Learning To Learn Educatiivt Framework vum OneSchool Global

D'Wierk Learning To Learn Educatiivt Framework vum Designer OneSchool Global ass en héich geschätzten Gewënner vum prestigiéisen 2026 A' Design Award an Sëlwer an der Wettbewerbskategorie Bildung, Léierhëllefsmëttel an Ausbildungsinhalt Design.

SëlwerBildung· 2026

Learning To Learn Educatiivt Framework

vum OneSchool Global

Client: OneSchool Global

A' Design Award an Sëlwer Gewënner an der Kategorie Bildung

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Faarwen

Den Design

Iwwer Learning To Learn Educatiivt Framework

Learning to Learn ass en educatiivt Framework, dat Pedagogik, Curriculum, Raum an Technologie iwwer Schoulcampussen hinweg verbënnt. De Framework ass vum Dalton Plan inspiréiert a follegt engem Modell aus Assignment, Lektioun a Studium. Assignments sinn digital Kontrakter, déi de Schüler hëllefen, de Kärinhalt virzebereeden. Lektioune verbannen d'Schüler mat de Léierpersounen, perséinlech oder online, fir eng guidéiert Diskussioun an Analys. D'Studien fannen an adaptive Learning Centres statt, mat rouegen, semi-kollaborativen a kollaborativen Zonen. D'Léierpersounen handelen als Coachen, sou datt d'Schüler léieren, hir eege Aarbecht ze plangen an ze evaluéieren.

D'Unerkennung

Iwwer den A' Design Award an Sëlwer

Learning To Learn Educatiivt Framework ass e Gewënner vum A' Design Award an Sëlwer, enger aussergewéinlech prestigiéiser Unerkennung, déi un Designe vun der héchster Qualitéit, prächteg a beandrockend vergi gëtt. Sëlwer-Gewënner si bemierkenswäert brillant a ganz kreativ Wierker, déi d'erausragend Expertise, d'Talent an d'Schaarfsënnegkeet vun hire Designer weisen. Et gëtt erwaart, datt Learning To Learn Educatiivt Framework e wonnerbart, mustergëlteg, bemierkenswäert professionellt an déif innovatiivt Wierk ass. Dëst mam Sëlwer ausgezeechent Design ass eng bemierkenswäert, bewonnert Erfindung, déi dozou bäidréit, d'Grenze vun der Konscht, der Wëssenschaft, vum Design an der Technologie ze erweideren. Learning To Learn Educatiivt Framework ass eng Kreatioun, op déi vill neidesch sinn, déi Wënsch erweckt, positiv Gefiller bréngt an Erstaunen a Wonner erweckt.

Hannert dem Design

Press Kit

Credits, Teammemberen an technesch Detailer vum Designer zur Verfügung gestallt.

Eenzegaarteg Eegeschaften: The Learning to Learn Framework, L2L, is a system level design uniting pedagogy, curriculum, space, and technology. Inspired by the Dalton Plan, its Assignment, Lesson, Study model transfers responsibility from teacher delivery to student agency. Purpose built to operate across diverse curricula, regions, and campus sizes, it integrates collaboratively authored units, flipped learning, and adaptive Learning Centres to prepare students for the future by teaching them how to think critically.
Dimensiounen & Verpackung: Learning Centres follow precise global standards, scalable from 2–250 students. A centralised design director oversees compliance. Floor areas are 5 to 6 m2 per primary student, 7 to 8 m2 per senior plus 2 to 3 m2 for specialist spaces, and 11 to 14 m2 overall. Specifications include 6 to 12 m2 entry zones with 2.7 to 3 m ceilings, slip-resistant floors, acoustic treatments, and glazed partitions. Canvas LMS assignment templates and shared libraries further ensure consistent learning worldwide.
Tags: Self-Directed Learning, Metacognition, Critical Thinking, Time Management, Learning Centre Design, Hybrid Learning, Teacher as Coach, Student Agency, Collaborative vs Individual learning
Produktiounstechnologie: Developed through participatory design with teachers and leaders, L2L operationalised existing research. Guided by the Dalton Plan, assignments established digital contracts to foster student independence and timetables evolved to balance direct instruction with collaboration and opportunities for support and feedback. Learning Centres gained modular furniture for reconfiguration, glass partitions for enhanced visibility, and AV pods acoustically tuned to balance collaboration and focus.
Design Erausfuerderung: The hardest challenge was reconciling a radical pedagogical vision with entrenched expectations. Teachers had to move from content delivery to coaching and students to self-management and reflection. No global precedent existed. Culturally, parents expected traditional classrooms. Externally, fragmented curricula, spatial regulations, and uneven technology complicated hybrid delivery. Overcoming these obstacles pioneered a model of scalable, student-directed learning with global relevance.
Fuerschung: This applied educational research explored student autonomy and cohesion across fragmented campuses. Objectives were to help learners plan, evaluate, and take ownership of their learning. We used participatory design and piloted Learning Centres in Australia and New Zealand. Data came from surveys, interviews, observations, and LMS analytics. Results showed greater independence, resilience, and engagement, and, ultimately, employability. Insights informed scalable design and global application
Inspiratioun: The framework was inspired by Helen Parkhurst’s Dalton Plan for structured independence, John Hattie’s synthesis of effective practice, and Ron Ritchhart’s Harvard research on visible thinking. Designed to prepare students for a rapidly changing world through self-agency and resilience, it unifies 120 global campuses with a curriculum agnostic model. By reimagining teachers as coaches, L2L translates contemporary theory into a tangible framework, developing self-directed learners worldwide.
Projetdauer: Research and design took place from Jan to June 2013, resulting in the Learning to Learn White Paper. Physical and digital pilot programs ran July 2013 to June 2014 in Auckland, NZ and Sydney & Illawarra, AU. The Global Teacher Academy was introduced in 2015, Canvas LMS adopted in 2017, and a global standard established in 2020. In 2024, construction of new purpose built Learning Centres commenced. Training and student focused messaging continues to embed the framework.
Operatiounsablaf: Lessons, where students connect with teachers face-to-face or virtually, are distinct from Studies, where students work in Learning Centres in focused, semi-collaborative or collaborative zones. Pods and library areas support tutorials, media creation, and reading, while teachers circulate as coaches, using structured guiding questions to prompt reflection, provide support and extend thinking. The design cultivates independence and critical thinking consistently across campuses globally.
Teammemberen: Designer: Dr Selina Samuels
Role: Mr Matthew Phillips
Role: Mr Steven Fooks
Role: Mr Mark McAlpin
Bildnoweis: All images and video are copyright to OneSchool Global. See photo consent in external link files.

MAIN IMAGE | Image 1: Photographer Contemporary Classrooms, OneSchool Global
Northampton Campus, 2023

OPTIONAL IMAGE 1 | Image 2: Photographer Grant Ballot, OneSchool Global Auckland
Campus Learning Centre Opening Event, 2025

OPTIONAL IMAGE 2 | Image 3: Photographer Ben Williams, OneSchool Global Sydney
Campus Promo Photos August 2025, 2025

OPTIONAL IMAGE 3 | Image 4: Photographer Jefferson Grainger, OneSchool Global Melton
Campus Junior Learning Centre, 2024