NWoL

New World of Learning

Observation on the changing social and technological context of education.

Content
Changing social and technological paradigms in 21st century education

07 08 10 12 14 16 18 20 22 24 26

Foreword Social context Learning as a community Learning is lifelong Movement matters Our resources are finite Educational paradigms Learning is experiential We learn differently We learn as a group Assessment is essential

28 30 32 34 36 38 40 43

Technological context Technology rich environment Technology expands involvement User interface design should be relevant Technology is individualized Conclusion: the future of school furniture NextI3 Resources

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Foreword

These days, well into the 21st Century, many countries around the world are questioning their existing educational system: does the traditional 19th century model still suffice and if not, how can we be more economically performant in a globalizing world and yet preserve local culture? In many pedagogical circles one can hear voices about a thorough educational reform. More creativity and more practice are needed for students to enter their new professional lives equipped with the appropriate knowledge and skills. Our social context has changed. School is becoming a meeting place where not only learning activities take place. The internet is becoming ever more embedded in everyday life. Technology is evolving faster and faster. Whiteboards are now interactive and computers are at the center of many experiences, both social and educational ones.

VANERUM is a global company. Every day we gain new impressions about the accelerators behind the shift that is happening in education. This book is a report, a very brief summary of the drivers of change that we see in the countries that we are working in. It is a broad exploration, certainly highlighting a number of important accents, without going too deeply into specific details. This booklet does not pretend to be comprehensive, as the world is changing really (too) fast. Therefore, one can see this piece as a source of inspiration, a starting point for further and deeper exploration. The drivers, accelerators, catalysts, mentioned above also influence the way we at VANERUM think about furniture and technology in the classroom. And ultimately they drive change and innovation in our designs and the way we envision i3. So let yourself be inspired, and get started.

Gert Van Erum

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Social context

Schools under pressure Pupils are changing Networking generation

The social context around education and society in general is constantly changing. And in recent years even faster than ever. School is given an increasingly more important responsibility in our society. Once having a major social impact on the people, associations or religions are being pushed more and more to the background. Today education is practically the only context where every citizen is obligated to participate. In this situation schools are (against their will?) being given a greater social role. The school becomes a meeting place, a place of social integration and exchange of information for both children and their parents. Companies also set higher demands for schools. The contemporary world of work does not require hundreds of easily replaceable blue or white collar machine cogs, but rather independent, innovative and proactive employees. To make it harder still, education in its traditional form has lost its monopoly as a knowledge center. Modern media such as TV, the web and others become more and more influential. As society changes, so do people. Children are more agitated and self conscious; they require more attention and individual guidance as they are receiving less of it now from their working parents. We live in an engaging visual and always on(line) culture. This creates expectations that present schools arent always able to meet. As a result, children often find education boring, and drop classes or drop out altogether. Our contemporary world is changing at an exponential rate. Our education system must adapt with it and find ways to cope with these rapid changes. A partial solution might be found in the internet. Our children grow up in a networking culture. Everything and everyone is interconnected. This creates opportunities for exchanging information; but it also brings dangers. There is certainly a role that schools can take up in guiding children during their first steps on the internet.

What I see is that schools are changing much too slowly, and that they are given too much freedom to change that slowly. The changes in the society are taking place at an exponential rate. Thats why we have to work on our education systems in another way.
Frits Hoff. Pedagogue and animator from the OpenWijs.nl Foundation (Stichting OpenWijs.nl) (2010)

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Learning as a community

In communities, the connection of people to purpose, and the connections among people are not based on contracts, but commitments. Communities are socially organized around relationships and the felt interdependencies that nurture them.
Thomas Sergiovanni, Trinity University, Texas

The school is becoming ever more important as a fulcrum of the community. School is where children convene to learn and where they meet their friends, but it can also be a pillar of support for the community. Incorporating a seamless connection between home, school and community creates a thriving center of lifelong learning, having a positive impact on the community. School can be a place that fulfills the needs of the neighborhood in which it resides: social gathering, adult education, medical center, recreation, libraries, sports facilities, nurseries could be functionally linked to the school itself, but are often accessible also outside school hours. etc. A community school makes efficient use of school buildings, as multi-use facilities, accessible to the public. The schools infrastructure adapts in order to incorporate this social aspect. This can be achieved through lounge areas, work spaces for individual or group work and waiting rooms, both outside and inside. The school building should underline that lifelong learning can be fun, and not only rigorous and restrictive. This requires a certain flexibility in the design and use. Additionally, there may be circulation routes and social places. Certain rooms must be flexible to use, must be adapted for learners of all ages and abilities and have a different interior design than the classical school space.

Social context

School as a social environment Source: www.vanerum.com

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Learning is Lifelong

A permanent vocational training has to keep renewing the abilities of its EU citizens in order to equip them with the necessary experience to face present challenges and the quickly evolving technologies.
From the leaflet: life-long learning by the European Commission

The fast paced innovations in science and technology require people to learn to adapt quickly to novelties. This implies a lifelong learning process. The time that one left school with the right knowledge and skill set for a long and prosperous career is long gone. Now, school is more about graduating and immediately starting to go on further training.

Platforms for lifelong learning will continue to become more important. This can take place in a school building, but also online through a specially constructed learning environment. When lifelong learning is integrated into an existing school, the latter must adapt to an different audience. Adults, for instance, have different expectations than children or young people.

Social context

The four stages

Photo Credit: New York Magazine

Age 0-5 years: During this age group, a lot of learning takes place and it provides very important insight into learning as a foundation for future learning habits and resourcefulness. This is probably the age with the highest amount of informal learning as children imitate almost everything from parents, peers and their environment. Psychologists such as Sigmund Freud and other behavioral psychologists also show the importance of childhood learning and to them this stage affects all the other learning abilities later in life. Today in parts of Africa and the world over some children begin school as early as two years old, this also creates a base for appreciating formal and institutionalized learning.

Age 6-24 years: Learning of the 6 24 age group primarily takes place in educational institutions, from primary and secondary to tertiary levels. Family life, social organizations, religious institutions, and mass media can also play a role in nonformal and informal learning during this time. The objective of learning in this period is the holistic development of learners in four aspects, namely: physical, intellectual, social capacity, emotional and mental development.

Age 25-60 years: The 25 60 age group continues to learn through the working years. They learn informally through the use of instructional media, mostly from their occupations, workplaces, colleagues, touring, mass media, information technologies, environment and nature. Adults learn from experiences and problem solving. They therefore need continuous development of intellect, capability and integrity.

Learning in the 60+ years: In their senior years people may seek new knowledge for its own sake. This could be termed autoandragogy, an adult who instructs him/ herself. The challenge of seeking new knowledge and teaching themselves may result in a sense of pride of accomplishment and help maintain self-esteem. This may further be enhanced by offering their new knowledge in service to their local community thus continuing to make valued contributions to society.

Source: the school as a design - Chatel. Van den Driesche. et al. (2005)

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Movement Matters

The beauty of integrating movement into the classroom is two-fold. Its not only increasing movement time for kids to intervene in obesity, but it also enhances knowledge retention and brain changes.
Julian A. Reed, Furman University

We live in a sedentary society; we spend more time sitting than standing or lying. While humans originally evolved to being able to stand on two legs, we spend the majority of the day standing or sitting on 6 legs. And to add more atop of that, the ergonomic tradition imposed the throne-model as the most ergonomic way to sit. Straight back, feet on the ground and remain seated! But those days are over. Finally, ergonomists and designers of all professional inclinations start to understand that it is not sitting still but rather moving - even while being seated - that people find most comfortable.

Watch a child who is sitting on a chair for half an hour and count the number of different positions that he/she takes. You will see how strongly movement matters. Keeping this in mind, the next step would be to build furniture so that it supports and encourages the natural human movements. In other words: we should be standing, or sitting, or maybe even lying down. Tables should be placed at different heights. A nice revolving chair, a rocking chair or even a real dynamic solution? Designing a good chair is perfectly possible! All that remains to be done is to convince teachers, school principals and policy makers that a good chair, alternating postures and regularly changing place / position during and between the classes can be healthy and stimulating indeed!

Social context

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Our resources are finite

Economy does not lie in sparing money, but in spending it wisely.

Thomas Huxley

It is clear that schools around the world also reflect more often and more deeply about their responsibility as a part of their community to integrate their structure into their surroundings with as little environmental impact as possible. From the geographical location to the layout of the school campus (e.g: close to public transportation hubs or bus stations and kiss & ride zones integrated in the campus) and from the orientation of the building and its functional entities to the physical building and its finishing (e.g: north oriented, semi-underground with a green roof, blinds and triple glazing). This concern for smart environmental solutions also finds its way into the school building and its facilities. Given the choice, more and more school administrations and architects will prefer more sustainable procedures, materials and concepts. Think, regarding furniture for instance, about powder coated frames instead of chrome ones, highly recyclable plastics for the seating shells, bamboo, cork or other sustainable materials for table tops, cupboard panels etc. Recently, the world of education has also become more receptive to other types of sustainable concepts, where a piece of furniture is not only made with sustainable materials and procedures, but the concept allows for the parts to be transported separately - saving space and transport time, cost and carbon emissions and the assembly can be done effortlessly by the customer thanks to the special concept. On the technological end of the spectrum, power saving technologies are obviously preferred, and easy energy saving devices such as timer switches, motion sensors or even room control can help to further reduce energy consumption. Finite resources also refers to the economic challenges faced everyday by schools. There are certainly funds being spent on education - the amount changes dramatically between regions. We need to understand where all the money goes. Is every dollar being put to the best use? What percentage of the spending budget actually touches the students? Evaluate the goals, and spend where there is the most impact on students and their learning. Consider ergonomic furniture, relevant technologies and quality access to knowledge resources.

Social context

Source: Internet

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Educational paradigms
Holistic Flexible Social Theory vs. practice
These days, the need for a thorough educational reform can be heard in pedagogical circles around the world. Learning should be more flexible, more focused on experience, creativity should be given more importance, new technology should be incorporated, the school must adapt to the ever present internet... Firstly, education must become more flexible. People talk about individual learning paths, talent-driven approach, organic learning. In the past, education was linear, almost without any effort for individualization. Learners with additional needs got left behind and often ended up in the alternative (special) education system. Modern education paradigms state that all pupils should be given all the chances and guidance necessary. For example, we speak of inclusion when children with certain disabilities are taken to regular education. Thus, education becomes more organic, all pupils start at their own specific knowledge level and follow a path that is outlined just for them. This road may change over time because the proposed development paths, projects or programs are not being followed rigidly and at all cost. Learning also becomes more holistic. Sheer knowledge is no longer the main desired outcome of a learning path: social, cultural, and scientific skills become ever more valued... The focus is no longer (only) on teaching, but on learning as well. Rich learning environments are available, both digitally and in real life. Practice should enable students to gain more applied knowledge and practical skills, which can be honed later in life. In addition, learning is becoming social. In 19th and 20th Century schools, learners were seated in the classroom. The teacher stood at the front of the classroom and delivered a lesson. Lately, learning is seen more as a social interaction between learners of all ages and their teachers (or coaches). We work in groups and sometimes individually. Group discussions take place, we work on expression. We learn not only from the teacher but also from each other. Peerlearning and network learning are two concepts that are often mentioned in this context. Finally, it is very important to note that there is a big difference between a nice educational theory and the everyday practice. Studies show there is little attention for additional training and professional development for teachers, schools often lack the vision or means to change, as do teachers. Not all the concepts discussed above will be omnipresent in 10 years time. But perhaps a foundation will be laid by then!

Reforming education is rightly seen as one of the biggest challenges of our times. In my view, reform is not enough: the real challenge is to transform education from a 19th century industrial model into a 21st century process.
Sir Ken Robinson (2010)

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Learning is experiential

Education is not about teaching people, its about people learning. Now were going back to something we used to do, which is learning by doing, rather than learning just by listening.
JP Rangaswami, School of Everything (2010)

The school of the future is an active school. A school where you can learn by doing. Where you can develop practical experiences. Where you learn skills that will be of use in the real world. One of the most explicit ideas about innovation in education is experiential learning. Experiential learning is a teaching and learning process that combines direct experience that is meaningful to the student with guided reflection and analysis. (Kolb). Experiential learning takes place when a person is involved in an activity, looks back at it critically, determines what was useful or important to remember, and uses this information to perform another activity (Iowa State University Extension).

This comes in many forms and sizes, from a nursery to higher education. The idea is that by imitating real situations as closely as possible, students gain experiences they can apply directly in future practice. In secondary education, this may involve a project in which students set up a small business. In nurseries, kids are often involved in acting based on impulses. The kids are playing their game while the teacher is giving them impulses. New things are brought forward and the kids just pick the concepts. By playing, trying and discovering themselves, children learn in an intensive way.

Education

Source: School for the future. DfES. (2002).

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We learn differently

Group spaces for the future should be adequately sized and flexible enough to accommodate a wider range of users and various ways of learning.
Schools for the future. DfES. (2002)

Users differ both in physical terms, learning style, as well as in the way they use various technologies. Physical differences are clear. Children grow, some are more robust, have longer legs, some wear glasses... The furniture should be either adjustable within certain limits, or different sizes of furniture should be put in place. The theory of multiple intelligences (Howard Gardner) identifies a number of different learning styles. By understanding the unique differences in the way students learn, instructors can facilitate learning by speaking to the talents of each individual. Incorporate various means of communication and multi-disciplinary exercises in to lessons. Also interesting are the differences among users of modern technology and particularly the internet. The literature knows different formats, but

the division into the categories Hanging Out - Messing around - Geeking out, is notable. It is important in this format that one person can always fall in all the three categories. Depending on what you do. Someone who is very active in photography, and uploads photos on flickr, writes comments on other photos... is certainly geeking out, while someone who at the same time reads some messages on facebook is hanging out. This description perfectly fits the same person, at another moment or in a different role. Depending on what you want to achieve, or what your interests are, as a user you take on a different role which can vary over time. Understanding these differences among users is very important when you develop services for users on the internet (or elsewhere). Different users expect to be approached and treated in different ways. A platform that seeks the cooperation of users should therefore be able to integrate the work on different levels.

Education

Source: Internet

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We learn as a group

Communities of practice are a companys most versatile and dynamic knowledge resource and form the basis of an organizations ability to know and learn.
Etienne Wenger, Situated learning: legitimate peripheral participation (Lave and Wenger 1991)

Learning is not only individualized, it is more social. We learn throughout our lifetime, we learn from each other and from the internet and other media. The school has become a social meeting place, and the infrastructure needs to reflect that. There must be places at school to accommodate group work. Groups can be assembled in class or gather in cafeterias or libraries. Learning in a group of 2, 3, 15 or 100 is possible, as long as the space is adapted accordingly. Most schools do not have the space or financial resources to provide for studying space in every composition, therefore the existing space should be flexible enough to accommodate for changing needs. Communities of practice arise when groups of people share a concern or a passion for something they do and learn how to do it better as they interact regularly. Because communities of practice develop around things that matter to people, their practices reflect the members own understanding of what is important. Over time, membership remains a memorable and significant part of members identities. From this idea, we see the development of magnet schools. Student have the opportunity to participate in programs that speak to their passions, get hands-on experience and really understand what their career paths entail.

Education

Source: 2009 Open Architecture Challenge: Classroom

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Assessment is essential

Too often, students have not learned as much or as well as was expected. There are gaps, sometimes considerable ones, between what was taught and what has been learned. By the time faculty notice these gaps in knowledge or understanding, it is frequently too late to remedy the problems.
By Thomas A. Angelo and K. Patricia Cross

Understanding how well students are learning and how effectively teachers are teaching are essential attributes of assessment. Successful assessment is accurate and unbiased. Students crave instant feedback and sometimes the best learning happens through the process of assessment. Encouraging accomplishments helps students stay motivated and driven to grasp the next concept. Different types of measurements are necessary to adequately access various types of knowledge. Also, utilizing a broad range of assessment techniques gives students with various talents the opportunity to show what they know.

Education

Source: Internet

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Technological context
Networked Open Innovation Wireless/portable Interactive
Out of all changes mentioned, those in the field of technology are the greatest. The knowledge of science increases exponentially and scientists announce the start of a new era: the era of information exchange. The beginning of the great leap forward was definitely made by the arrival of the internet. Suddenly, people and institutions became directly interconnected. Information exchange became simple and instantaneous. Today we see that many more devices than 20 years ago get connected to a network or the internet. Smart phones have changed the way people communicate. With a constant connection to the internet and email, business is conducted around the clock. Mobile phones are powerful devices that can control the environmenteg.: priests can ring church bells through a text message. Todays digital network includes the internet, field-bus networks in companies, local Ethernet networks, VPN, GPS. The Internet has also contributed to the boom of the open source community. Innovation is no longer the unique domain of large multinationals. Large groups of enthusiastic volunteers now work together on much larger and more ambitious projects, for example the Linux operating system. The advantage of such an open innovation lies is the fact that there is no money involved. Because there is no money involved, it does not matter if something goes wrong. This creates more experimentation and it also creates stronger innovations. Many forward-looking companies have now discovered the power of open innovation, knowledge sharing and collaboration across borders, and jumped on the bandwagon. A change that is strongly characterized by the formation of networks is the transition to wireless devices. Wireless means great flexibility, the chance to leave the four walls of your office, a greater accessibility and omnipresence of information. Wireless means more personal. While in the past, a phone used to be part of the home and shared between all residents, it is now personal. This involvement goes further and further. Who does not get nervous these days when someone seems to be unavailable on their cell phone? The concept of interaction is becoming increasingly widespread and goes even further. Multi-touch allows multiple users to use one device at the same time, Google docs allows you to simultaneously work on the same document with more people. Computers in a classroom are connected with each other in a mini-network, while the teacher can follow on a screen what exercises the students are working on using classroom management software. In general, multimedia and technology are becoming more important in all aspects of life, at home, at work or at school!

A good lesson for those who want to use social media in school: do not try to make the subject nicer, but help the students become better in it.
Mark Schoondorp (Winkwaves). (2010)

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Technology rich environment

All students and educators will have access to a comprehensible infrastructure for learning when and where they need it.
- Transforming American Education: Learning Powered by Technology

We are entering the age of the Learning Society enabled by a rich, digital environment, characterized by advances in social networking.
Summary of NML conference Brussels 2009

We live in a visual, rapidly changing, flashing, digital multimedia world. The young people of today grow up in a zap culture: a world full of choices, but also one in which they are strongly encouraged to search for themselves. Before, when you read an interesting book, that book guided you from beginning to end. If you read an article in the internet, you click on a link, another link and another link, which requires different assimilation and filtering skills. The flow of information in the internet seems to be neverending. The young people of today are used to dealing with this abundant information; but

they have to learn to separate the wheat from the chaff. All of this creates new expectations for our education system. Young people want to be entertained by high quality visuals and interactive experiences. On the internet, video, animation, images, sound and 3D elements can be found and applied to enhance learning. To keep students engaged in the classroom, these various types of media need to be integrated into the classroom. Multimedia in learning needs to be well planned and strategically implemented as part of the culture of the learning environment.

Technology

Source: Internet

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Technology expands involvement

Sociality is the human tendency to bind oneself with others in interdependent relationships and, thus, to create and join organized forms of acting together.
Huizing, A. Cavanagh, M. (2009)

Involvement expresses the relationship between people and their digital devices. In many cases, students are far more adept at engaging with technology than are their teachers. To improve involvement, professional educators (need to) be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners. The internet makes an unlimited amount of resources that provide communities of practice for teachers and students available. Teachers can learn from each other - and they can learn from their students. Access to the abundance of information that technology bring is wonderful, but can become overly complex and clouded and unfocused. For that reason, tools used need to be simple.

Technology

Source: Transforming American Education Learning Powered by Technology (page 40)

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User Interface Design Must Be Relevant

User interface design considers all aspects of the users interaction with the product: how it is perceived, learned and used.

Consider that in a classroom, users vary greatly. Everyone involved has a different comfort level with technology. Our goal is to use technology to reach the individual needs of all participants to enhance learning, not to overcomplicate and get hung up on bugs and glitches. Seamless integration of various technologiesfrom shared displays to personal devices, can help instructors speak the language of the every learner. The key is keeping it simple to use. Using principles of User Interface Design will achieve simple, well thought technology integration in the classroom. The design must be purposeful and meaningful. Clarity through organization and simplicity should make common tasks easy.

Technology

Source: OLPC. XO-2.

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Technology is individualized

With technology, engaging and effective learning experiences can be individualized, differentiated or personalized for each learner.
- Transforming American Education: Learning Powered by Technology

Connecting with students and keeping them motivated is part of the challenge faced by every educator. Students who fall at either end of the spectrum are the first to lose that connection. Faster learners can become bored, losing interest if the lesson progresses too slowly. On the contrary students who need more help can be left behind when the topic progresses too quickly. Technology that is well integrated into the classroom is an effective tool for meeting the needs of every learner. Technology also gives students opportunities for taking ownership of their learning. Student-managed electronic learning portfolios can be part of a persistent learning record and help students develop the self-awareness required to set their own learning goals; express their own views of their strengths, weaknesses, and achievements; and take responsibility for them. Educators can use them to gauge students development, and they also can be shared with peers, parents, and others who are part of students extended network. ( Transforming American Education: Learning Powered by Technology)

Technology

Source: Flickr

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Conclusion: the future of school furniture

As we examine the social, educational and technological drivers of education, the surprising thing is how connected the needs are. If we reorient our perspective of school design and align with the eyes of students and teachers, we see a need for a total package. Each element of the classroom should have a purpose and contribute value to the whole environment. A wall transforms from a barrier to a portal that connects students to a sister classroom in another country. A chair suddenly changes from a mere seat to a proper ergonomic solution that enables students to engage deeper in lessons. Education itself is flexible, individualized, personalized. Technology is flexible, wireless, portable. In our society we see the zap culture, everything is quick, fast, changes rapidly and has to be able to adapt quickly. The core idea of this story is that school infrastructure should also be part of the changing process. Furniture, equipment and the digital learning environment must be flexible and adaptable, both on very short and long terms.

Another theme is the networking or integration culture. Our entire society is connected to a network, from the smallest device to the largest building. People in general, and students and teachers in particular, are parts of networks, for instance (but not only) via the internet. Education becomes social and holistic, the internet and the social-network paradigm will play a major role in this trend. Finally, inter-activity is an important aspect. In social education, good interaction between students, teachers, parents, and the outside world is the norm. Collaborating, sharing, and exchanging are new forms of interactive learning and working. Learning and work occur in a rich stimulating environment: experiential and active. Education is not only knowledge-oriented, it is also about skills. Acquiring new skills is a matter of practice, and it can perfectly be done in a social environment, interacting with each other.

Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand.
Confucius

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interactive integrated inspiring

The implications of the social, educational and technological drivers are summarized in the i3 philosophy: interactive, integrated and inspiring environments. i3 is intended as a blueprint for the entire learning environment, both physical and virtualinside and outside of the school building. As designers, architects, educators and manufacturers, we can connect to create the complete solutions with the end vision in mind. That vision leverages the various the individual talents of learners and instructors through flexibility, technology and meaningful use of all resources.

So what does this mean?

In short, inspiration aims to remove all the inhibitors that could obstruct the learning process. It provides motivation and helps learners focus on the task or subject at hand. Think about ergonomics, the use of color, acoustics Interactivity enables communication and collaboration, both virtually and in real life. Think about flexible furniture that is easy to reconfigure, interactive whiteboards and digital devices, VLEs Integration combines the previous is into one seamless learning environment making it intuitive and easy to use for learners and teachers alike. Think of wire management, room control systems, digital content, professional development courses and so on. To learn more about our i3 philosophy, visit www.vanerum.com/i3 or request our i3 brochure at info@vanerum.com.

Conclusion

Source: VANERUM Design Departement

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Resources

NCES 2011-016: Mini-Digest of Education Statistics 2010 This report is public domain. You can Download and order online: www.edpubs.ed.gov, search Mini-digest of education statistics Gardner, Howard. Multiple Intelligences: New Horizons. New York: Basic, 2006. Print. Transforming American Education Learning Powered by Technology. This report is public domain. Download: www.ed.gov/technology/netp-2010 Senge, Peter M. Schools That Learn: a Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares about Education. New York: Doubleday, 2000. Print. Dodd, Anne W., and Jean L. Konzal. How Communities Build Stronger Schools: Stories, Strategies, and Promising Practices for Educating Every Child. New York: Palgrave, 2002. Print Wenger, Etienne, and William Snyder. Communities of Practice: The Organizational Frontier - HBS Working Knowledge - Faculty Research at Harvard Business School. Havard Business Review, 22 Feb. 2000. Web. 15 Sept. 2011. Angelo, Thomas A., and K. Patricia. Cross. Classroom Assessment Techniques: a Handbook for College Teachers. San Francisco (Calif.): Jossey-Bass, 2008. Print. Scholen onder druk. Sociaal en cultureel planbureau (ned.). (1999). http://www.scp.nl/dsresource?objectid=21349&type=org Youth as E-citizens: engaging the digital generation. Kathryn Montgomery, Barbara Gottlieb-Robles, and Gary O. Larson. (2004). http://www.scribd.com/doc/1037426/Center-For-Social-Media-Youth-As-ECitizens Sociale media en de kansen voor het onderwijs. Mark Schoondorp. (2010). http://www.scribd.com/doc/33497219/Social-media-en-de-kansen-voor-het-onderwijs NEW MILLENNIUM LEARNERS. Key messages from NML International Conference - September 2009. Brussel. (2009). http://www.nml-conference.be/wp-content/uploads/2009/09/key-messages-from-NML1.pdf

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PROEFTUINVERHALEN. Vlaamse Gemeenschap. (2008). http://www.ond.vlaanderen.be/proeftuinen/algemeen/proeftuinverhalen%20gebundeld.doc De school als ontwerpopgave. Chtel, Van den driessche, et.al. (2006). https://biblio.ugent.be/input/download?func=downloadFile&fileOId=794768&recordOId=437470 De brede school: in de politiek-institutionele ruimte. Maarten Van Den Driessche. (2007) http://www.vai.be/admin/upload/okfiles/20071130153243_Tekst_Van%20Den%20 Driessche_07%2011%2028%20BS.pdf SCHOOLS FOR THE FUTURE: Designs for Learning Communities. DfES. (2002). http://www.teachernet.gov.uk/_doc/3149/bulletin95%5B1%5D.pdf Classrooms of the future. Prue Chiles. (2003). http://www.bdr.group.shef.ac.uk/web_images/ARQarticle.pdf Learning and moving in an active school. Dr. Dieter Breithecker. (2005). http://www.haltungbewegung.de/Data/Sites/4/media/Dokumente/Ergonomics-for-children/Eindr_cke_ von_der_Schule.pdf The Educational Workplace. What the classroom of the future will look like. Dr. Dieter Breithecker. (2005). http://www.haltungbewegung.de/Data/Sites/4/media/Dokumente/Ergonomics-for-children/BAGEndbericht-k_US.pdf Multimedia We are the people weve been waiting for. (Film). (2010). http://www.wearethepeoplemovie.com/ http://vimeo.com/8311189 Ericson 2020. (Website). (2010). http://www.ericsson.com/campaign/20about2020/ http://www.youtube.com/watch?v=32kNY0YQhT0 http://www.youtube.com/watch?v=OrUgP7fbd8A http://www.youtube.com/watch?v=ne7BLwrFS2I http://www.youtube.com/watch?v=M5syv9BSPqQ 2009 Open Architecture Challenge: Classroom design. (Wedstrijd). (2009). http://openarchitecturenetwork.org/competitions/challenge/2009 http://www.openarchitecturenetwork.org/competitions/challenge/2009/awards Sir Ken Robinson: (film). (2006). (2010). http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.html http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html Ferre Laevers: (film). (2009). http://www.ltscotland.org.uk/video/f/video4565868.asp Engage in our blog http://newworldoflearning.blogspot.com

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