Thematic Review: School Design and Learning Environments in the City of Espoo, Finland

This report presents the main findings and recommendations resulting from a review of education infrastructure investments in the city of Espoo, Finland, carried out by the CEB’s Technical Assessment & Monitoring Directorate. The objective of the review was to examine the links between school design and learning environments. The report provides Espoo officials with recommendations for enhancing the effectiveness of the education investment and identifies good practices that could be shared with other countries. The City of Espoo and the Finnish education system are internationally recognised as top performers for learning outcomes and one of the most equitable. However, rapid population growth, increasing numbers of children and foreign-language residents, and general tightening of the public budget pose challenges to service delivery just at a time when education infrastructure is expected to adapt to new learning curricula. Notwithstanding these challenges, the commitment to education remains very high on the part of all the stakeholders met in the city of Espoo. This commitment is reflected in the strategy for the City, the continuous financial support provided to the sector over the years, and the deep value and trust placed in their highly educated teachers. The eight schools visited by the review team already reflect some elements of the vision promoted by the new curriculum introduced in 2017, including the presence of differently sized learning spaces, heightened transparency and increased flexibility. The average learning space per child tends to be more generous than in other countries, given the use of spaces such as corridors and common areas for learning activities. The review team identified a series of key themes to encourage further discussion and exploration by Espoo teachers and city officials in their search for effective strategies to guide investments in the education sector. These include: • the need to find the right balance between cost-effectiveness and the promotion of effective learning environments; • the value of systematically involving the school community in the design process; • the importance of providing the necessary support for teachers to transition into new learning environments, by developing and implementing an Effective Spatial Professional Development programme. Ultimately, the effectiveness of any investment depends on how well it is used. In this regard, international research is unanimous in identifying teachers as the factor that correlates most strongly with student achievement. Thus, as part of any build, investing in teachers’ effective use of spaces must be a priority and an important component in the budgeting process

What About Interaction Geography to Evaluate Physical Learning Spaces?

This paper reviews and explores how interaction geography, a new approach to visualize people’s interaction over space and time, extends current approaches to evaluate physical learning spaces. This chapter begins by reviewing representations produced using interaction geography to study visitor engagement and learning in a museum. In particular, this review illustrates Mondrian Transcription, a method to map people’s movement and conversation over space and time, and the Interaction Geography Slicer (IGS), a dynamic visualisation tool that supports new forms of interaction and multi-modal analysis. Subsequently, this chapter explores how interaction geography may advance the evaluation of physical learning spaces by providing dynamic information visualisation methods that support more expansive views of learning and the evaluation of the alignment between space and pedagogy. This chapter concludes by outlining significant limitations and next steps to expand interaction geography to evaluate physical learning spaces

The functional, social and economic impact of acute encephalitis syndrome in Nepal--a longitudinal follow-up study.

notes: PMCID: PMC3772013Open Access JournalOver 133,000 children present to hospitals with Acute Encephalitis Syndrome (AES) annually in Asia. Japanese encephalitis (JE) accounts for approximately one-quarter of cases; in most cases no pathogen is identified and management is supportive. Although JE is known to result in neurological impairment, few studies have examined the wider impact of JE and AES on patients and their families.Wellcome TrustUniversity of Liverpool Clinical Fellowshi

Minimising impairment: Protocol for a multicentre randomised controlled trial of upper limb orthoses for children with cerebral palsy.

BACKGROUND: Upper limb orthoses are frequently prescribed for children with cerebral palsy (CP) who have muscle overactivity predominantly due to spasticity, with little evidence of long-term effectiveness. Clinical consensus is that orthoses help to preserve range of movement: nevertheless, they can be complex to construct, expensive, uncomfortable and require commitment from parents and children to wear. This protocol paper describes a randomised controlled trial to evaluate whether long-term use of rigid wrist/hand orthoses (WHO) in children with CP, combined with usual multidisciplinary care, can prevent or reduce musculoskeletal impairments, including muscle stiffness/tone and loss of movement range, compared to usual multidisciplinary care alone. METHODS/DESIGN: This pragmatic, multicentre, assessor-blinded randomised controlled trial with economic analysis will recruit 194 children with CP, aged 5-15 years, who present with flexor muscle stiffness of the wrist and/or fingers/thumb (Modified Ashworth Scale score =1). Children, recruited from treatment centres in Victoria, New South Wales and Western Australia, will be randomised to groups (1:1 allocation) using concealed procedures. All children will receive care typically provided by their treating organisation. The treatment group will receive a custom-made serially adjustable rigid WHO, prescribed for 6 h nightly (or daily) to wear for 3 years. An application developed for mobile devices will monitor WHO wearing time and adverse events. The control group will not receive a WHO, and will cease wearing one if previously prescribed. Outcomes will be measured 6 monthly over a period of 3 years. The primary outcome is passive range of wrist extension, measured with fingers extended using a goniometer at 3 years. Secondary outcomes include muscle stiffness, spasticity, pain, grip strength and hand deformity. Activity, participation, quality of life, cost and cost-effectiveness will also be assessed. DISCUSSION: This study will provide evidence to inform clinicians, services, funding agencies and parents/carers of children with CP whether the provision of a rigid WHO to reduce upper limb impairment, in combination with usual multidisciplinary care, is worth the effort and costs. TRIAL REGISTRATION: ANZ Clinical Trials Registry: U1111-1164-0572

A systematic review evaluating the psychometric properties of measures of social inclusion

Introduction: Improving social inclusion opportunities for population health has been identified as a priority area for international policy. There is a need to comprehensively examine and evaluate the quality of psychometric properties of measures of social inclusion that are used to guide social policy and outcomes. Objective: To conduct a systematic review of the literature on all current measures of social inclusion for any population group, to evaluate the quality of the psychometric properties of identified measures, and to evaluate if they capture the construct of social inclusion. Methods: A systematic search was performed using five electronic databases: CINAHL, PsycINFO, Embase, ERIC and Pubmed and grey literature were sourced to identify measures of social inclusion. The psychometric properties of the social inclusion measures were evaluated against the COSMIN taxonomy of measurement properties using pre-set psychometric criteria. Results: Of the 109 measures identified, twenty-five measures, involving twenty-five studies and one manual met the inclusion criteria. The overall quality of the reviewed measures was variable, with the Social and Community Opportunities Profile-Short, Social Connectedness Scale and the Social Inclusion Scale demonstrating the strongest evidence for sound psychometric quality. The most common domain included in the measures was connectedness (21), followed by participation (19); the domain of citizenship was covered by the least number of measures (10). No single instrument measured all aspects within the three domains of social inclusion. Of the measures with sound psychometric evidence, the Social and Community Opportunities Profile-Short captured the construct of social inclusion best. Conclusions: The overall quality of the psychometric properties demonstrate that the current suite of available instruments for the measurement of social inclusion are promising but need further refinement. There is a need for a universal working definition of social inclusion as an overarching construct for ongoing research in the area of the psychometric properties of social inclusion instruments

Transitions: Melbourne, London, Grand Rapids

Australians can be excused for considering themselves geographically isolated, but need that extend to feeling removed in terms of research? What does it take to get a good overview of research that is happening on different continents? The Learning Environments Applied Research Network, or LEaRN, based at the University of Melbourne pondered this issue and came up with a fairly straight forward solution – take its research on the road

Aligning pedagogy and space: An Australian evidence-based approach

Australian schools have adopted innovate learning environments on an unprecedented scale, with over AUS$16B (approximately Euro11B) invested in these spaces since 2010. The Learning Environments Applied Research Network (LEaRN), based at the University of Melbourne, has matched this growth with commensurate nationally funded design and pedagogy research. Their evidence-based approach has sought to maximise the potential of these developments, from both a design and pedagogy perspective. This presentation will briefly overview characteristics of these Australian spaces, and discuss how departments of education are planning advancements in their design for the next decade of growth. It will overview a decade of research conducted by LEaRN into innovative learning environments, including strategies for advanced design, explorations of the measures needed to evaluate the effectiveness of these spaces, and will present a report on its latest large project, an international study aimed at improving teaching in these cutting edge spaces