A Cross-Cultural Organizational Framework to Scale Access to Learning-Ready Classrooms That Support Student Success
The authors propose shifting learning space discussions away from building an historically small number of active learning spaces, towards a larger number of what they term “learning-ready classrooms,” which apply universal design principles to support the multiple teaching identities and philosophies of faculty and the physiological, cultural, and cognitive needs of all students.
Journal of Teaching and Learning With Technology / August 2019