Mapping the relationships between two Innovative Learning Spaces and Learning: An exploratory study of pedagogies in Jamaica and England

AbstractMassive investments in expensive school architecture, spatial designs, advanced technology in learning spaces, as features of modern education is a global concern for educators; especially in countries without adequate... [ view full abstract ]

Abstract

Massive investments in expensive school architecture, spatial designs, advanced technology in learning spaces, as features of modern education is a global concern for educators; especially in countries without adequate resources to support their systems. This multi-site study explores the current Jamaican hybrid system and the fragmented English system. This study uses traditional methods in order to successfully explore the affordances of these learning spaces and how these learning spaces incorporate pedagogy. It articulates that pedagogy is the art of teaching and learning, within a school setting. This study develops Vygotsky’s social interaction theory and considers the utility of Bourdieu’s theory of practice as the theoretical frame. This study adopts a qualitative approach, which features the following components: semi-structured interviews, two focus group interviews, filmed observations, and spatial diagrams of each site. Through 24 participants, the following questions are addressed: 1. What are the learning affordances of Innovative Learning Spaces? 2. How are Innovative Learning Spaces being used? 3. How does the use of Innovative Learning Spaces foster/hinder human agency and collaboration? The contributions from Bourdieu and Vygotsky provide an explanation for the affordance of learning spaces, in relation to pedagogy. It facilitates cross-disciplinary synergy for future education through collaboration and cooperation

Key Words: Innovative Learning Spaces, human agency, learning affordances, collaboration.