Future-focused research
Reading and academic research supporting future-focused learning and teaching.
The use of evidence-informed research will assist your school team to develop a collective vision for future-focused learning and teaching. The use of high quality research will also guide your school team in the effective design, implementation and evaluation of practices aimed to successfully equip your students with the skills and capabilities needed for a successful future.
| Research | Summary |
|---|---|
| Innovative Learning Spaces: Catalysts/Agents for change, OR just another fad? | Innovative Learning Environments (ILEs) are not the cause of educational change, but an agent of change. In this chapter, Dr Wesley Imms of the University of Melbourne argues that successful ILEs rely on teachers embracing innovative pedagogies first, then using the advantages of flexible learning spaces to improve their impact. Attribution: Imms, Wesley, The University of Melbourne 2018 |
| Learning Continua | General capabilities materials and continua are presented to help teachers develop a shared understanding of the nature, scope and sequence of the general capabilities in the Australian Curriculum and to help teachers plan for students’ development of the general capabilities in school and classroom learning programs. Attribution: Australian Curriculum Assessment and Reporting Authority |
| Clever Classrooms | This report details evidence of the effect on users of the overall design of a physical learning space. Attribution: Barrett, P. Zhang, Y. Davies, F. Barrett, L. 2015 |
| Taking a 'future focus' in education – what does it mean? | This paper explains why the NZCER's Future-Focused Issues project has focused primarily on concepts specifically mentioned in relation to “future focus” in The New Zealand Curriculum: sustainability, enterprise, globalisation and citizenship. It introduces the notion of “wicked problems”- challenges characteristic of the 21st century that intertwine future-focused issues and what these may mean for society and education. Attribution: Bolstad, R. 2011 |
| Educating for Global Competence: Learning redefined for an interconnected world | This paper is an increasing call for more powerful and relevant learning in response to the new demands and opportunities in a world redefined by the globalisation of economies, the digital revolution, mass migration and the prospect of climate instability. Attribution: Boux Mansilla, V. and Jackson, A. 2013 |
| Gold Standard PBL: Project-Based Learning Practices | This article highlights the vital role of the teacher in project-based learning. While sharing some aspects of traditional instructional practices, project-based teaching requires new roles and responsibilities. Attribution: Buck Institute for Education 2015 |
| Making the Case for Space: The Effect of Learning Spaces on Teaching and Learning | This study examines the impact of learning spaces on teachers’ pedagogy, student engagement and student learning outcomes in a technology-rich school setting. Attribution: Byers, T. Imms, W. Hartnell-Young 2014 |
| Centre for Education Statistics and Evaluation | A diversity of resources are available on this website to support school teams in evaluating efforts to improve learning and teaching outcomes in NSW. |
| Literature Review – School Assets and Student Outcomes | This literature review examines the existing research regarding the impact of capital spending and school assets on student learning outcomes. It considers research on the physical condition of schools, facilities and amenities, school size and crowding, classroom design and the design process. Attribution: Centre for Education, Statistics and Evaluation 2015 |
| Learning and Leading with Habits of Mind | This publication explores the characteristics of what intelligent people do when they are confronted with problems, the resolutions to which are not immediately apparent. The writing focuses on ways students produce knowledge rather than how they merely reproduce it. Chapter 2: Describing the habits of mind – This chapter describes sixteen attributes or habits of the mind that the writers have defined as characteristics of successful people. They elaborate on what these ‘habits’ are and stress that these attributes are critical for problem solving, thinking flexibly and treating other people or situations with sensitivity. |
| Science, Technology, Engineering and Mathematics: Australia's Future | This report outlines the Chief Scientist's recommendations for a strategic approach to science and its related fields. Attribution: Chief Scientist 2014 |
| Equipping every learner for the 21st century | In this study, Cisco worked with leading educational thinkers from around the world to propose a new paradigm of 21st century learning; one that will require a transformation of education systems, using new pedagogic techniques to teach 21st century skills delivered through education reform agendas. While the vision is global, the challenges, opportunities and rewards will be both local and personal. Attribution: CISCO 2008 |
| Mindset: The New Psychology of Success. New York: Random House | Here, Stanford University psychologist Carol Dweck’s offers new insight into her concept of a growth mindset and the impact it has on achievement. She explores what it means to have a growth mindset as opposed to a ‘false growth mindset’ and the impact that groups and organisations have on the mindset of individuals. |
| National Science Technology Education and Mathematics (STEM) School Education Strategy | This strategy builds on a range of reforms and activities already underway. It aims to better coordinate and target this effort and sharpen the focus on the key areas where collaborative action will deliver improvements to STEM education. Attribution: Education Council 2015 |
| The New Work Mindset Report | This report provides insights into the patterns of skills young people now require to navigate complex and uncertain working lives guided by big data analysis of 2.7 million job advertisements. This report urges educational communities to act now to ensure young Australians can thrive in the new world of work. Attribution: Foundation for Young Australians 2016 |
| A Rich Seam: How new pedagogies find deep learning | This report addressed powerful models of teaching and learning, enabled and accelerated by increasingly pervasive digital tools and resources and support deep learning at all levels of the education system. “Deep learning” develops the learning, creating and ‘doing’ dispositions that youth need to thrive now and in their futures. Attribution: Fullan, M. and Langworthy, M. 2014 |
| Engaging students: creating classrooms that improve learning | This report explores the need for comprehensive reform of Australia’s education system to tackle widespread student disengagement in the classroom. Attribution: Grattan Institute 2017 |
| Shifting away from distractions to improve Australia’s schools: Time for a Reboot | This lecture argues for the need to invest in teacher education, and the expertise of teachers and school leaders. Attribution: Hattie, J. 2016 |
| The Problem Solvers | This report describes dynamic learning, the global learning movement that is preparing students for a future of creative problem solving. Attribution: Leadbeater, C. 2016 |
| Adaptable Spaces and their impact on learning | This paper explores how the flexibility of learning spaces has been shown to effect learning outcomes positively. Attribution: Miller, H. 2009 |
| Flexible Learning Spaces: The Integration of Pedagogy, Physical Design and Instructional Technology | This paper describes a project to redesign an existing classroom into a flexible learning space. The desired outcome was a classroom that would support a variety of pedagogical approaches and learning experiences. The findings, based on data gathered from students and faculty, indicate that the renovated classroom increases student engagement, collaboration, flexibility, and learning. Attribution: Neill, S. and Etheridge, R. 2008 |
| NMC/CoSN 2017 Horizon Report K-12 Edition | This publication contains coverage of the trends and technologies that will drive educational change over the next several years. |
| NMC/CoSN 2017 Horizon Report K-12 Edition: Digital Toolkit | This toolkit gives you ideas and resources to use in engaging your community in thoughtful and informed discussions about what's ahead. |
| Digital Literacy Skills and Learning Report (PDF) | This report contains recommendations for the digital literacy skills and learning needed in initial teacher education and across all career stages. Attribution: NSW Education Standards Authority 2017 |
| Future Pedagogies Project Report | This report explores how educators develop, employ and evaluate pedagogies to meet the evolving needs of their school communities. The relationship between pedagogical change and evidence-based practice is examined. Download the Future Pedagogies Project Report 2015-16 (PDF 8257.3KB). Attribution: O’Sullivan, K. Stevenson, M. Howe, C. Angel, K. 2016 |
| Schooling Redesigned: Towards innovative learning systems | This report is a succinct analysis presenting original concepts, approaches and case studies from around the world that demonstrate redesign and innovation in schools and education. It will be especially useful for those designing, researching or engaging in educational change, whether in schools, policy, communities or wider networks. Attribution: OECD 2015 |
| Innovating Education and Education for Innovation: The Power of Digital Technologies and Skills | This report discusses the available evidence on innovation in education, the impact of digital technologies on teaching and learning, the role of digital skills and the role of educational industries in the process of innovation. The report argues for smarter policies, involving all stakeholders, for innovation in education. Attribution: OECD 2016 |
| Work that matters: the teacher's guide to project-based learning | This guide explains how to design and run projects for students that begin with an enquiry and end with a tangible, publicly exhibited product. This guide has grown out of the partnership between the High Tech High schools in San Diego, California, and the Learning Futures project in England. Attribution: Patton, A. and Robin, J. 2012 |
| Global Perspectives: A framework for the development of active global citizenship in NSW schools | This paper describes a framework for the development of active global citizenship in NSW schools. Attribution: Professional teachers Council 2014 |
| Spaces research project: Evaluation report (PDF 1.62MB) | This report describes the results of a qualitative evaluation of schools already utilising flexible learning delivery, providing an understanding of the processes involved in adapting classroom layouts and furniture, and its impact on pedagogy, learning and other student outcomes. Attribution: University of Wollongong, Early Start Research Institute 2016 |
| Innovative Learning Environments and Teacher Change (ILETC) | This project will investigate Innovative Learning Environments and Teacher Change. It will develop strategies to harness the potential of innovative learning space. It will also explore the effect on students’ deep learning and learning outcomes. Watch the video Unlocking the potential of innovative learning environments Attribution: University of Melbourne, Australian Research Council 2017 |
| Type and Use of Innovative Learning Environments in Australasian Schools ILETC Survey 1 | This paper reports on the framework, methods and results of the Stage 1 Innovative Learning Environments Survey, which was disseminated to over 6000 schools principals across Australia and New Zealand between October and December 2016. The survey explored the following key questions – What types of learning environments are in use in Australian and New Zealand schools? What types of teaching approaches take place in these environments? What types of learning do they facilitate? |
| ILETC technical reports | These reports identify strategies to support teachers’ transition to innovative learning spaces and what is needed to support teachers during this process. |
| ILETC newsletters | Keep up to date with the bi-monthly ILETC newsletters that explores how space enhances teaching practices across New Zealand and Australia. |
| Connecting Education to the Real World | This report focuses on how well education systems around the world are preparing students for work and what can be done to support this vital task. Attribution: Wise Education 2015 |
| Flexible learning spaces: how infrastructure can support innovative learning | This website provides information on creating flexible learning spaces and optimising spaces for learning. |
| Innovative learning environments research study report | This Australian research study identifies effective steps in the preparation for, and the transition to, new learning spaces. It provides a detailed and insightful mapping of how teachers and students are currently using ILEs. |
| Building collaborative teaching as inquiry teams using spirals of inquiry | Collaborative teaching is explored through the lens of the Spirals of Inquiry model. |
| Research into identifying effective learning environments (PDF) | This paper closely examines the educational learning environment and the qualitative and quantitative research measures used recently to determine their effectiveness. It explores some of the pedagogy and environment performance measures that have evolved in the context of emerging research and evidence, which attempts to relate pedagogy (including student and teacher attitudes) to space. |
| Literature review: Learning spaces (2017) | This paper was developed to support the practice of teachers who are moving from traditional classrooms to innovative learning environments in redesigned spaces in existing schools or in new schools. |
| School research and evaluation – current and past projects | Browse current and past projects of the School Policy and Information Management (SPIM) research team within the NSW Department of Education. |