Theoretical background

As students’ views of learning change, so their engagement with space as a physical, social and pedagogical reality changes. This reality takes multiple dimensions in the case of trainee teachers who experience space for learning in both University and school. In this more sophisticated conception of learning as coexisting at a cognitive, emotional, social and moral level, the student University experience is seen as the development of a learning identity, learning orientation and meta-learning (Hewitt 2008 ).

This study builds on the growing interest for different types of learning, the relationship with physical space and the overall impact on student experience; for instance, JISC (2006) highlighted the impact of design and architecture, not only in the classroom, but in the wider environs of the University. On the international stage, EC (2008) argues that the relationship between the ‘learning intensive society’ and learning spaces is significant for the wider society as well as learning institutions such as schools, colleges and Universities: a democratic, economic and social imperative.

Oblinger (2006) emphasizes the changing nature of learning in both schools and Universities:

‘current theories of cognition (that) stress active engagement in the construction of knowledge; on student retention theories that point to the importance of engagement and identification in the campus; in data on the changing composition of the student body that emphasize social learning, multitasking, and technology use; and on principles of space design that focus on flexibility, aesthetics, practicality, and functionality….’

Oblinger (2006: 21.7)

This is a co-study by the Universities of Derby and Nuremburg of learning spaces and how trainee teachers and their tutors are influenced by space and make the most of the learning opportunities.This builds on previous research into innovative but sustainable, pedagogically-driven approaches to learning  between the two institutions . This same ethos underpins this study of the formal and informal learning by trainee teachers of non-classroom areas: for instance, corridors, social and meeting spaces in the University.

Aims and objectives

1. Collect, analyse and report qualitative and quantitative data to map the different learning experiences associated with different learning spaces over the course of a semester;
2. Compare and contrast the different (formal and informal) forms of learning which takes place in the different settings using the framework suggested;
3. Compare and contrast the different approaches to formal and informal learning through cross analysis of similar case studies undertaken by the University of Nuremburg and University of Derby teacher educators;
4. Define the notion of learning spaces and describe the different settings in which learning by trainee teachers takes place;
5. Analyse the impact of innovative use of learning space in centre-based University sessions on school placement learning and pedagogy;
6. Evaluate a cross-cultural comparison of the use of learning spaces for teacher education in England and Germany.

EC (2008): School's Over: Learning Spaces in Europe in 2020: An Imagining Exercise on the Future of Learning .Luxembourg: Office for Official Publications of the European Communities Des Hewitt (2009): How do people learn? In Arthur, J. and Davis, I. (2009): Educational Studies. Sage: London Bob Hunter (2006): The espaces study: designing, developing and managing learning spaces for effective learning, New Review of Academic Librarianship, 12:2, 61-81 Knud Illeris (2009): Transfer of learning in the learning society: How can the barriers between different learning spaces be surmounted, and how can the gap between learning inside and outside schools be bridged?, International Journal of Lifelong Education, 28:2, 137-148 JISC (2006): Designing Spaces for Effective Learning A guide to 21st century learning space design. JISC Maja Jankowska & Mark Atlay (2008): Use of creative space in enhancing students’ engagement, 45:3, 271-279 Tim Montgomery (2008): Space matters : Experiences of managing static formal learning spaces Education and Teaching International, Active Learning in Higher Education Innovations in 9: 122 Diane Oblinger (2006): Learning spaces. EDUCAUSE. Available electronically: accessed on 4. December 2011 www.educause.edu/learningspaces Jane Payler (2007): Opening and closing interactive spaces: shaping four‐year‐old children participation in two English settings, Early Years, 27:3, 237-254 Susan Roberts & Margaret Weaver (2006): Spaces for learners and learning: evaluating the impact of technology-rich learning spaces, New Review of Academic Librarianship, 12:2, 95-107