Defining ‘classroom’, as I had used this word when first describing my project. Therefore, the following texts have been accessed for research.

Grabinger, R., & Dunlap, J. (2011). Rich environments for active learning: a definition. Research In Learning Technology, 3(2). doi:http://dx.doi.org/10.3402/rlt.v3i2.9606 Accessed 30/03/15

Grabinger, R. & Dunlap, J, use the acronym REAL’s (Rich Environments for Active Learning) rather than the term classroom or learning environment. As they suggest that “the phrase learning environment is broadly and carelessly used in educational literature to describe everything from schools to classrooms to computer microworlds to learning activities to air conditioning and furniture” p11

Defined as ‘comprehensive instructional systems that evolve from and are consistent with constructivist philosophies and theories’p5

“A REAL is not limited to any specific media , but instead an assortment of methods and ideas that help create an environment that promotes and encourages active learning.”.p11 Pinterest itself is not a learning environment, however when implemented within a wider scheme of work it can help to cultivate a ‘Rich Environment for Active Learning’

REAL’s

1. promote study and investigation within authentic contexts; They identify that “Conventional instruction often utilizes simplified, decontextualized examples and problems, leading to inadequate understanding of and ability to apply the knowledge aquired. Students are not exposed to problems that make knowledge relevant to them.”p7 Pinterest offers links outside of a traditional library and allows them to see work by a multitude of professionals and amateurs. This is a real-world platform that operates external to the VLE and therefore is not necessarily seen as a ‘learning’ technology by the students. However, this means it is subject to external forces and can not be ‘controlled’ in the same way as a VLE, leaving students with links that have not been through a process of rigour.
2. encourage the growth of student responsibility, initiative, decision making and intentional learning; One of their solutions is to “establish new goals for learning” p9 to develop “independent thinkers and learners who engage in life-long learning”p9 One of my goals when first introducing Pinterest was that students extend their learning into a deeper personal interest in the creative arts, that they would want to cultivate themselves rather than seeing research as compartmentalised within certain college based projects.
3. cultivate collaboration among students and teachers; A learning environment should encourage collaboration, where “students learn not solely from experts and teachers, but also from each other.” Pinterest allows students to follow each others activity, and I have witnessed them showing each other pins when discussing their ideas together. Pinterest is a system, open to anyone who wants to join, meaning that my learning community is open to many others to have access and influence.
4. utilize dynamic, interdisciplinary, generative learning activities that promote higher-order thinking processes to help students develop rich and complex knowledge structures; That “effective problem-solving and thinking are not based solely on motivation and knowledge of thinking strategies, but also on well-organized and indexed content knowledge” p9 this suggests that using Pinterest for curating research encourages problem solving. Another of my goals for utilising Pinterest was that I wanted the students to understand the subjective nature of the visual arts, meaning that they should not look to me for the answers instead seeking numerous solutions to the same problem by engaging with a very wide breadth of references.
5. assess student progress in content and learning-to-learn within authentic contexts using realistic tasks and performances. The hope is that students will engage with visual information from the creative industries, start to cultivate an online identity based on preferences of of taste, as well as see the importance of display and self-promotion. I would then be able to know them better, Pinterest allows me to see where their ideas are coming from, to guide their choices and have visual springboards for face-to-face discussion.

Constructivism: “that we learn through a continual process of building, interpreting and modifying our own representations of reality based upon our experiences with reality”p12

http://edtechteacher.org/classroom-future-now-douglas-kiang-kicks-off-day-2-ettipad/ Accessed 30/03/15

Curriculum, Classrooms and Community. (a synopsis)

The curriculum of the future is – that allows students to be creators rather than just followers, celebrating individual strengths and giving them maps to guide towards building things that matter.

Where students of contemporary education structures are part of a DIY generation – choosing their own way to learn through various technology and networks.

That students need maps (e.g. Gantt charts) to guide them  managing their learning rather than a linear syllabus – where maps give us comfort and guidance. Allowing them to adapt and improvise.

The classrooms of the future – a hybrid of physical and digital extending the learning context and empowering individual voices, bringing the outside in and creating spaces for play.

The community of the future – the suggestion is that this should be a ‘web’, rather than a ‘wheel’ (where the teacher is in the centre), allowing students to build relationships, collaborate and negotiate. Creating a shared values through a self sustaining community that reinforces trust among individuals that rewards social behaviour. Students should be encouraged to own their successes and setbacks through the creation of safe spaces for failure.

However, teachers still hold a key position as they bring the tools to facilitate the collaboration. Their job is to understand and empower students by building relationships, providing the map and being the catalyst to create change and learning together.