Learning To Learn Underwiiskader troch OneSchool Global

Learning To Learn Underwiiskader troch OneSchool Global is in heech wurdearre winner fan de tige prestizjeuze 2026 A' Design Award yn Sulver yn de kompetysje-kategory Ûnderwiis, Learmiddelen en Trainingsynhâld Ûntwerp.

SulverÛnderwiis· 2026

Learning To Learn Underwiiskader

troch OneSchool Global

Klant: OneSchool Global

A' Design Award yn Sulver Winner yn de kategory Ûnderwiis

25,614

Ferifiearre Priiswinner

Ferifiearje Prisstatus foar #177223

Besykje Side Besjoch by A' Design Award Parseberjocht Priisbadge

Kleuren

It Untwerp

Oer Learning To Learn Underwiiskader

Learning to Learn is in underwiiskader dat pedagogyk, kurrikulum, romte en technology mei-inoar ferbynt oer skoalkampussen hinne. It kader is ynspirearre troch it Daltonplan en folget in model fan Opdracht, Les en Stúdzje. Opdrachten binne digitale kontrakten dy't learlingen helpe om kearnynhâld ta te rieden. Lessen bringe learlingen yn kontakt mei dosinten, persoanlik of online, foar begelate diskusje en analyze. Stúdzjes fine plak yn adaptive Learsintra mei stille, semy-gearwurkjende en gearwurkjende sônes. Dosinten fungearje as coaches, sadat learlingen leare om harren eigen wurk te plannen en te evaluearjen.

De Erkenning

Oer de A' Design Award yn Sulver

Learning To Learn Underwiiskader is in winner fan de A' Design Award yn Sulver, in bûtengewoan prestisjeuze erkenning foar topûntwerpen dy't prachtich en yndrukwekkend binne. Sulverwinners binne tige briljante en ekstreem kreative wurken dy't de treflike ekspertize, it talint en de skerpsinnigens fan har ûntwerpers yllustrearje. Fan Learning To Learn Underwiiskader wurdt ferwachte dat it in prachtich foarbyldwurk is, opmerklik profesjoneel en djip ynnovatyf. Dit winnende ûntwerp fan de A' Design Award yn Sulver is in tige opfallende, bewûndere útfining dy't foardiel bringt en de grinzen fan keunst, wittenskip, ûntwerp en technology ferleget. Learning To Learn Underwiiskader is in skepping dêr't breed oerjûn wurdt, dy't winsken wekker makket, positive gefoelens bringt en ferwûnderjen en fernuvering opwekket.

Efter it Untwerp

Parsepakket

Credits, teamleden en technyske details levere troch de ûntwerper.

Unike Eigenskippen: 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.
Ofmjittingen & Ferpakking: 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.
Labels: Self-Directed Learning, Metacognition, Critical Thinking, Time Management, Learning Centre Design, Hybrid Learning, Teacher as Coach, Student Agency, Collaborative vs Individual learning
Produksjetechnology: 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.
Untwerpútdaging: 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.
Undersyk: 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
Ynspiraasje: 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.
Projektdoer: 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.
Operaasjestreamferrin: 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.
Teamleden: Designer: Dr Selina Samuels
Role: Mr Matthew Phillips
Role: Mr Steven Fooks
Role: Mr Mark McAlpin
Ofbyldingskrediten: 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