Abstract
The opportunity to design new physical environments for learning opens new opportunities to reconceive the way societies construct their understanding of learning, in a least three ways: (1) a movement away from the existing “normal science” of education toward the practice of design, intended to create learning environments based on continuous learning about learning over time ; (2) a stronger relationship between the design of learning environments and the emerging discipline of the neuroscience of learning; and (3) the deliberate creation of environments that are built to be continuously modified in light of new understandings and insights about learning.
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Acknowledgements
This paper was developed from an earlier presentation to the Learning Environments of Australasia 16th Annual Conference, June 1, 2016, Melbourne, Australia. I would like to express my appreciation and thanks to the conference organizers and participants for a stimulating and valuable experience.
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Elmore, R.F. (2018). Design as Learning, Learning as Design. In: Ellis, R., Goodyear, P. (eds) Spaces of Teaching and Learning. Understanding Teaching-Learning Practice. Springer, Singapore. https://doi.org/10.1007/978-981-10-7155-3_4
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