Learning To Learn Qafas Edukattiv minn OneSchool Global

Id-disinn Learning To Learn Qafas Edukattiv minn OneSchool Global huwa rebbieħ stmat ħafna tal-prestiġjuż 2026 Premju A' Design Award tal-Fidda fil-Kategorija tal-Kompetizzjoni ta' Disinn tal-Edukazzjoni, Għodod tat-Tagħlim u Kontenut tat-Taħriġ.

FiddaEdukazzjoni· 2026

Learning To Learn Qafas Edukattiv

minn OneSchool Global

Klijent: OneSchool Global

Rebbieħ tal-Premju A' Design Award tal-Fidda fil-Kategorija ta' Edukazzjoni

25,614

Rebbieħ ta' Premju Ivverifikat

Ivverifika l-Istatus tal-Premju għal #177223

Żur is-Sit Ara fuq A' Design Award Stqarrija għall-Istampa Badge tal-Premju

Kuluri

Id-Disinn

Dwar Learning To Learn Qafas Edukattiv

Learning to Learn huwa qafas edukattiv li jgħaqqad il-pedagoġija, il-kurrikulu, l-ispazju u t-teknoloġija fil-kampusijiet tal-iskejjel. Il-qafas huwa ispirat mill-Pjan Dalton u jsegwi mudell ta' Inkarigu, Lezzjoni u Studju. L-inkarigi huma kuntratti diġitali li jgħinu lill-istudenti jippreparaw il-kontenut ewlieni. Il-lezzjonijiet jgħaqqdu lill-istudenti mal-għalliema, personalment jew onlajn, għal diskussjoni u analiżi ggwidata. L-istudji jsiru f'Ċentri tat-Tagħlim adattivi b'żoni siekta, semi-kollaborattivi u kollaborattivi. L-għalliema jaġixxu bħala kowċis, sabiex l-istudenti jitgħallmu jippjanaw u jevalwaw xogħolhom stess.

Ir-Rikonoxximent

Dwar il-Premju A' Design Award tal-Fidda

Learning To Learn Qafas Edukattiv huwa rebbieħ tal-Premju A' Design Award tal-Fidda, rikonoxximent prestiġjuż straordinarjament mogħti lil disinji tal-ogħla livell, sbieħ u impressjonanti. Ir-rebbieħa tal-Fidda huma xogħlijiet brillanti ħafna u kreattivi ħafna li juru l-għarfien espert, it-talent u l-aċċuratezza tad-disinjaturi tagħhom. Huwa mistenni li Learning To Learn Qafas Edukattiv ikun xogħol mill-isbaħ, eżemplari, professjonali ħafna u innovattiv bil-fond. Dan id-disinn rebbieħ tal-Fidda huwa invenzjoni notevoli u mammirata li tikkontribwixxi biex jitwessgħu l-fruntieri tal-arti, ix-xjenza, id-disinn u t-teknoloġija. Learning To Learn Qafas Edukattiv huwa ħolqien li ħafna jinvidjawh, li jqajjem ix-xewqat, iġib sentimenti pożittivi u joħloq tgħaġġib u mistagħġib.

Wara d-Disinn

Kit għall-Istampa

Krediti, membri tat-tim u dettalji tekniċi pprovduti mid-disinjatur.

Proprjetajiet Uniċi: 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.
Dimensjonijiet u Ippakkjar: 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.
Tikketti: Self-Directed Learning, Metacognition, Critical Thinking, Time Management, Learning Centre Design, Hybrid Learning, Teacher as Coach, Student Agency, Collaborative vs Individual learning
Teknoloġija tal-Produzzjoni: 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.
Sfida tad-Disinn: 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.
Riċerka: 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
Ispirazzjoni: 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.
Tul tal-Proġett: 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.
Fluss tal-Operazzjoni: 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.
Membri tat-Tim: Designer: Dr Selina Samuels
Role: Mr Matthew Phillips
Role: Mr Steven Fooks
Role: Mr Mark McAlpin
Krediti tal-Immaġni: 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