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Designing for learning is a Course

Designing for learning

Starts Mar 4, 2020

$1,000 Enroll

Full course description

Date and time

Thursday 5 March, 9:30 am to 4:00 pm

Venue

Park Hyatt Melbourne, 1 Parliament Square off Parliament Place

Audience 

This learning event is right for you if you are a principal, business manager, school leader, teacher or architect interested in school building design, learning environments and architecture.

Description                                       

How can schools and classrooms be physically designed to support learning? In recent decades research from the learning sciences has led to fundamental shifts in conceptions of learning. However, many small renovations and large school building projects continue to be planned using outdated models of learning. This workshop will share four research-based shifts in conceptions of learning and illustrative examples of classrooms and schools that are designed to support these shifts. Participants will get hands-on experiences with tools and processes developed from a decade of work at Harvard’s Learning Environment for Tomorrow Institute, used to evaluate and guide effective design for learning. The goal of this talk will be to equip school leaders, educators and designers to better lead physical changes in their school that aligns with learning science research.

Key Takeaways                

  • Four research-based shifts in conceptions of learning
  • Contemporary models of learning
  • Examples of contemporary classrooms and schools
  • Evaluative tools and processes to guide effective design
  • Strategies to lead physical changes in their school

Presenter Information

Daniel Wilson                    

Daniel Wilson is the Director of Project Zero at the Harvard Graduate School of Education (HGSE), where he is also a Principal Investigator, a lecturer at the HGSE, Faculty on the Doctorate for Educational Leadership at HGSE, and the Educational Chair at Harvard’s “Learning Environments for Tomorrow” Institute – a collaboration with HGSE and Harvard Graduate School of Design. His teaching and writing explores the inherent socio-psychological tensions – dilemmas of knowing, trusting, leading, and belonging –  in adult collaborative learning across a variety of contexts.