Learning To Learn Frèam Foghlaim by OneSchool Global is a highly esteemed winner of the very prestigious 2026 Duais Airgid A' Design Award in Dealbhadh Foghlaim, Ghoireasan Teagaisg agus Susbaint Trèanaidh Competition Category.
AirgeadFoghlam· 2026
Learning To Learn Frèam Foghlaim
Client: OneSchool Global
Duais Airgid A' Design Award Winner in Foghlam Category
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The Design
About Learning To Learn Frèam Foghlaim
'S e frèam foghlaim a th' ann an Learning to Learn a tha ag aonachadh oideachas, curraicealam, àite, agus teicneòlas thar àrainnean sgoile. Tha am frèam air a bhrosnachadh le Plana Dalton agus a' leantainn modail Obair-shònraichte, Leasan, Sgrùdadh. 'S e cùmhnantan didseatach a th' anns na h-obraichean-sònraichte a chuidicheas oileanaich gus prìomh shusbaint ullachadh. Bidh leasanan a' ceangal oileanach ri tidsearan, gu pearsanta no air-loidhne, airson deasbad agus mion-sgrùdadh stiùirichte. Bidh sgrùdaidhean a' gabhail àite ann an Ionadan Ionnsachaidh sùbailte le sònaichean sàmhach, leth-cho-obrachail, agus co-obrachail. Bidh tidsearan ag obair mar choidsichean, agus mar sin ionnsaichidh oileanaich an obair fhèin a phlanadh agus a mheasadh.
The Recognition
About the Duais Airgid A' Design Award
Tha Learning To Learn Frèam Foghlaim air Duais Airgid A' Design Award a bhuannachadh, aithneachadh gu math urramach a bheirear do dhealbhaidhean den chiad ìre, àlainn agus drùidhteach. Tha buannaichean Airgid nan obraichean anabarrach boillsgeach agus gu math cruthachail a nochdas sàr-eòlas, tàlant agus geurchuis an luchd-dealbhaidh. Thathar an dùil gum bi Learning To Learn Frèam Foghlaim na obair mhìorbhaileach, na sàr-eisimpleir a tha gu sònraichte proifeiseanta agus gu domhainn ùr-ghnàthach. Tha an dealbhadh seo a bhuannaich Duais Airgid A' Design Award na innleachd glè fhaicsinneach, ion-mholta a bhrosnaicheas crìochan ealain, saidheans, dealbhaidh agus teicneolais. Tha Learning To Learn Frèam Foghlaim na chruthachadh air a bheil mòran eud, a dhùisgeas miannan, a bheir faireachdainnean math agus a thogas iongnadh is miorbhail.
Behind the Design
Press Kit
Credits, team members and technical details provided by the designer.
- Unique Properties
- 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.
- Dimensions & Packaging
- 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
- Production Technology
- 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 Challenge
- 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.
- Research
- 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
- Inspiration
- 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.
- Project Duration
- 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.
- Operation Flow
- 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.
- Team Members
- Designer: Dr Selina Samuels
Role: Mr Matthew Phillips
Role: Mr Steven Fooks
Role: Mr Mark McAlpin - Image Credits
- 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
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