Why does teacher education need to change?
We need to find new ways to blend theory and practice. Despite best efforts, we have high attrition rates within the first five years of teaching entering the profession. We want teachers to be critical thinkers equipped with on-site experience.
What is a living laboratory?
A living lab is a user-centred, open-innovation ecosystem which integrates concurrent research and innovation processes. At its centre is fostering the right dynamics to enhance student learning.
What is the difference between a living laboratory and a demonstration school?
A living lab is a research concept that promotes user-centred open-innovation. A demonstration school is typically located on a university campus that serves the local community in terms of student intake but also simultaneously functions as a place of research for academics and innovative approaches to teacher training.
What will be different about teacher training in the UniSA school?
With a living laboratory on site, teacher training will be fully integrated into a learning environment where each discipline can ‘tap into’ the living laboratory to suit its pedagogic needs. Integrating teacher training with the lab school will enhance teacher training, as evidenced in countries like Finland, South Korea, Spain and the United States.
What is learning analytics?
Learning analytics is the measurement, collection, analysis and reporting of data about learners to understand and optimise learning. Learning analytics includes: educational theory and practice, SNA, data mining, machine learning, semantic, data visualisations, sense-making, psychology (social, cognitive, organisational) and learning science. By collecting data from multiple points we can ask, what patterns exist and what do they indicate? Then, if changes are applied, what happens?
How could learning analytics enhance the effectiveness of the site?
Learning analytics involves the study of learners and their contexts in order to optimise learning. We seek to implement learning analytics to better understand how students respond to different pedagogic techniques. However, through the use of space and design, our pre-service teachers will also be able to enhance their understanding of learning through seeing the development of learning analytics over time.
What will the Magill Education Precinct look like?
We are working with Phillips Pilkington Architects to imagine how the precinct could look. It is likely that a combination of new and existing education buildings will be used. As well as considering the educational needs of the precinct, the design will be created around key features of the site – including Murray House, Third Creek and a number of significant trees. We intend to retain the sports oval and swimming pool as well as other existing facilities that will be used collaboratively by the University and the school embedded on the site.
How can we fit a school onto Magill campus?
Our architects have shown us a number of ways the school could be incorporated into the site. It may be possible to relocate some existing activities – but the benefit of having a range of university subjects and facilities co-located with the school means that we would like to keep as much here as possible. In fact we are already exploring how we could bring a wider range of university activities to Magill, such as design and visual arts.