Modern Learning Environments and Learning Technologies - 21st century education change-makers or old school smoke screens?

Modern Learning Environments is a term that seems to be bandied around a lot lately. But interestingly it is rarely defined. The (NZ) Ministry of Education has a whole section on their website dedicated to them, lots of info and tools but no actual definition. More online research and still little in the way of a definition can be found. So what is a Modern Learning Environment or MLE? It would seem (from what I have gleaned from a number of school visits and indeed our own school plans), that this is a generic term that describes a space which may include many things: open and/or flexible learning spaces, breakout spaces, small spaces often referred to as "caves", multi-purpose spaces, technology rich spaces and spaces that house "modern learning furniture" such as bean bags, camp fire seats and a variety of high, mid-height and low groovy shaped tables...on wheels. Interestingly MLEs don't actually seem that modern at all. In fact there is something rather retro and even commune-like about them and if I am honest they sort of remind me of a daycare...on steroids.

So what exactly makes these learning environments "modern"? I guess what makes them modern is the fact that they are different from the old ones (i.e. single cell rooms) and for many, rather unsettling. Historically speaking, different and unsettling seems to mean "modern" doesn't it? I guess "unsettling learning environment" was a bit of a hard sell, so "modern" it is then.

But hang on a minute, who said that modern equals good? The reality is, good (and bad) teaching can take place anywhere. I am guessing (and I am hoping) that the MLE will not simply make the teaching and learning better because it is a MLE, but that it will encourage a more open and flexible approach to teaching and learning because as a space it is exactly that, open and flexible. I hope it will encourage all those things we refer to as "effective pedagogy" in the NZC. I also hope it might discourage too much teacher led instruction and encourage a more facilitation style of teaching and learning.

Learning Technologies are a little easier to define. The term simply means any technology that may support learning. For most, this would include computers (desktops, laptops and tablets), interactive whiteboards, smart screens and smart phones. Learning Technologies are also "not so modern". I guess what might be deemed as modern is the shift in who owns and uses the technology, as 'Bring Your Own Device' initiatives see the ownership and power shifting to the student.

Interestingly, whilst I value and see huge potential in both MLEs and (student owned) Learning Technologies I am also concerned about them. I am concerned that the development of MLEs and the introduction of Learning Technologies can become a bit of a smoke screen and can actually create an illusion of modernity when little has actually changed. I worry that the introduction of these physically, palpable and measurable objects will be seen as making a change for the better, when the one thing that that really needs to be "introduced" is still lacking - the teacher's belief that the student is capable of leading their own learning. How do we ensure that MLEs and Learning Technologies don't actually create the educational equivalent of "mutton dressed as lamb" with old beliefs and teaching approaches being dressed up in hip and groovy clothing.

MLEs are pointless if the teacher still leads from the front of classrooms (albeit classrooms with invisible walls). Learning Technologies are pointless when the students have the use of their technology controlled and limited to little more than word processing and the odd google search. The challenge will actually be to explore how the MLEs and Learning Technologies can be used to genuinely change how and what we have been doing.

I guess my concern my concern is this - changing the environment and introducing tools is easy, genuinely changing our thinking and letting our "caged" students go "free-range" - now that's going to be a challenge.

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