Abstract:

The objective of the paper is to highlight the critical role that evolving notions of space can have in facilitating ICT-enabled pedagogical change into the core of classroom practice. SCIL has been developing a practical model that unites digital, pedagogic and physical space so that learning occurs in environments conducive to the challenges and changes of the twenty first century.

The paper will outline the process of developing concepts that has enabled the successful convergence of digital, pedagogic and physical space.

The Sydney Centre for Innovation in Learning (SCIL) facilitates research and innovation within Northern Beaches Christian School (NBCS) and beyond. SCIL has been focusing on addressing the gap that has existed in schools across the world where the physical layout of rooms is most commonly stuck in an industrial-era education model, rather than reflecting or promoting the possibilities of ICT-enhanced personalised learning. SCIL has for a number of years been working to create digital spaces (learning portals) so that students can consistently transition from the real to virtual world seamlessly during any lesson. Teachers have been developing pedagogical approaches that incorporate the easier access to broad information now available.

However, the area that has lagged behind in institutional planning is to consider how to create or transform the physical spaces so that they better support learning in a twenty first century environment.

In December 2009 this research reached a new stage with the opening of the new SCIL Building. The SCIL Building is a multimodal, multimedia-enhanced educational playground for learning – a place where shape, colour, light, sound, and technology is as important as any other aspect of the learning process. The SCIL Building is a space where the physical space intentionally engages the observer and the traditional rectangular classroom spaces largely absent.

The skills that twenty first century students need require an additional set of capabilities. The design of the SCIL building has been informed by these notions – and the SCIL building is saturated with technology and information access.

At the same time, the SCIL building serves as a professional playground for teachers as they seek to develop their understanding of the pedagogical possibilities of new technologies in a supported environment, as well as considering how to alter existing learning space to better align with a digital world.

http://www.scil.nsw.edu.au/documents/scil-pedagogy.pdf

Keywords:

virtual, pedagogy, ICT, innovation, C21st.