אינטראקציות ושיח בסביבת למידה חדשנית

Innovative Learning Environments (ILE) tend to be perceived as being opposed to the traditional learning environment. This differentiation leads to a distinction between "good" and "bad" learning interactions. The goal of this study is to examine learning interactions in an ILE in order to gain new insight into the .learning processes involved and their implications The research was performed in a secondary school that has been developing an ILE for seven years. Nine classroom observations and post-lesson interviews with the teachers were conducted in 2012 and analyzed based on the action theory in sociolinguistic discourse analysis. We found three teaching and ,learning patterns that were applied by the teachers in different contexts, namely Administrative, Conceptual, and Applicative. We also found that the ILE is not homogeneous and that its main contribution resides in the variety of possibilities it offers. We conclude by proposing the adoption of a more complex view of learning environments and the eschewal of the dichotomy between traditional learning environments and innovative ones. The implications of such a proposal .are discussed