Lernarrangements

Lernarrangements, or learning arrangements, refer to intentional configurations of the learning environment designed to support particular learning processes and outcomes. They encompass the physical and digital spaces, the materials and tools used, the social and organizational structures, and the sequences of activities and assessments that guide learning. The concept highlights how the arrangement of people, objects, and tasks can influence attention, collaboration, motivation, and understanding.

Key components include: spatial layout and furniture that support desired interactions (for example, movable seating or circle configurations); instructional materials and digital tools (textbooks, simulations, learning management systems, online collaboration platforms); social organization (group size, roles, norms, and opportunities for feedback); and task design, sequencing, and assessment practices that align with learning objectives.

Lernarrangements can be physical or virtual, individual or collaborative, and structured or open-ended. They are often designed with a pedagogical aim in mind, such as fostering inquiry, problem solving, or reflective discussion. Good practice emphasizes coherence among objectives, activities, and assessments, flexibility to adapt to learners’ needs, accessibility and inclusion, and scaffolding that supports progress.

In practice, Lernarrangements appear in classrooms, laboratories, training programs, and online courses. Examples include classrooms with movable desks to enable small-group work, station-based learning, blended classrooms that combine face-to-face and online activities, and digital breakout rooms for collaborative tasks.

Research on Lernarrangements examines how different configurations affect engagement, learning gains, equity, and long-term outcomes, and it informs curriculum design and teacher professional development.