|Educative Purpose (establishing the "Why?")||Does the school have a current vision?
Does it anticipate the needs learners will have in 20 years? 50 years?
|Is there agreement among the community of the school about the vision, mission and educative purpose of the school/centre?||Is there a clear articulation of the school/centre’s educative purpose and beliefs about learning that is referenced throughout the planning process?||Is the school/centre’s educative purpose revisited as the development occurs, and referred to regularly as decisions are made.||Is the educative purpose of the school/centre regularly reviewed and communicated to ensure they are widely acknowledged /owned?|
|Learner focus||What are your beliefs about a learner-centred approach to learning? What needs to be different for learners in the digital age?||Who are the learners that the proposed MLE is being designed for? Are their needs identified? Where is their ‘voice’ in the process?||How are the ideas and needs of learners incorporated into the planning process?||Does the design of the MLE give learners agency in the way they learn and interact?||How will learners continue to be a part of the design and development of the MLE?|
|Teaching and learning||What are the pedagogical beliefs and practices that underpin teaching and learning in the school/centre? Does the community agree on what is fundamental to learn?||What are the current pedagogical practices in the school/centre? Are these consistent with the beliefs about effective teaching and learning? Which may need to change?||Are the pedagogical beliefs and practices articulated and used to inform learning space design? How might these be prototyped in your current context?||Does the actual design of learning space enable the pedagogical aspirations of staff?
Do all staff adhere to the articulated pedagogies?
|Is there a regular process of review to ensure that pedagogical beliefs and practices remain enabled in this space when staff leave etc.?|
|Learning space design||What are your understandings about the relationship between pedagogy and space? What other models are you looking at to ensure thinking takes account of what is possible?||How are the current learning spaces configured? How are they used? In what ways do they, and their use, aid or hinder effective learning and teaching?||Do the designs reflect current thinking about flexibility, openness and ‘fit for purpose’? Is there a team set up to review the designs? How might prototypes be used to ‘practice’ with?/td>||Does the actual use of space match the design intention? What modifications/iterations may be necessary?||Is there an ongoing review of how learning spaces are used, with an opportunity to rearrange them as required?|
|Networks||How is the potential of ‘connectedness’ realised in your school/centre?||What relationships currently exist with other individuals/groups? How can these help deliver wide and deep curricula?||Which aspects of learning will we offer ourselves and which will we offer via networks?||Is your network being used practically to provide the depth/breadth of learning experiences for students, and for accessing peer review of your MLE process?||What process will we use to ensure our on-going needs are met via networked provision? How will you sustain these relationships?|
|Finance / funding||What funding will be available for new development? Where from? What opportunities are there for partnerships?||Where is funding currently committed? What supplemental and ongoing costs are involved? Where is there potential for savings or re-allocation?||Has consideration been given to funding required for all aspects of the MLE, including ongoing resourcing and operational costs?||Is the development of the MLE being completed within budget? Is there contingency for unexpected omissions or emergent opportunities?||Are there processes in place to ensure funding is in place for repairs, maintenance, replacements and renewals?|
|Furniture and equipment||What furniture ‘works’ to achieve your vision, and what doesn’t? Why?||Are you aware of the range of alternatives that are now available? Can you try some out? Is there an inventory list of all current furniture and equipment?||Will furniture and equipment enable flexibility or standardize practice in the MLE? Consider flexibility, adaptability, robustness and durability.||Is F&E adaptable to emergent need, and enable flexible use of the learning space? Are learners and/or teachers able to initiate these changes?||Is there an ongoing process to review the use made of F&E, with the opportunity to change and adapt as appropriate? Does this inform a regular replacement process?|
|Technology/ICT||How are digital technologies changing the way learning and teaching occurs in schools/centres? What are the digital competencies you want your learners to have?||Have you completed an audit of current IT investment. What is working? What isn’t? At what level is the current competence of staff?||Is there a process for assessing how ICTs can support your vision for learning? Does this inform investment in services, infrastructure, and PD?||Are the ICTs that are implemented supporting the agreed learning needs and pedagogical approaches?||Does all technology use ensure the principles of ubiquity, agency and connectedness are met?|
|Environmental sustainability||How might the local environment, weather, landscape, and history influence the design decisions for the MLE?||Are there particular areas of sustainability and environment that are issues in the current context?||What environmental design features are to be incorporated in the MLE - how do they reflect the local context?||Does the design give thought to natural light, energy efficient lighting, heating and use of water, solar panels and sustainably sourced materials?||How will you gather data on sustainability and energy use? What systems will you use to review the school/centre’s energy & water use etc. to improve efficiency?|
|Civic presence||How will you want your school/centre to be profiled in the community?
What community cultures/assets/resources would you like to be able to make use of and have available to your students?
|What profile does/will your school/centre to have in the community?
What community cultures/assets/resources do you currently make use of?
|How will the physical presence of your buildings reinforce the profile in the community you want to achieve?
What partnerships will you enter into regarding use of community cultures/assets/resource?
|How does the use of colour, signage and environmental planting enhance the profile of your buildings?
What logistical considerations are required to effectively use shared cultures/assets/resource?
|How will you use evidence to assess and improve your use of community cultures/assets/resources? (Communities, groups, libraries, learning centres, pools etc.)|
|Process elements||Visioning||Scoping||Planning||Implementation||Maturity/ Sustainability|
|Change leadership||Does the whole school/centre community understand why there is a need to change? Can this process be led internally, or do you need an external facilitator?||Who are the leaders in the school/centre currently? Is there anyone with specific experience in change leadership? Design and building/project management?||Is there a clearly articulated plan for change that is communicated to all stakeholders, that identifies roles and responsibilities, and is adaptive to change?||Have you chosen the right systems, structures, tools and support to enable people to implement the change? Is the process iterative? Can stakeholders ‘see’ their contributions to it?||What processes will you use to review the effectiveness of the change, and make recommendations for improvement?|
|Collaborative Culture||What does collaboration and a collaborative culture look like in a MLE? Why is it important? How can it be created?||What examples of collaborative activity currently exist within your school/centre? How will staff, parents and students be involved in the process? What processes will be used?||What protocols and strategies need to be developed to support collaboration? How can the built environment be organized to promote collaborative activity ahead of individualism?||How will collaboration be practiced, supported and maintained? By teachers? By students? Are collaborative approaches modeled in all of the ways learning occurs and teaching is done?||Are collaborative approaches used as a matter of course in all aspects of the MLE? Are students, teachers and parents empowered to participate in collaborative ways?|
|Community engagement||Where is the key drive for the MLE coming from? How does it reflect the needs of the community?||Is there a clear community consultation plan that will ensure all school voices are represented?||Are you using a comprehensive approach (tool) to capture the voice of the whole school/centre community and use this to inform the planning process?||Are all stakeholders informed of how planning decisions have been made, and can see how their feedback has been taken into account?||Is there a plan for an ongoing cycle of consultation with the school/centre community?|
|Professional learning and development||Is there a shared understanding of what makes for effective PLD, and why this is important for staff working in a MLE?||Have you completed a review of current staff needs, competencies and aspirations? Where are the gaps? What PLD process will ensure staff will be able to work effectively in the MLE?||Is there an effective PLD plan in place? Does it reflect the different needs of staff? Are there suitably qualified/ experienced people available to lead this?||Are all staff participating in PLD to prepare for teaching in the MLE? Is this underpinned by a practice of professional inquiry?||Is the review process informed by the reflections of staff, students and community to ensure the iterative MLE development, and is it linked to setting personal and school/centre PLD goals?|
|Evaluation & self-review||Is there agreement on the vision and values for the MLE? Is there a shared understanding of the ‘why’?||Has a clear case for the MLE initiative been established?||Does the plan for the MLE initiative meet expectations, and can it be achieved within the budget and timeframes?||Does the design of the MLE enable the sorts of learning espoused in the school/centre’s educative purpose and values?||Is there sufficient flexibility in the MLE to accommodate changes in preference and approach by teachers and students?|
Download a copy of this matrix (PDF, 1.6MB)
What are the measures you will use to assess how well your MLE is suited to supporting learning in the 21st Century?