Abstract
It is an exciting time to be involved in education. Every day we witness the pursuit of innovation and creativity in schools, the sophisticated development of personalized learning approaches, the increasing usefulness of ubiquitous technology, and the excitement surrounding the many ways education can contribute to burgeoning ‘knowledge economies’. These ‘new age’ priorities are combining to enable students to increasingly take responsibility for their own learning and are encouraging teachers to become the curators of learning experiences, that range from whole class didactic encounters, through collaborative peer-peer active learning to reflective one-on-one consultations with students – often within a single lesson.
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Imms, W., Cleveland, B., Fisher, K. (2016). Pursuing that Elusive Evidence about what Works in Learning Environment Design. In: Imms, W., Cleveland, B., Fisher, K. (eds) Evaluating Learning Environments. Advances in Learning Environments Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-537-1_1
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DOI: https://doi.org/10.1007/978-94-6300-537-1_1
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