020). Innovative Learning Environments and Student Learning: Facilitator Guide. Melbourne:
University of Melbourne. https://doi.org/10.46580/11343.241884
Mahat, M. & Imms, W. (2020). Journey Map: Facilitator Guide. Melbourne Graduate School of Education, The University of Melbourne https://doi.org/10.26188/12654605
Mahat, M. & Imms, W. (2020). Managing Change in Innovative Learning Environments: Facilitator Guide Melbourne Graduate School of Education, The University of Melbourne http://doi.org/10.46580/124322
Mahat, M. & Imms, W. (2020). Teacher Mind Frames and Belief Systems: Facilitator Guide. Melbourne Graduate School of Education, The University of Melbourne http://doi.org/10.46580/124324
In progress
Archipeligo (Monash)
Day in a Life (DLR)
Fact sheets
Imms, W. & Mahat, M. (2020). Systematic review of the effects of learning environments on teacher mind frames [Fact sheet 11]. http://hdl.handle.net/11343/252847
Byers, T., Mahat, M., Liu, K., Knock, A. & Imms, W. (2018). Systematic review of learning environments and student learning outcomes [Fact sheet 10]. University of Melbourne. http://hdl.handle.net/11343/220412
Mahat, M., Bradbeer, C., Byers, T. & Imms, W. (2018). Defining student deep learning [Fact sheet 9]. University of Melbourne. http://hdl.handle.net/11343/220411
Mahat, M., Bradbeer, C., Byers, T. & Imms, W. (2018). Defining teacher mind frames [Fact sheet 8]. University of Melbourne. http://hdl.handle.net/11343/220410
Mahat, M., Bradbeer, C., Byers, T. & Imms, W. (2018). Defining innovative learning environments [Fact sheet 7]. University of Melbourne. http://hdl.handle.net/11343/220409
Mahat, M., Grocott, L. & Imms, W. (2017). Changing teacher practices [Fact sheet 6]. University of Melbourne. http://hdl.handle.net/11343/220408
Mahat, M., Grocott, L. & Imms, W. (2017). Transition Journey Maps [Fact sheet 5]. University of Melbourne. http://hdl.handle.net/11343/220407
Mahat, M., Grocott, L. & Imms, W. (2017). Student Deep learning and the ILE [Fact sheet 4]. University of Melbourne. http://hdl.handle.net/11343/220406
Mahat, M., Bradbeer, C., Byers, T. & Imms, W. (2017). Teacher Mind frames and belief systems [Fact sheet 3]. University of Melbourne. http://hdl.handle.net/11343/220405
Mahat, M., Grocott, L. & Imms, W. (2017). ILEs and teacher practice [Fact sheet 2]. University of Melbourne. http://hdl.handle.net/11343/220404
Imms, W., Mahat, M., Byers, T. & Murphy, D. (2017). Learning Spaces in Australia and New Zealand [Fact sheet 1]. University of Melbourne. http://hdl.handle.net/11343/220403
Editorials
Imms, W. (2018). Inhabitation of learning spaces. Guest Editorial. Dialogues. Journal of the Research Sub-committee, American Institute of Architects, Committee on Architecture and Education, 2. 4-5.
Audiovisual material
Bradbeer, C. (2020). Teacher collaborations in Innovative Learning Environments – EduTECH 2020. University of Melbourne. Media. https://doi.org/10.26188/13218164
Cattlin, J. (2020). Building and maintaining partnerships – EduTECH 2020. University of Melbourne. Media. https://doi.org/10.26188/13219808
Fisher, K. (2020). Summary day 1: Innovative learning environments, pedagogy and space – EduTECH 2020. University of Melbourne. Media. https://doi.org/10.26188/13218776
French, R. (2020). Adapting industry models to suit educational needs – EduTECH 2020. University of Melbourne. Media. https://doi.org/10.26188/13218671
Imms, W. (2020): Where to now? Future directions from the Innovative Learning Environments and Teacher Change project. Invited address presented at Education Estates conference, United Kingdom, Oct 13, 2020. University of Melbourne. Presentation. https://doi.org/10.26188/13093463.v2
Kvan, T. (2020). Introduction – LEaRN at EduTECH. University of Melbourne. Media. https://doi.org/10.26188/13213625
Mahat, M. (2020). Be(com)ing an engaged citizen – EduTECH 2020. University of Melbourne. Media. https://doi.org/10.26188/13220375
Morris, J. (2020). Engaging with private companies and schools to evaluate the impact of furniture in classrooms – EduTECH 2020. University of Melbourne. Media. https://doi.org/10.26188/13218161
Osborne, M. (2020). Change leadership when implementing innovative learning environments – EduTECH 2020. University of Melbourne. Media. https://doi.org/10.26188/13218149
Villafranca, E. (2020). Slightly Different Angle: Museums and what it offers educational thinking on ILEs – EduTECH 2020. University of Melbourne. Media. https://doi.org/10.26188/13218719
Villafranca, E. (2020). Slightly Different Angle: Museums and what it offers educational thinking on ILEs – EduTECH 2020. University of Melbourne. Media. https://doi.org/10.26188/13218719
Young, F. and Leonard, R. (2020). Affordances: Synchronising pedagogy with place – EduTECH 2020. University of Melbourne. Media. https://doi.org/10.26188/13218701
Villafranca, E. (2019). ILETC Teacher Transition Pathway [Youtube video]. https://youtu.be/tSpj8QaR7WE
Villafranca, E. (2019). Curated Learning [Youtube video]. https://youtu.be/fQZP3Y9MTz0
Villafranca, E. (2019). Slightly Different Angle: Museums and what it offers educational thinking on ILEs – EduTECH 2020. University of Melbourne. Media. https://doi.org/10.26188/13218719
Mahat, M. (2018). Learning without boundaries [Vlog by EdLab]. Retrieved from: https://vialogues.com/vialogues/play/43628
Mahat, M. (2017). Thoughts from ILETC: Improving Learning Environments [Audio podcast] Retrieved from: https://t.co/YhtUTOpayM
The University of Melbourne. (2016). What is the ILETC Project? Unlocking the potential of innovative learning environments [Youtube video]. https://youtu.be/inzssGYi6MM
The University of Melbourne. (2016). Rearranging the way we learn – Made possible by Melbourne [Youtube video]. https://youtu.be/KP1V-t23DUM
Research Higher Degree Projects
Doctoral theses completed
Villafranca, E. (2020). Curated learning: A pedagogic approach to maximise learning environments for students’deep learning. http://hdl.handle.net/11343/237474
Bradbeer, C. (2020). Co-habitation, collaboration and co-construction: Teaching in a Modern
Learning Environment.
Osbourne, M. (2020) Changing practice when learning environments change.
Tuckwell, D. (Aus, Vic) Co-design as a strategy for teachers to transition into ILEs.
Young, F. (Aus, NSW) Innovative learning spaces and teacher change (design affordances).
http://hdl.handle.net/11343/271824
Doctoral theses in progress
Knock, A. (Aus, NSW) Innovative learning spaces and teacher change (pedagogy)
Murphy, D. (Aus, Vic) Innovative learning spaces and teacher change (measurement)
French, R. (USA, Texas) Innovative learning spaces and teacher change (affordances + transition)
Theoretical Frameworks
Change Leadership Framework
Conceptual framework for change leadership in education, comprises five principles that are important through the change process (values-based, participatory, inclusive, incremental and distributed) and principles related to the three broad phases of a change process (preparing for change, implementing change and sustaining change). The conceptual framework acts a wayfinding and planning tool for leaders seeking to implement innovative learning environments. For more information, see Marks’ thesis.
Curated Learning
Curated learning leverages the interdependence between pedagogy and the built environment and can assist educators to use features and elements within their learning environment in ways that support students to develop enhanced learning competencies. By understanding and applying these curated learning principles teachers will be able to maximise the use of their learning environments and adapt pedagogy to suit intended student learning outcomes. For more information, see Ethel’s thesis.
spatial Transition Pathway
The Spatial Transition Pathway provides a framework for the strategies and tools which support teachers to make the journey of change into innovative learning environments. The Spatial Transition Pathway constitutes of fourteen transition themes temporally organised through the journey of transition (Early, Implementation, Consolidation). There is a common pathway that teachers follow as they transition into an innovative learning environment, but this does not suggest the existence of an assured formula for successful transition. The fluid lines within the pathway represents more accurately the actual experiences of schools and teachers who transit into innovative learning environments. Each starts at a different point and moves in a unique direction. Each has a unique set of needs and purposes. While the journey can be seen to be reasonably common, each school addresses unique spatial needs and each teacher implements often unique pedagogies to meet those needs. For more information, see chapter.
Terrains of teacher collaboration in ILEs
The Terrains of teacher collaboration in ILEs is a theoretical framework through which to investigate how teacher collaboration in ILEs intersects with space and spatiality. In the model, the interior and exterior triangles locate (a) rationales and implications for teachers, and (b) the product of enacted practice. THe role taken by space and spatiality is between the two, explicated through proximity (or proximities), relationality and visibility. It determines space and spatiality to play a pivotal role in making what is implicit through design and imperative, explicit and enactable on an ongoing basis. In its simplest form, teacher collaboration in ILEs can be deconstructed into components of working together, teaching together and being together. For more information, see Chris’s thesis.
Presentations
Table 4: Summary of keynotes and invited addresses, as of November 2020.
Types | Countries | Fora |
Keynotes | Australia, Canada, Italy, New Zealand, United Kingdom, USA. | Academic conferences, Educational conferences, Educational summits, Education thinktanks, Industry conferences (eg. furniture, ICT, architecture), Infrastructure conferences, Bank finance strategy summits. |
Invited Addresses | Australia, Denmark, New Zealand, France, United Kingdom, USA, China, Singapore, Hong Kong. |
Imms, W. (2020). Moving beyond Innovative Learning Environments to an ‘abilities design’ concept: Findings from ILETC. Invited speaker at EduTECH2020 Virtual International Congress and Expo, 9th-10th November, 2020 https://doi.org/10.26188/13220666
Imms, W. (2020). Development of the ILETC furniture typology. Invited speaker at EduTECH2020 Virtual International Congress and Expo, 9th-10th November, 2020 https://doi.org/10.26188/13220480.v1
Imms, W. (2020): Where to now? Future directions from the Innovative Learning Environments and Teacher Change project. Invited address presented at Education Estates conference, United Kingdom, Oct 13, 2020. University of Melbourne. Presentation.
Mahat, M. (2020). Navigating the mind set shift: Unlocking the potential of innovative spaces to develop students’ 21st century learning skills. (Invited speaker). NSW Department of Education, Queanbeyan, Australia.
Mahat, M. (2020). Navigating the mind set shift: Using physical spaces to develop students’ 21st century learning skills. (Invited speaker). National Institute of Education, Nanyang Technological University, Singapore.
Imms, W. (2019). Fourteen things that assist teachers transition into innovative learning environments. EduEstates, Scotland, November 2019
Imms, W. (2019). Building buildings for future learning: Evaluation of a whole school campus. Ghenzoiu, China, March 2020
Imms, W. (2019). Fourteen things that assist teachers transition into innovative learning environments. EduEstates, Scotland, November 2019
Imms, W. (2019). Inhabiting new learning environments: Evidence and developments around pedagogy and space. Keynote, Learning Spaces Future Learning Symposium, New South Wales Department of Education, Sydney. November 7th.
Imms, W. (2019). Evidence for the improvement of schools using innovative learning environments. Invited address, Dipartmento di
Scienze dell ‘Educazione. University of Bologna, Italy. 16th September 2019.
Imms, W. (2019). Helping teachers transition to innovative learning environments: A report on findings from the ILETC project. Invited address, INDIRE, Florence Italy. September 18th.
Imms, W. (2019). Ireland Ed Dept Video presentation April 2019
Imms, W. (2019). Developments in researching use of innovative learning environments. Invited address, EduTech Sydney, November 7th 2019.
Imms, W. (2019). Extraordinary spaces for excellent teaching? How are teachers using innovative learning environments? Invited paper, Learning Environments (Australasia) national conference. Perth, WA, May 28-31st.
Imms, W. & Bradbeer, C. (2019). Innovative learning environments and teacher change: Assisting teacher practices. Invited address, Knowledge Seminar Series. New Zealand Ministry of education, Wellington, NZ. April 30.
Imms, W. (2019). L’influenza dello spazio sull’apprendimento secondo la ricerca Australiana (The influence of space on learning according to Australian research). Invited address (pre-recorded video). Spazi; Innovativi, Inclusivi, Partecipati. Dipartmento di Scienze dell ‘Educazione. Universita di Bologna, Italy. 23 Feb 2019.
Imms, W. (2018). A4LE UK, Invited address, London 18th October.
Imms, W. (2018). Developments in school design and use in Australasia. West Thorton School, Croydon London. 18th October.
Imms, W. (2018). The proof is in the pudding! What user-research is telling us about value-for-money school space design. Keynote, EduEstates Conference. Manchester, UK. 17th October 2018.
Imms, W. (2018). Engaging teachers in classroom design implications. Invited Address, Luther School, Croydon Victoria. 28th August.
Imms, W. & Mahat, M. (2018). Smart spaces? Basic principles and practices in innovative learning environments. Invited workshop, Saudi Arabian teacher conference. University of Melbourne, 16th August.
Bradbeer, C., Mahat, M., Byers, T. & Imms, W. (2018). ILE & Teacher Change (teacher Mindframes, space, and deep learning). Keynote presentation at New Pedagogies for Deep Learning NZ Deep Learning Lab 2018, Auckland, 19-20 July 2018.
Imms, W. (2018). Teacher transition into innovative learning environments. Keynote. July 2nd, 2018. STEM Summit, Department of Education, SA.
Imms, W. (2018). Trends emerging from empirical evaluation of innovative learning spaces. Central European Bank. Paris, April 10th 2018.
Imms, W. (2018). Keynote presentation. South Australian Department of Education STEM Summit, Adelaide, 2 July 2018.
Imms, W. (2018). A4LE Perth, Invited address, Curtin University. June 7th 2018.
Imms, W. (2018). Methodological strategies that underpin learning environment research. Invited address. Grand Valley State University, Michigan, USA. 1st May, 2018.
Imms, W. (2018) Open Your Umbrella: Empowering Students Through Design. Keynote presentation. A4LE, Pacific North West Regional Conference. Seattle, USA. May 2-4, 2018.
Imms, W & Mahat, M. (2018) International perspectives. Invited presentation at Talking Spaces 8, 22-23rd February, The University of Melbourne.
Mahat, M. (2018). International insights. (Invited speaker) Talking Spaces 8: Geographies, Societies, Practices. Learning Environments Applied Research Network, Melbourne, Australia.
Mahat, M. (2018). Implementation. (Invited workshop) Talking Spaces 8: Geographies, Societies, Practices. Learning Environments Applied Research Network, Melbourne, Australia.
Mahat, M. (2018). Learning without boundaries: Helping teachers utilize space as a pedagogic tool. (Invited speaker). Teachers College, Columbia University, New York.
Villafranca, E. (2018). Curated Learning. Keynote address with museum professionals and teacher/principal PD developers. Lopez Museum and Library, Pasig, Philippines, 10th May 2018
Villafranca, E. (2018). Curated Learning. Keynote address at Habi Education Lab, Quezon City, Philippines, 9th May 2018
Young, F. & Imms, W. (2018). Who owns the design process? Keynote, A4LE Regional Conference, Churchie, Brisbane Nov 9th 2017.
Imms, W. (2017). International perspectives on teacher transition to innovative learning environments: An update on the ILETC project. Invited Keynote at the Learning Environments Infrastructure Forum. Radisson Blu Plaza, Sydney. Nov 27-28th, 2017.
Imms, W. (2017). Ensuring sustainable innovative learning space practices: The critical need for quality evidence. Keynote address, School Learning Space Design conference. Melbourne, 24th and 25th October 2017.
Imms, W. Mahat, M. & Edwards, A. (2017). Three strategies for staff engagement in transition processes to new learning environments. Invited address at the School learning space design conference. Imms, W, Mahat, M & Edwards, E. Melbourne, 24th and 25th October 2017.
Imms, W. (2017). Easy come, easy go: The cost of (not) gathering evidence about school learning spaces. Invited address, 3rd Annual School Planning, Design & Construction Conference. May 24th Novotel on Collins, Melbourne, 2017
Imms, W. (2017). Learning in complex environments. Invited address, Methodist ladies College, Kew. May 11th, 2017.
Imms, W. (2017). Great spaces, great learning? Issues concerning the measurement of impact of innovative learning environments. Invited address, Australian Council for Educational Leaders, May 17th 2017.
Imms, W. (2017). Evidence. Keynote address, Learning Environments One Day Symposium. Auckland University of Technology. Feb 14th 2017.
Imms, W. (2017). Researching learning and teaching in complex environments. Invited address, Talking Spaces 7: Intersections. University of Melbourne, Feb 9th 2017.
Imms, W. (2017). Pursing the elusive evidence of ‘what works’ in learning environments. Invited address, Talking Spaces 7: Intersections. University of Melbourne, Feb 10th 2017.
Mahat, M. (2017). Invited chair, opening and closing remarks. School Learning and Space Design Conference, The Australian Events Centre, Melbourne.
Mahat, M. (2017) How to transition your staff into new learning environments. (Invited workshop). School Learning and Space Design Conference, The Australian Events Centre, Melbourne.
Mahat, M. (2017) The Innovative Learning Environment and Teacher Change (ILETC) project: What are we learning? (Invited speaker). 17th Annual Conference of the Learning Environments Australasia, Marina Bay Sands, Singapore.
Imms, W. (2016). Aligning pedagogy and space: An Australasian evidence-based approach. Keynote address at the ‘From the classroom to the learning environment’. International conference on school design and learning spaces for schools in the Third Millennium’ conference, Rome, Italy. Dec 13-14th, 2016.
Imms, W. (2016). Cultural collisions: A multi-disciplinary approach to researching innovative learning environments. Invited address at the University of Melbourne Research Retreat, Torquay Victoria, November 10th 2016.
Closs, L., Mahat, M., and Imms, W. (2020). Learning environments’ influence on students’ learning experience in an Australian Faculty of Business and Economics. EnANPAD 2020 Associação Nacional de Pós Graduação e Pesquisa em Administração Online conference, Brazil, 14th October 2020.
Young, F. & Imms, W. (2020). Designing innovative spaces that positively impact teaching and learning. Paper presented at The 5th International Symposium on Planning and Design of Contemporary K-12 Education Buildings, Shenzen, China (online). 27th November 2020
Bradbeer, C. (2019). Innovative Learning Environments. Paper presented at the Auckland Literacy Association, Auckland, NZ.
Bradbeer, C. (2019). Together in the space-between: Teacher collaboration and innovative learning environments in New Zealand primary schools Paper presented at the NZARE, Hamilton, NZ.
Cattlin, J. (2019. Research engagement and impact. Presented at ARMS Conference, Canada & USA, September, 2019
Mahat, M. & Imms, W. (2019). Supporting teachers to use learning environments well: ILETC’s Teacher Transition Pathway. Paper presented at the 2019 British Educational Research Association, Manchester.
Mahat, M. & Imms, W. (2019). Physical Learning Spaces for Deep(er) Learning. Paper presented at the 2019 American Association for Research in Education, Toronto.
Bradbeer, C. (2018). Enacting teacher collaboration in innovative learning environments: Reifying pedagogical ‘ownership’. Paper presented at the TRANSITIONS18, Phoenix, AZ.
French, R. (2018). Enabling Constraints: Designing Less for Pedagogical Change. Paper presented at EdScapes: Tampa, USA. 2nd November 2018
French, R. (2018). A Quick(er) Transition – Research-Based Strategies for Making a Holistic Shift from Traditional to ‘Innovative’ Facilities. Paper presented at Learning Scapes Chicago: USA. 2nd October 2018
French, R, Mahat, M & Imms, W. (2018). Shifting Teacher Practice in an Innovative Learning Environment (Poster presentation) at Association for Neuroscience in Architecture (ANFA), La Jolla, California, USA 21-22 September 2018.
Imms, W. & Mahat, M. (2018). Innovative learning environments and teacher change: Shifting teacher practices. Paper presented at Transitions18 Europe: Continuing the conversation. University College Carlsberg: Copenhagen, Denmark.
Imms, W. & Mahat, M. (2018). Innovative learning environments and teacher change: Shifting teacher practices. Paper presented at Transitions18 North America: Continuing the conversation. Canyon View High School, Phoenix, Arizona.
Mahat, M. & Dollinger, M. (2018). Co-creating learning spaces in higher education. Paper presented at Transitions18 North America: Continuing the conversation. Canyon View High School, Phoenix, Arizona.
Osborne, M; Imms, W; Bradbeer, C. (2018). ILETC project update. LEA NZ conference, Hobsonville Point Secondary School, Auckland, NZ, 2nd November 2018
Villafranca, E. (2018). Curated Learning: Teaching strategies for collection-based classroom teaching. Workshop with museum educators and school teachers. Museo De La Salle: Cavite, Philippines, conducted 7th May 2018
Villafranca, E. (2018). Using Curated Learning for engaging gallery tours. Workshop with museum professionals and tour guides. Bahay Tsinoy, Museum of Chinese in Philippine Life, Manila, Philippines, conducted 8th May 2018
Bradbeer, C. (2017). Teacher collaboration in innovative learning environments. Paper presented at the ULearn, Hamilton, NZ.
Bradbeer, C. (2017). The ‘state of play’ concerning New Zealand’s transition to innovative learning environments: Preliminary results from Phase one of the Innovative Learning Environments and Teacher Change project. Paper presented at the ULearn conference, Hamilton, New Zealand, October 2017
Bradbeer, C. (2017). Teaching and learning in innovative learning environments: Reality or rhetoric? Paper presented at the Hawkes Bay Primary Education Research Symposium, Eastern Institute of Technology, Hawkes Bay.
Bradbeer, C. (2017). ILETC The Innovative Learning Environments & Teacher Change Project (ILETC): What are we learning? Paper presented at Wellington East Girls College, New Zealand, 17th August 2017
Bradbeer, C. (2017). ILETC The Innovative Learning Environments & Teacher Change Project (ILETC): What are we learning? Paper presented at Learning Environments Association conference, Christchurch, New Zealand, 22nd August 2017
Bradbeer, C., Cleveland, B., Mahat, M. & Imms, W. (2017) The Innovative Learning Environment and Teacher Change (ILETC) project: What are we learning? Paper presented at the 17th Annual Conference of the Learning Environments Australasia, Marina Bay Sands, Singapore.
Bradbeer, C., Mahat, M., Byers, T. Cleveland, B., Kvan, T. & Imms, W. (2017). Innovative Learning Environments and Teacher Change project update: What are we learning about the New Zealand context through Phase 1? Paper presented at the ULearn17 Conference, Hamilton, New Zealand.
Cleveland, B., Leonard, R. & Horton, L. (2017). Embodying an Educational Vision in School Architecture: Untangling the Messy Business of Collaborative Translational Design. Paper presented at the 2017 European Educational Research Association (ECER), Copenhagen, Denmark 22 August 2017
Imms, W. (2017). Developing spatial literacy through advanced information technology strategies. Symposium, Industry and Academic Collaboration in Learning Space Design and Use, European Educational Research Association (EERA/ECER), University College UCC, Copenhagen, Denmark, 22 – 25 August 2017.
Imms, W., Steigler-Peters, S. & Smith, M. (2017). Developing Spatial Literacy through Advanced Communication Strategies. Paper accepted at the 2017 European Educational Research Association (ECER), Copenhagen, Denmark.
Mahat, M., Byers, T., Newton, C. & Imms, W. (2017). Innovative Learning Environments and their impact on learning and instruction. Paper presented at the 2017 European Association for Research on Learning and Instruction (EARLI), University of Tampere, Finland.
Mahat, M. & Campbell, C. (2017). Making it work: The effective use of acoustics in learning spaces. Paper presented at the 2017 European Educational Research Association (ECER), Copenhagen, Denmark.
Mahat, M., Cleveland, B., Leonard, R., Horton, L., Campbell, C., Fisher, K., Kim, A, Newton, C., Strickland-McGee, A, Imms, W, Steigler-Peters, S. & Smith, M. (2017). Industry and academic collaboration in learning space design and use. Paper presented at the 2017 European Educational Research Association (ECER), Copenhagen, Denmark.
Newton, C., Fisher, K., Strickland-McGee, A. Kim, A. (2017). Facilitating Learning Through Furniture and the Design of Learning Spaces. Industry and academic collaboration in learning space design and use. Paper presented at the 2017 European Educational Research Association (ECER), Copenhagen, Denmark.
Byers, T. Imms, W. & Hartnell-Young, E. (2016). Use of empirical evidence to support changes to teachers’ pedagogical practice in contemporary and technology-enabled learning environments. (Byers, T., Imms, W. & Hartnell-Young, E.). Second 21st Century Academic Forum Conference, Harvard University, https://doi.org/10.13140/RG.2.1.4508.0488
Bradbeer, C. (2019). Ten years in ten minutes: Evolving spatial understandings. Paper presented at the Talking Spaces 9, University of Melbourne.
Mahat, M. & Imms, W. (2019). Teacher Transition Pathway: Building teachers’ spatial competency and learning in the 21st century. Paper accepted at the 2019 Australian Association for Research in Education (AARE) Annual Conference, Brisbane.
Closs, L., Mahat, M. & Imms, W. (2019). Learning environments and students experience in higher education. Paper presented at Transitions19, The University of Melbourne, Australia.
Osborne, M. (2019). Creating the conditions and capabilities for an ILE implementation. Talking Spaces 9. Melbourne: Australia. 21-22nd February 2019
Villafranca, E. (2019). Curated learning: the pedagogical relationship between museums and schools. Talking Spaces 9. Melbourne: Australia. 21-22nd February 2019
Young, F; Tuckwell, D. (2019). Affordances as a conversation between designers and educators. Talking Spaces 9. Melbourne: Australia. 21-22nd February 2019
Young, F, (2019) Does space make a difference? Independent Education Union of Australia NSW/ACT branch – The Great Debate (on Learning Environments). 5th September 2019
Bradbeer, C., Cleveland, B. & Imms, W. (2018). Key findings for the ILETC project phase 1. Learning Environments Australia Conference, Sydney 28-30 May 2018.
Mahat, M., Imms, W., Osborne, M., Young, F. & Murphy, D. (2018). Making space work: Linking pedagogy and space. Symposium presented at the 2018 Australian Association for Research in Education (AARE) Annual Conference, University of Sydney, Sydney.
Mahat, M. & Imms, W. (2018). The development of a spatial tool to support teachers use of innovative learning environment. Paper presented at the 2018 Australian Association for Research in Education (AARE) Annual Conference, University of Sydney, Sydney.
Murphy, D. (2018). The relationship between teacher mind frames and student learning approaches in innovative and traditional learning environments. Presented as part of Symposium at Australian Association for Research in Education (AARE) Annual Conference, University of Sydney
Osborne, M. (2018). Change leadership and the transition to innovative learning environments. Presented as part of Symposium at the 2018 Australian Association for Research in Education (AARE) Annual Conference, University of Sydney
Villafranca, E. (2018). Temporalities and spatialities of Becoming a Filipino scholar. Panel presentation at Annual International Research Forum on the Philippines, La Trobe University, Melbourne, Australia, 27th November 2018
Villafranca, E. (2018). Understanding affordances in museum education context. Paper presented at the Museum Galleries Australia National Conference, Brisbane, Australia, 16th May 2018
Villafranca, E. (2018). Beyond these museum walls: Educators as curators of learning. Paper presented at the Transitions18 conference, The University of Melbourne, Australia, 1st June 2018
Villafranca, E. (2018). Museum educators as curators of student learning. Paper presented at the Museum Educators, Evaluators and Technologists MEETDAY 2018 held in conjunction with the Museums Galleries Australia National Conference, Melbourne, 4th June 2018
Young, F. (2018). Affordances of innovative learning environments: A participatory action research process to engage educators in developing and utilising tools to support transition to ILEs. Presented as part of Symposium at the 2018 Australian Association for Research in Education (AARE) Annual Conference, University of Sydney
Bradbeer, C. (2017). Into the great wide open: Navigating teacher opportunity, autonomy and structure in a collaborative Innovative Learning Environment. Paper presented at the Transitions 2017 Research Symposium, University of Melbourne.
Mahat, M. & Imms, W. (2017). What is needed to help teachers better utilize space as one of their pedagogic tools? Proceedings of Transitions: Inhabiting Innovative Learning Environments. Melbourne Graduate School of Education: Melbourne.
Mahat, M. & Imms, W. (2017). The development of a sampling frame to investigate teacher practices and student learning in ‘traditional’ and ‘non-traditional’ learning spaces. Paper presented at 2017 Australian Association for Research in Education, Canberra.
Imms, W. (2017). Learning in complex environments. Paper presented at 2017 Talking Spaces, The University of Melbourne, Melbourne.
Imms, W. (2017). The ‘crafted home’: Inhabiting special places, and implications for school design. Paper presented at the Australian Association for Research in Education, Canberra November 2017.
Mahat, M. & Imms, W. (2017). Are we measuring what we are measuring? A measurement tool to measure teacher mind frames and student deep learning in the context of innovative learning environments. Paper presented at the 2017 Australian Association for Research in Education, Canberra, Australia.
Mahat, M. & Imms, W. (2017). The development of a sampling frame to investigate teacher practices and student learning in ‘traditional’ and ‘non-traditional’ learning spaces. Paper presented at 2017 Australian Association for Research in Education, Canberra.
Tuckwell, D., Edwards, A., Grocott, L., Mahat, M. & Imms, W. (2017). Designing stakeholder engagement: How experiential workshops create space for teachers to question, propose and share narratives around innovative learning environments. Paper presented at 2017 Australian Association for Research in Education, Canberra.
Bradbeer, C. (2016). I can see clearly now the wall is gone: Situated professional learning in a collaborative Innovative Learning Environment. Paper presented at the 2016 LEaRN International Graduate Research Symposium, Melbourne, Australia.
Bradbeer, C. (2016). Understanding and fostering collaboration to ensure innovative learning environments thrive. Paper presented at the New Generation Learning Spaces, Melbourne.
Byers, T. & Imms, W. (2016). Empirical Evidence that supports changes to pedagogical practice and tracks learning gains in contemporary and technology-enabled learning environments. Excellence in Professional Practice Conference 2015. ACER, Sydney May 21-23rd. DOI: 10.13140/RG.2.1.3328.4007
Mahat, M. & Imms, W. (2016). Innovative Learning Environments: A critical review of its effects on teacher mind frames and student deep learning. Paper presented at the 2016 Australian Association for Research in Education, Melbourne Cricket Ground, Melbourne.
Imms, W. (2016). How new are ‘new generation learning environments’? Emerging research on space and quality teaching. Paper presented at the 2016 Australian Association for Research in Education, Melbourne Cricket Ground, Melbourne.
engagement
Visiting scholars
To be decided
Media (selected)
019 | Traditional classrooms and Innovative Learning Environments. Teacher (Jo Earp). |
2018 | Are open learning environments the answer? The Educator Australia (Brett Henebery). |
2018 | Future directions for classroom designs. Community News, Perth (Madeline Stephenson). Interviewed and cited. |
2018 | Designing classrooms to match 21st century learning. Projects that make a Difference: Australian Research Council. https://www.arc.gov.au/news-publications/publications/making-difference/making-difference-outcomes-arc-supported- research-2017-18/striving-educational-and-social-outcomes/designing-classrooms-match-21st-century-teaching |
2018 | Calm spaces. The Educational Reporter, Term 3 2018. P.35. http://edureporter.com.au/latest/#page=34 |
2018 | Innovative learning environments changing the shape of teaching. School News, June 2018. |
2018 | Designing classrooms to match 21st century teaching. Feature article, Australian Research Council. Retrieved from http://www.arc.gov.au/news-media/news/designing-classroom-match-21st-century-teaching |
2017 | Podcast, Are flexible learning environments working in NZ schools? Radio National NZ. Nov 13th. http://www.radionz. co.nz/national/programmes/ninetonoon/audio/2018621406/are-flexible-learning-environments-working-in-nz-schools |
2017 | NZ South TV http://www.channel39.co.nz/news/australian-expert-gives-thumbs-wakatipu-high-school-classrooms. |
2017 | Smart school design offers a lesson in better learning. Interviewed and cited. Ray Edgar, Sydney Morning Herald, |
2017 | Interviewed, Jane Figgis, commissioned report of ‘future schooling’ for ACER Research. Tues 6th June 2017 |
2017 | https://www.kidsnews.com.au/green/technology-and-flexible-space-will-be-the-classrooms-of-the-future/news-story/75a053c9c27d0dc0acd2322a0aaca9d1 |
blog posts (from iletc website)
| Events | 62 |
| Findings | 2 |
| guest posts | 17 |
| Partners | 3 |
| Publications | 25 |
| research activities | 7 |
| roles | 2 |
| Survey | 1 |
| Team members | 13 |
| Updates | 4 |