Orchestrating Learning Scenarios for the Borderless Classroom

This part of the symposium focuses on the design of seamless learning experiences in a borderless classroom. There are two parts to this symposium. We start with unpacking various theoretical approaches that inform the instructional design of boundary-crossing learning scenarios, such as social learning theory, experiential learning, situated cognition and theory of play. We then identify critical design elements for connecting in-and-out of classroom learning experiences, such as learning through an inquiry and exploration process and from bringing back personal stories that provide context back into to the classroom. Next, we present the Singapore Future School Experience as a case study to illustrate the design and enactment of four iterations of in-and-out of the classroom inquiry learning experiences. In this learning design students could apply and build knowledge across varying contexts. The retrospective analysis revealed that three critical design elements appeared to influence and shape the impact of inquiry learning on the learning processes and outcomes. First, a central task in the design process is to facilitate continuity: linking classroom and outdoor learning contexts. Second, providing an effective combination of both structured and unstructured learning activities enhanced intentional learning. Third, facilitating the creation of common ground helped to foster and sustain knowledge creation and advancement in seamless learning environments.