Screens, Streams and Breaking Out
Presented by Jill Colton
This seminar invites the audience to consider how screens, break out spaces and the timetable were associated with learning, openness and flexibility in this site. It explores how metaphors of knowledge as fountains and streams were linked to changes in how and where students learn and follows ‘student-produced presentations’ and ‘teacher-produced rubrics’ to describe how innovation and inquiry were being mobilized. However, it also invites an exploration of structure, boundary, divergence, and the dominance of content/disciplinary knowledge to discuss some of the challenges and conflicts that these educators faced when they trialled ‘innovation’.