08. New learning spaces. Where we learn

08. New leARNING spACes. expANDeD eDUCATION

wheRe we leARN

By 2020 the walls of the classroom will have come down

John Couch, VP of Education at Apple It appears evident that knowledge has transcended the restrictions imposed by classrooms, and has bypassed intermediaries. This, therefore, multiplies our students' opportunities for learning, today they are able to learn anywhere, and it forever changes the classic concept of the 'educational space'.

We are witnesses to the emergence of the new 'global classroom', where students can today learn more outside the classroom than inside, combining formal education with other informal and non-formal methods and sharing experiences with new agents.

The community's spaces and resources play an important role in this context, since they can participate actively in areas which were previously reserved for school grounds. Equally, our schools and the university now open their doors to lead the creation of citizen learning communities.

From the perspective of the education centre, it is necessary to create new physical and virtual spaces, very far removed from those required by the old industrial model.

A more fluid concept of teaching and learning processes, with more interdisciplinary focus and new roles for all the agents involved in broader contexts is not possible within traditional teaching spaces. And neither is the new student-centred educational paradigm.

New education infrastructure should combine physical and virtual learning environments.

SEK, Educar en el siglo XXI, 2010

PhYsICAL sPACEs

One of the hallmarks of the SEK Group is the advanced design of its educational spaces. Teaching requires a space that is intelligently adapted to the social, cultural, emotional and natural needs of students in addition to an educational project they are called to serve. The physical space is a key educational agent for change.

Below are some of our criteria for designing spaces for our singular learning models:

• They should be varied, spacious and versatile to enable active and independent learning which at the same time encourages collaboration between students and teachers.

• Spaces that allow students to work individually, in small and large groups, to develop their projects, reflect, debate, carry out practical activities and give presentations.

• They should be environments open to new teaching strategies that are connected to wider contexts.

• They should feature flexible and ergonomic furniture, adapted to the needs of students and teachers.

• Lighting and acoustics should be measurable and adequate. • A key aspect of the space should be transparency.

• They require a solid technological infrastructure.

• Their design should include the latest trends in other disciplines such as environmental psychology, biophilia and neuroscience.

• Students, educators, architects and interior designers should collaborate in space design, making the most of the experience gained from the design of new work spaces.

• Teachers' learning environments should also encourage interdisciplinarity and cooperative work.

Spaces: SEK, 1973 – SEK, 2013

La escuela sin paredes (Schools without walls), article in the Didascalia journal, published by SEK Education Group, 1973

Entornos de aprendizaje para el Tercer Milenio. Visión SEK-UCJC. SEK-UCJC, 2013 (Creating 3rd Millennium learning spaces), 2013.

Schools are complex ecosystems, requiring in-depth and interdisciplinary research.

Espacios de aprendizaje para el tercer milenio, SEK 2013-2015

Please see Entornos de aprendizaje para el tercer milenio at

www.aprendereneltercermilenio.sek.es

Please see La escuela sin paredes, published in Didascalia (April, 1973) at www.aprendereneltercermilenio.sek.es

'Intelligent Classrooms'

'The physical context of the Intelligent Classroom, with a large multipurpose space and adjacent rooms, breaks with the traditional model and enables different types of group work, in addition to each student's individual work. Its layout facilitates access to teaching resources in the classroom, promoting autonomous planning of time resources and offering different possibilities for learning, but more importantly, it enables the creation of a true learning community.'

El Aula Inteligente, 1995

CAmPUs LIfE

These are some of the spaces designed to offer our students an enriched and engaging experience on our campuses:

• Team Learning Spaces (PS)

• Intelligent Classrooms (Baccalaureate,

Secondary School)

• Learning Labs & Suites (Baccalaureate and university)

• Cooworking spaces for all educational stages, from Early Childhood Education to graduate school.

• Maker spaces

• Design Labs

• Student Centres

• Lab work

• Practical workshops

• Media Labs, TV and radio studios • Libraries (smart resource hubs)

• Student halls of residence in schools and the university with work and leisure spaces

• Leisure and hospitality: Sekonds’’,

The Hive, El Pabellón, UCJC Sports

Café…

• Sports and outdoors spaces:

• Multipurpose sports facilities, adapted to each stage, in each school (basketball courts, volleyball courts, gym, swimming pools, athletic tracks, tennis courts, hockey fields, football pitches, pyschomotor skills halls...)

• Outdoor Training Centre at SEK-Catalunya

• Campus SEK at Les Alpes: mountain sports and environmental activities.

UCJC Sports Club

UCJC Sports Club, at the university sports campus, is open to our educational community all-year round. With over 40,000 square meters dedicated to health and sports, it offers a wide range of sporting and leisure activities for all ages.

The sports club has ten tennis courts, five padel courts, equestrian facilities, 7-aside football pitch, golf course, gym, indoor cycling room and indoor pool.

The UCJC Sports Club also offers physiotherapy sessions, personal trainers and a catering service.

SEK International Sports Academy

SEK International Sports Academy is a oneof-a-kind programme in Spain that offers high-performance school and university athletes the chance to combine their studies with sport in a personalised way. In line with the SEK educational model, the programme offers the all-round sporting, academic and personal development of students. Currently, SEK International Sports Academy offers tennis, golf, football, equestrian sports, handball, swimming, winter sports, padel tennis and track and field, among others. Seven UCJC students competed at the Rio Olympics.

The SEK International Sports Academy offers an extensive scholarship and grant programme and also helps students obtain grants to study at leading international universities.

Please see the Makers in SEK document at www.aprendereneltercermilenio.sek.es Maker spaces

The maker ethos was originally based on the work of Seymour Papert, although it gained widespread acceptance thanks to Dale Dougherty, father of the term 'Web 2.0' and main proponent of this learning and experimental play culture for all ages.

Maker spaces are open to any student-centred teaching-learning method that helps them develop social skills, emotional intelligence and cross-curricula knowledge. They also foster the STEAM (Science, Technology, Engineering, Arts & Mathematics) culture and community ties for real-life problem solving.

Stephen Heppell, expert in designing learning environments and Director of the Felipe Segovia Chair for Learning Innovation, states that 'the informal and fun nature of the students' experiences helps them identify where their passions lie and develops their creativity, the spaces are open to innovation'. Headed by Professor Heppell, the SEK Group is pioneering the introduction of maker spaces in Spain, spaces that are contributing to the transformation of our schools.

The aim is to ensure new spaces are created that put students first and facilitate more engaging, dynamic and real experiences. Ultimately, these spaces are practical and multidisciplinary self-directed learning areas that enable students to learn by doing. These spaces encourage a highly collaborative learning relationship between teachers and students.

In maker spaces, students will find such things as radio and TV studios, 3D printers or robotics labs, in addition to painting, sculpture and graphic design workshops.

BEYoND thE CLAssRoom

Our schools also offer learning opportunities outside the conventional educational context, enriching the experience of students and promoting experiential learning. Some examples of this are:

• Curricular-based and extracurricular outings.

• Maritine classroom: scientific field trips and cultural outings. • Adventure and outdoor programmes for the Duke of Edinburgh's Award.

• White (winter sports) and blue (water sports) and green (environmental) weeks.

• Volunteer projects with NGOs and other bodies. • On-the-job work experience at companies from Baccalaureate to university.

• Collaboration with cultural, social, sports and arts bodies in the local community.

• Experiences such as SEKMUN and

MIMUN.

SEK and UCJC halls of residence

With the aim of making our students stay easier, SEK-El Castillo, SEK-Catalunya and SEK-Les Alpes and Camilo José Cela University boast international halls of residence, where the facilities, social, cultural and sports services meet our demanding quality standards.

Our halls of residence offer an outstanding educational and living atmosphere where our students are able to better organise their time and broaden their understanding of the academic programme, build study strategies, abilities and study techniques, making the best possible use of the cutting-edge technology made available to them. Our halls ensure inperson care for each student, fostering academic and personal development of students in an atmosphere of freedom and responsibility.

The halls cater for young people from many different nationalities. The main linchpins of our approach at the halls of residence are cultural exchange, recognition of diversity and mutual acceptance and respect. Our halls of residence also provide accommodation for the members of the high-performance athlete programmes and the International Baccalaureate Diploma Programme.

Please see the video on the SEK International Halls of Residence

Duke of Edinburgh’s Award

Inspired by the work of Kurt Hahn, the Duke of Edinburgh's Award scheme's mission is to 'inspire, guide and support young people in their self-development and recognise their achievement'.

Through learning-related activities including community service, sports, expeditions and camps, young people develop self-esteem, self-confidence, personal identity, independent thinking, a sense of responsibility and respect and understanding for people from different backgrounds and cultures.

Moreover, they become aware of their potential, discover new talents and abilities and develop a capacity for leadership and team work.

The programme operates in over 140 countries and SEK Schools have been authorised to teach it. The award is split in gold, silver and bronze categories.

SEKMUN and MIMUN

SEK Education Group is a leading light in Spain in the organisation of United Nations Models (MUN). SEKMUN, which celebrated its 10th anniversary in 2016, teaches students respect, dignity, freedom and solidarity and raises awareness on the agenda of the United Nations. Furthermore, it develops skills such as public speaking, communication, critical thinking, persuasion, debate and negotiation. MIMUN, the model hosted by UCJC, is the first UN-approved university model in Madrid.

Inauguration of the 10th SEKMUN in the Spanish Senate.

SEK in Action

This joint initiative by SEK Schools and UCJC aims to be a social project that reflects SEK core values. SEK in Action is based on activities that, in a social context, emerge from the awareness and fostering of entrepreneurial skills and attitudes of our schools.

In line with the UN sustainable development goals, this SEK Community project aims to ensure the responsible use of resources in an environment promoting social fairness.

SEK, the first UNICEF Childhood Friendly School in Spain

SEK Education Group has been partnered with UNICEF as a 'Childhood Friendly School' since 2004. Since 2017 it has also been named a UNICEF 'Corporate Ally' in the new 'Schools for Africa' project. Its commitment to the 'School Reinforcement Programme for Girls in Senegal' has benefited over 56,200 children in 187 primary schools in the Kolda region of Senegal, helping them with their schooling. Moreover, it collaborates with different UNICEF programmes around the world and supports different emergency aid initiatives aimed at children.

Inaugural session of MiMUN-UCJC at the Madrid Regional Assembly.

sEK, oPEN to thE WoRLD

However, learning experiences are not limited, naturally, to the student's country of origin.

Our students frequently go on international exchanges and take part in Erasmus and Erasmus + programmes or in school or university mock United Nations models. Our teaching staff also attend congresses, education fairs and training seminars abroad.

In addition to the IB, SEK Schools are part of such international bodies as Council of International Schools, World Sports Academy, NEASC, Round Square International, Duke of Edinburgh's Award, ECIS and FEDE, facilitating our relationship with other international schools and the carrying out of joint projects.

In order to foster the mobility of our students and teaching staff and international research projects, Camilo José Cela University has entered into agreements with universities in 35 countries. It is also a member of international associations such as NAFSA (Association of International Educators), EURASHE (European Association of Institutions in Higher Education), and actively takes part in conferences at the EAIE (European Association for International Education) and the IB Higher Education Conferences.

SEK-Dublin, SEK-Les Alpes and SEK-Qatar

SEK Dublin International School and the École Internationale SEK Les Alpes offer our students a broader range of options for studying abroad. Stays at these schools, both for short periods or full academic years, foster the acquisition of a new language - English or French - while at the same time favouring the development of personal autonomy and developing social skills. SEK Dublín teaches the IB Middle Years Programme in a full English-language immersion programme and is excellent preparation for taking the IB Diploma in English. SEK-Les Alpes boasts a privileged setting for mountain sports, cultural outings in Europe and carrying out environmental projects and the activities related to the Duke of Edinburgh's Award. The school also hosts the SEK Campus young leadership scheme. Selected by the Government of Qatar to join its Outstanding School Program, SEK-Qatar is the first Spanish school to open in this country. Located in Doha's modern West Bay district, SEK-Qatar is an international (35 nationalities) and multilingual (English, Spanish and Arabic) school authorised by the International Baccalaureate (IB) to teach the Primary Years Programme (PYP), the Middle Years Programme (MYP) and the Diploma Programme (DP).

SEK Dublin International School, in Greystones (Ireland). SEK Les Alpes International School, in Saint Nicolas la Chapelle (France). SEK Qatar International School, in Doha (Qatar)

VIRtUAL LEARNINg ENVIRoNmENts

The concept of connected education emerges thanks to the generation of virtual learning spaces where the educational community can continue to build knowledge through communications tools, collaboration and content creation, anywhere at any time.

MySEK offers the group an open ecosystem of applications and online services that are adapted to the needs of students and teachers and their primary interactions. Digital portfolio tools, content creation, semantic searches, LMS, editorial and open source content, analysis and development tools, collaborative tools and so forth are all key applications.

To ensure all the schools have the adequate infrastructure they are all fitted with interactive digital whiteboards in classrooms, WiFi, laptop lending points, charging lockers, ICT helpdesk...