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The Significance of Outdoor Learning Environments in Innovative Learning Environments

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conference contribution
posted on 02.02.2021, 04:06 by Neda Afshar F.Neda Afshar F., Andrew BarrieAndrew Barrie

This item is part of: Boarin, P., Haarhoff, E., Manfredini, M., Mohammadzadeh, M., Premier, A., (2021). Rethinking Sustainable Pacific Rim Territories. Proceedings of the 2020 APRU Sustainable Cities and Landscapes Hub PhD Symposium, Future Cities Research Hub, School of Architecture and Planning of the University of Auckland. ISBN: 978-0-473-53616-9


ABSTRACT

This paper examines the presently under-developed potential for school grounds to form part of learning environments, especially in the pandemic situation, when the schools face difficulties accommodating students in indoor classrooms. The article attempts to provide a connection between Outdoor Learning Environments (OLE) and Innovative Learning Environments (ILE), proposing Outdoor Innovative Learning Environments (OILE[1]) on school grounds which can be used effectively by teachers and students. The paper includes a brief background of open-air schools as the first generation of OLE, a summary of the positive impacts of OLE, the definition of ILE, an ILE spatial typology, and evaluates some OILE examples in school grounds.



[1] OILE is the term suggested by the author.

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Future Cities Research Hub, School of Architecture and Planning of the University of Auckland