Learning To Learn 教育框架 by OneSchool Global is a highly esteemed winner of the very prestigious 2026 A' Design Award 银奖 in 教育、教学辅助与培训内容设计 Competition Category.
银教育· 2026
Learning To Learn 教育框架
Client: OneSchool Global
A' Design Award 银奖 Winner in 教育 Category
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- Verified Award Winner
- Verify Award Status for #177223
The Design
About Learning To Learn 教育框架
"学会学习"是一套将教学法、课程、空间与技术贯通于整个校园的教育框架。该框架受道尔顿制启发,遵循"任务—课堂—自习"的模式。任务是数字化的学习契约,帮助学生预先掌握核心内容。课堂让学生与教师面对面或在线相聚,进行有引导的讨论与分析。自习则在自适应的学习中心内展开,中心设有安静区、半协作区与协作区。教师扮演教练的角色,使学生学会规划与评估自己的学习成果。
The Recognition
About the A' Design Award 银奖
Learning To Learn 教育框架是 A' Design Award 银奖得主，这是授予顶级、华美而令人印象深刻的设计的极为崇高的认可。银奖得主是极其卓越、极具创造力的作品，展现出其设计师杰出的专业技能、才华与敏锐。预计Learning To Learn 教育框架将成为一件出色的典范之作，兼具非凡的专业性与深刻的创新性。这件赢得 A' Design Award 银奖的设计是一项备受瞩目、令人钦佩的发明，造福并拓展艺术、科学、设计和技术的边界。Learning To Learn 教育框架是一件令人羡慕的创作，它唤起渴望，带来积极的情感，并激发惊叹与赞叹。
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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