OneSchool GlobalによるLearning To Learn 教育フレームワークは、教育・教材・研修コンテンツデザインコンペティションカテゴリーにおける非常に権威ある2026 A' Design Award 銀賞の優れた受賞作品です。
銀教育· 2026
Learning To Learn 教育フレームワーク
デザイナー： OneSchool Global
クライアント: OneSchool Global
教育カテゴリーのA' Design Award 銀賞受賞者
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Learning To Learn 教育フレームワーク について
「Learning to Learn(学び方を学ぶ)」は、教育法、カリキュラム、空間、テクノロジーを学校キャンパス全体で統合する教育フレームワークです。本フレームワークはドルトン・プランに着想を得ており、「課題(アサインメント)・授業(レッスン)・自習(スタディ)」というモデルに沿って構成されています。課題は、生徒が中核となる学習内容を予習するためのデジタル契約書として機能します。授業では、対面またはオンラインで生徒と教師が結ばれ、導きのある議論と分析が行われます。自習は、静穏ゾーン、セミコラボレーティブゾーン、コラボレーティブゾーンを備えた可変性のあるラーニングセンターで行われます。教師はコーチとしての役割を担い、生徒は自ら学習を計画し、評価する力を身につけていきます。
受賞
A' Design Award 銀賞 について
Learning To Learn 教育フレームワークは、見事で印象的なハイエンドのデザインに授与される、非常に権威ある評価である A' Design Award 銀賞の受賞作品です。銀賞の受賞作品は、きわめて輝かしく創造性に富んだ作品であり、デザイナーの傑出した専門知識、才能、洞察力を示しています。Learning To Learn 教育フレームワークは、素晴らしい代表作であり、驚くほどプロフェッショナルで、深く革新的であることが期待されます。この A' Design Award 銀賞を受賞したデザインは、非常に注目すべき称賛される発明であり、芸術・科学・デザイン・技術の境界に寄与し、それを前進させます。Learning To Learn 教育フレームワークは、多くの人に羨まれる創造物であり、欲求を呼び覚まし、前向きな感情をもたらし、驚きと感嘆を灯します。
デザインの裏側
プレスキット
デザイナーが提供するクレジット、チームメンバー、技術的な詳細。
- 独自の特性
- 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.
- 寸法とパッケージ
- 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.
- タグ
- Self-Directed Learning, Metacognition, Critical Thinking, Time Management, Learning Centre Design, Hybrid Learning, Teacher as Coach, Student Agency, Collaborative vs Individual learning
- 製造技術
- 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.
- デザインの課題
- 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.
- リサーチ
- 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
- インスピレーション
- 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.
- プロジェクト期間
- 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.
- オペレーションフロー
- 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.
- チームメンバー
- Designer: Dr Selina Samuels
Role: Mr Matthew Phillips
Role: Mr Steven Fooks
Role: Mr Mark McAlpin - 画像クレジット
- 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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