2016 Reflection

If someone had asked me to identify 6 learning spaces at the beginning of the year, I could probably have named 4. Completing the tasks of EDEF459 have revealed more than just the spaces in which we learn. I have realised that learning, especially your own personal journey, is defined in all 6 spaces. The personal, e-space, collaborative, classroom(physical), liminal and beyond the classroom.

As I have worked on taxonomies that reflect this learning journey I have come to a deeper understanding of our need to guide students into an educational path that is self directed. To encourage them as thinkers that move to find answers. This was not a completely new idea but, breaking down my own learning experience has shown me the value of each space and the need to recognise the essential learning and time spent there.

Teaching Early Stage 1 is a unique experience. You are the first to formally guide a cohort, unwrapping ideas and probing their thoughts. I have always treasured the early learning years. I have begun to recognise the learning spaces in my students learning journeys and have been spending some time discuss feelings, both positive and negative, that relate to their discoveries. We openly share questions and seek answers together. We are in fact, modelling the community of practise. If I continue to show them the frame work of the learning cycle, it’s my hope they will repeat it with enthusiasm.



Establishing Connections

While researching refugee education I have decided that there is a strong need for solid connections to be made on location with credible agencies and personnel. The transient life of a refugee and the experiences they leave behind make it a priority in planning my future learning space.

I have watch one of my sponsor children grow and develop into a strong, educated young woman. We delight in sharing letters from across the world, India to Australia, however across the past 4 months or so Indian legislation has changed stopping my support from entering into the country. It troubles me greatly to think that I might not see this young life reach its potential.  I do rest in the knowledge that Compassion has had a long connection with India. They understand its governing body and are continually negotiating to reopen the passage ways for sponsorship. They also had resources in place incase this became an eventuality.

Young lives need to be nurtured. Those of us who are the position to provide the nurturing need to make sure our responsibility is dependable. 0310ke-417_blog

Factors for Consideration in Future Learning Spaces:

Fundamentals of Future Education

  • Contextual learning
  • Inclusive education for race, religion and gender
  • Guided cooperative and collaborative projects
  • Flexibility to adapt to interests, technology and other environmental factors.

Hindrances of Future Education

  • Standardised testing for performance
  • Marginalisation due to location and economic status.
  • Self reflection and growth.

Epidemic Diplacement

While researching EDFD459 assignment 3 on future learning spaces based in a refugee camp, I am continually blown away by the statistics of people displaced from their homes and country.


A child stands outside his tent in the Arbat IDP camp near Sulaymaniya, Iraq on June 25, 2015. The Arbat IDP camp is one of the most overcrowded in Iraq. Like most camps now accommodating Iraqis forced from their homes by fighting between forces aligned with the Iraqi government and militants, the camp was Initially designed as a “transit,” camp to provide only temporary housing. But as the crisis in Iraq enters its second year with no political or military solution in sight, the government and aid groups are being forced to seek longer-term humanitarian solutions for the more than three million displaced by violence. The Arbat IDP facility, initially designed for only 700 families, now houses close to 3,000. Water is in short supply, electricity is intermittent and the sanitation systems are inadequate.

Each day we move through our daily activities. So many of these are thought of as vitally important to our well being. We send our children on the bus to school, safe in the knowledge they will arrive. They can talk, listen and enquire freely about any number of subjects, return home and keep investigating if they heart desires. They can dream of the future, or just imagine.

Children in refugee camps desire the same, or they once did. I would like to design a space where by children can safely explore their imaginations and enquiries. A place where their parents can know they are safe and dreaming again.