Participatory Design of Classrooms: Infrastructuring Education Reform in K-12 Personalized Learning Programs

Title: Participatory Design of Classrooms: Infrastructuring Education Reform in K-12 Personalized Learning Programs
Abstract/Description: The redesign of the physical spaces of classrooms and schools has become a prominent feature in many K-12, personalized learning schools, though it is often dismissed as a peripheral aspect of change. Through observations and interviews at four public schools, I examine the affordances of these new spaces and the narrative of their design. I situate these spaces-turned-places as pedagogical artifacts in a participatory design process to examine how educators and students create functional and meaningful learning spaces. Reframing the physical spaces in this way suggests how the spaces may be supporting the sustainability of the reform.
Author/creator: Kallio, Julie M.
Date: 2018
In publication: Journal of Learning Spaces
Volume: 7
Issue: 2
Pages: 35-49
Resource type: en Research/Scholarly Media
Resource status/form: en Published Text
Scholarship genre: en Empirical
Language: en
Open access/full-text available: en Yes
Peer reviewed: en Yes
ISSN: 2158-6195
URL: Article on ERIC (EJ1200625); Full-text PDF (ERIC)
Citation: Kallio, J. M. (2018). Participatory Design of Classrooms: Infrastructuring Education Reform in K-12 Personalized Learning Programs. Journal of Learning Spaces, 7(2), 35–49.
Cited in: The Theory and Practice of Democracy and Community

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