由設計師 OneSchool Global 創作嘅 Learning To Learn 教育框架 係備受推崇嘅 2026 A' Design Award 銀獎 得獎作品，獲獎類別為 教育設計。
銀教育· 2026
Learning To Learn 教育框架
客戶: OneSchool Global
教育 類別嘅 A' Design Award 銀獎 得獎者
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經驗證嘅獲獎者
驗證設計 #177223 嘅獲獎狀態設計
關於 Learning To Learn 教育框架
「學會學習」係一個教育框架，將教學法、課程、空間同科技喺校園入面融為一體。呢個框架嘅靈感嚟自道爾頓計劃（Dalton Plan），採用「任務、課堂、研習」嘅模式。任務係數碼學習契約，幫助學生預備核心內容。課堂將學生同老師連繫起嚟，無論係面對面定係網上，進行有引導嘅討論同分析。研習就喺設有寧靜區、半協作區同協作區嘅自適應學習中心進行。老師擔當教練嘅角色，令學生學識規劃同評估自己嘅學習。
榮譽認可
關於A' Design Award 銀獎
Learning To Learn 教育框架是 A' Design Award 銀獎得主，這是授予頂級、華美而令人印象深刻的設計的極為崇高的認可。銀獎得主是極其卓越、極具創造力的作品，展現出其設計師傑出的專業技能、才華與敏銳。預計Learning To Learn 教育框架將成為一件出色的典範之作，兼具非凡的專業性與深刻的創新性。這件贏得 A' Design Award 銀獎的設計是一項備受矚目、令人欽佩的發明，造福並拓展藝術、科學、設計和技術的界限。Learning To Learn 教育框架是一件令人羨慕的創作，它喚起渴望，帶來積極的情感，並激發驚嘆與讚嘆。
設計背後
新聞資料包
由設計師提供嘅製作人員名單、團隊成員同技術詳情。
- 獨特屬性
- 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.
- 尺寸同包裝
- 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.
- 標籤
- Self-Directed Learning, Metacognition, Critical Thinking, Time Management, Learning Centre Design, Hybrid Learning, Teacher as Coach, Student Agency, Collaborative vs Individual learning
- 生產技術
- 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.
- 設計挑戰
- 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.
- 研究
- 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
- 靈感
- 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.
- 項目時長
- 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.
- 操作流程
- 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.
- 團隊成員
- Designer: Dr Selina Samuels
Role: Mr Matthew Phillips
Role: Mr Steven Fooks
Role: Mr Mark McAlpin - 圖片來源
- 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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