Das Design Learning To Learn Pädagogisches Rahmenkonzept von OneSchool Global ist ein hoch angesehener Gewinner des sehr prestigeträchtigen 2026 A' Design Award in Silber in der Wettbewerbskategorie Bildungsdesign.
SilberBildung· 2026
Learning To Learn Pädagogisches Rahmenkonzept
von OneSchool Global
Auftraggeber: OneSchool Global
Gewinner des A' Design Award in Silber in der Kategorie Bildung
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Auszeichnungsstatus für #177223 verifizierenDas Design
Über Learning To Learn Pädagogisches Rahmenkonzept
Learning to Learn ist ein pädagogisches Rahmenkonzept, das Didaktik, Curriculum, Raum und Technologie über gesamte Schulcampus hinweg vereint. Inspiriert vom Dalton-Plan folgt das Konzept einem Modell aus Auftrag, Unterricht und Studium. Aufträge sind digitale Lernverträge, die den Schülerinnen und Schülern helfen, sich zentrale Inhalte selbstständig zu erarbeiten. Der Unterricht bringt Lernende und Lehrende zusammen – in Präsenz oder online – für angeleitete Diskussion und Analyse. Das Studium findet in anpassungsfähigen Learning Centres mit ruhigen, halbkooperativen und kooperativen Zonen statt. Lehrkräfte agieren dabei als Coaches, sodass die Lernenden lernen, ihre eigene Arbeit zu planen und zu bewerten.
Die Auszeichnung
Über den A' Design Award in Silber
Learning To Learn Pädagogisches Rahmenkonzept ist Gewinner des A' Design Award in Silber, einer enorm prestigeträchtigen Anerkennung für erstklassige, großartige und beeindruckende Spitzendesigns. Silber-Gewinner sind ungemein brillante und äußerst kreative Werke, die die herausragende Expertise, das Talent und den Scharfsinn ihrer Designer veranschaulichen. Von Learning To Learn Pädagogisches Rahmenkonzept wird erwartet, dass es ein wunderbares Vorzeigewerk ist, das bemerkenswert professionell und zutiefst innovativ ist. Dieses mit dem A' Design Award in Silber prämierte Design ist eine höchst bemerkenswerte, bewunderte Erfindung, die den Grenzen von Kunst, Wissenschaft, Design und Technologie zugutekommt und sie voranbringt. Learning To Learn Pädagogisches Rahmenkonzept ist eine vielbeneidete Schöpfung, die Wünsche weckt, positive Gefühle vermittelt und Staunen und Verwunderung entfacht.
Hinter dem Design
Pressemappe
Danksagungen, Teammitglieder und technische Details, bereitgestellt vom Designer.
- Einzigartige Eigenschaften
- 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.
- Abmessungen & Verpackung
- 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.
- Schlagwörter
- Self-Directed Learning, Metacognition, Critical Thinking, Time Management, Learning Centre Design, Hybrid Learning, Teacher as Coach, Student Agency, Collaborative vs Individual learning
- Produktionstechnologie
- 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.
- Designherausforderung
- 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.
- Forschung
- 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.
- Projektdauer
- 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.
- Betriebsablauf
- 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.
- Teammitglieder
- Designer: Dr Selina Samuels
Role: Mr Matthew Phillips
Role: Mr Steven Fooks
Role: Mr Mark McAlpin - Bildnachweise
- 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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