Educational Review: Lorraine Moss Case Manager, Greater Christchurch Educational Renewal Programme, Ministry of Education
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Education Leaders Forum 2013: Building 21c Learning Communities, 28&29 August, Christchurch - presented by SmartNet Events.
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Educational Review: Lorraine Moss Case Manager, Greater Christchurch Educational Renewal Programme, Ministry of Education
- 1. Ministry of Education Greater Christchurch Education Renewal Programme Opportunity through innovation Lorraine Moss BEd, BSc MA
- 2. Opportunity through Innovation • Opportunity to innovate • Modern learning • Programme • Questions
- 3. Opportunity to innovate Restore Rebuild Renew Reshape Achievement ModernLearning Newtechnologies Pedagogicaldevelopment Modern facilities Collaboration Studentcentred Metacognitive Education Learning Network Global village Transferable skills ICT literate Independent learners Resilience Innovation Enquiry VisionReal time Authentic Attainment Community Learners needs Culturaldepth
- 4. Education was Mass Production…….. Educational objectives and practices have fundamentally changed from the teacher centred 20th century factory model. Therefore, learning spaces must address the educational needs of learners in the 21st century (Chism, 2006; Fisher, 2002; Temple, 2007). The relationship between space and identity formation is embedded historically in environmental psychology principles (e.g. Good & Adams, 2008; Carter, 2006; Ferrer-Wreder et al., 2008), and more recently around issues about notions of personalisation.
- 5. Modern Learning Pedagogy Resources Environment collaboration model mentoring learning skills learning styles PLD ICT iterative designing choice adaptabilityagility flexibility devices people student-centred furniture equipment fittings software apps indoor spaces people people modern weathertight EQ resilient safe inspiring services outdoor spaces menu of spaces
- 6. Programme sequence Local Education Networks Greater Christchurch Education Renewal Programme Property planning ImplementationVision 6
- 7. References Stephen Heppell: http://rubble.heppell.net/three/ Julia Atkin: http://www.learning-by-design.com/ Bullard, J. 2010: Creating environments for learning: Birth to age eight, Pearson Education Inc., Upper Saddle River, NJ. Chism, N. 2005: Informal learning spaces and the institutional mission. EDUCAUSE Learning Initiative: http://net.educause.edu/ir/library/pdf/ELI0532.pdf Dahley, A.M. 1994: Co-operative Learning Classroom Research http://alumni.media.mit.edu/~andyd/mindset/design/clc_rsch.html Dept of Education: http://www.deakin.edu.au/arts-ed/efi/pubs/deecd-reports-blackmore-learning-spaces.pdf State of Victoria, Aus http://www.vit.vic.edu.au/SiteCollectionDocuments/PDF/1137_The-Effect-of-the-Physical- Learning-Environment-on-Teaching-and-Learning.pdf JISC 2009,: Learning landscapes and critical pedagogy – space as social science, http://www.online-conference.net/jisc/content2009/neary/neary_Critical%20Pedagogy- %20supporting%20paper%203.pdf Woolner et al: “A sound foundation? What we know about the impact of environments on learning.” 7
- 8. Questions The Ministry has established an email address for all Christchurch property related queries: ChChRenewal.Property@minedu.govt.nz More information can also be found on the Ministry’s Shaping Education website: http://shapingeducation.govt.nz/ 8
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Hinweis der Redaktion
- The Programme of delivery starts with visioning at a school and local learning community level. School stakeholders are asked how this opportunity can transform the educational experience in their schools, in short what is their vision of modern learning for their students both today and tomorrow. (Point to Property planning)This then, along with other relevant data such as site conditions, network shift and roll growth, feeds into the property planning process. Architects with expertise in the educational field are appointed to work with the schools, their stakeholders and the Ministry to develop a property strategy. This is normally a 3-4 month process that results in a high level plan of what facilities are needed and where they might be best placed. (Point to Implementation)This in turn feeds into the design and implementation stage for each school. The implementation programme is being developed currently, we can’t deliver everything at same time – there is not the capacity in market to do so, thus the programme will focus on Student needs. For this purpose we have set out 4 priorities.Priority 1 : Mergers, closures and dependenciesPriority 2: Roll growth and capacity Priority 3: Education outcomesPriority 4: Effectiveness in deliveryTo inform programming we are inviting schools to undertake a self evaluation as part of our programme development.(Point to feedback arrows)This is an iterative process at every step. All stages in the process are fed back into the greater programme so that we can benefit from the lessons learnt. Once a renewed school has been in use for a period of time (and therefore any initial honeymoon period is past and the day to day operation is established) a post occupancy review is conducted. This will assess stakeholder, (including building users), satisfaction with project..A Post implementation review evaluates whether the overall programme has delivered the identified benefits .
- FAQ#2Why can’t the Ministry complete the works quicker? The total rebuild across greater Christchurch is currently forecast at $40 billion dollars. There are a finite number of suppliers available to provide this level of investment. This imposes limits on how quickly the Ministry can proceed and the maximum amount of work that can be undertaken at any one time while maintaining appropriate value for money, quality and health and safety standards. When will my school be included in the programme of works? An indicative high level programme of works will be released to all schools identifying when work is scheduled to begin and likely end dates for each School and Learning Community Cluster (LCC).What happens to property that is owned, wholly or partly by School boards? Will this also be included in the renewal programme? Property wholly owned by School boards is the responsibility of those Boards. The Ministry is willing to engage with Boards to include those buildings in the work programme if the School has the funding to cover the required work. Where a building is partially owned, the Ministry will asses the work programme on a case by case basis and work with the respective school boards to arrange appropriate remediation.What will Modern Learning Environment plans mean in the case of schools that will only require refurbishment (as opposed to schools that will be rebuilt)? The Ministry is currently assessing every teaching space in greater Christchurch for compliance with modern learning environment standards. The Ministry is aiming to have a at least 85% of all teaching spaces at or above the Designing Quality Learning Spaces standard in greater Christchurch, regardless of the level of repairs required at each school.