A New Curriculum and a New Learning Space

2016 ◽  
pp. 181-193
Author(s):  
Niamh Barry ◽  
Deirdre Raftery
Keyword(s):  
Learning Space ◽  
New Learning ◽  
New Curriculum

A hybrid flipped-learning model and a new learning-space to improve the performance of students in Structural Mechanics courses

2020 ◽  
Author(s):  
Miguel X. Rodriguez-Paz ◽  
Jorge A. Gonzalez-Mendivil ◽  
J. Asuncion Zarate-Garcia ◽  
Israel Zamora-Hernandez ◽  
Juan Arturo Nolazco-Flores
Keyword(s):  
Structural Mechanics ◽  
Learning Model ◽  
Flipped Learning ◽  
Learning Space ◽  
New Learning

Mobile Technology and Learner Autonomy in Language Learning

2015 ◽  
pp. 194-212 ◽  
Author(s):  
Zineb Djoub
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
English Teachers ◽  
Learner Autonomy ◽  
Classroom Context ◽  
Learning Space ◽  
Mobile Assisted Language Learning ◽  
New Learning ◽  
Learning Modes ◽  
Language Content

Mobile-Assisted Language Learning (MALL) provides learners with the chance to experience new learning modes that go beyond the classroom context, offering them more flexibility, learning choices in terms of language content, ways of its delivery, learning space, and time, thereby enhancing their learning autonomy. But how are English teachers using MALL? In the attempt to answer this question, a survey is carried out with a sample of 42 English teachers. The results show that the limited use of such devices is not likely to help the learners develop autonomy since it does not go beyond the objective of enhancing their knowledge of this language. This study also reveals learners' difficulties in using these devices, the skills needed, and the kind of support these teachers require. In light of these findings, a list of recommendations is suggested to enhance MALL.

Mobile Technology and Learner Autonomy in Language Learning

2015 ◽  
pp. 291-309
Author(s):  
Zineb Djoub
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
English Teachers ◽  
Learner Autonomy ◽  
Classroom Context ◽  
Learning Space ◽  
Mobile Assisted Language Learning ◽  
New Learning ◽  
Learning Modes ◽  
Language Content

Mobile-Assisted Language Learning (MALL) provides learners with the chance to experience new learning modes that go beyond the classroom context, offering them more flexibility, learning choices in terms of language content, ways of its delivery, learning space, and time, thereby enhancing their learning autonomy. But how are English teachers using MALL? In the attempt to answer this question, a survey is carried out with a sample of 42 English teachers. The results show that the limited use of such devices is not likely to help the learners develop autonomy since it does not go beyond the objective of enhancing their knowledge of this language. This study also reveals learners' difficulties in using these devices, the skills needed, and the kind of support these teachers require. In light of these findings, a list of recommendations is suggested to enhance MALL.

scholarly journals Teachers’ perception of technology integration in learning spaces

2019 ◽  
pp. PDF
Author(s):  
Anna Escofet ◽  
Begoña Gros ◽  
Marta López ◽  
Marta Marimon-Martí
Keyword(s):  
Technology Integration ◽  
Conceptual Design ◽  
Quantitative Study ◽  
Three Dimensions ◽  
Survey Method ◽  
Learning Spaces ◽  
Learning Space ◽  
Primary And Secondary Education ◽  
New Learning ◽  
Definition Of

La definición de las características de un espacio de aprendizaje nos sitúa frente a la existencia de tres dimensiones de análisis clave para su diseño conceptual: la dimensión ambiental, la dimensión pedagógica y la dimensión digital (Bautista y Borges, 2013). El artículo muestra los resultados de una investigación que tiene por objetivo analizar los conocimientos, preferencias, percepciones y necesidades del profesorado respecto a la configuración del aula como espacio de aprendizaje, concretamente en relación a la dimensión digital. Para ello se realizó un estudio cuantitativo mediante el método de encuesta a una muestra de 847 docentes de educación infantil, primaria y secundaria. Los resultados obtenidos muestran que los docentes perciben que la dimensión digital debería ser uno de los elementos clave para plantear nuevos espacios de aprendizaje en las escuelas. The definition of the characteristics of a learning space places us before the existence of three dimensions of key analysis for its conceptual design, the environmental dimension, the pedagogical dimension and the digital dimension (Bautista and Borges, 2013). The article shows the results of a research that aims to know the knowledge, preferences, perceptions and needs of teachers regarding the configuration of the classroom as a learning space, specifically in relation to the digital dimension. To do this, a quantitative study was carried out using the survey method of a sample of 847 preschool, primary and secondary education teachers. The results obtained show that teachers identify the digital dimension and consider that this should be one of the key elements to propose new learning spaces in schools.

scholarly journals New curriculum standard, new concept, new pattern - Thinking and practice about construction of science museum in primary schools

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Zhenqiang Wang ◽  
Mingna Jia
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Science And Technology ◽  
Learning Model ◽  
Science Museum ◽  
Science And Engineering ◽  
Science Courses ◽  
New Learning ◽  
New Curriculum

Why build a "Science Museum" in primary school? How to develop and implement "Science Museum" project? In this paper, the practice of Group of Xiao Xiao Science and Engineering in the Science Museum of Primary School Attached to Nanjing Xiaozhuang University is taken as an example. The Science Museum introduces learning new curriculum standard, putting the new concept into practice, promotion the Science Museum with the Science and technology activities and science courses organic integration. At the same time, it also discusses how to develop the curriculum by relying on the Group of Xiao Xiao Science and Engineering. To promote the "little gentleman" system, Developing a new learning model of the Group of Xiao Xiao Science and Engineering.

scholarly journals Transforming spaces: Fostering student-centered learning through the intentional design of formal and informal learning spaces

2019 ◽  
Author(s):  
Jen Harvey ◽  
◽  
Claire McAvinia ◽  
Kevin O'Rourke ◽  
Jason FitzSimmons ◽  
...  
Keyword(s):  
Active Learning ◽  
Informal Learning ◽  
Teaching And Learning ◽  
Large Scale ◽  
Learning Spaces ◽  
Learning Space ◽  
Student Centered ◽  
Student Centered Learning ◽  
Formal And Informal Learning ◽  
New Learning

Transforming the academic experience and success of students by building Active Learning Classrooms (ALCs) is increasing, but ALCs are still fewer than traditional classroom spaces. These new learning spaces create an inherent tension between increasing student enrollments and active learning environments. Accommodating increased class sizes does not have to exclude fostering an active learning space. We have an opportunity every time a classroom is renovated or a new building is built to intentionally acknowledge and engage this tension to positively influence student learning and success. As we renovate and construct new learning spaces on our campuses, it is not only important to understand how the “built pedagogy” (Monahan 2000, 2002) and “architecture as pedagogy” (Orr 1993, 1997) of our spaces can help or hinder more active learning pedagogies, but also how to support effective teaching in these spaces (Levesque-Bristol, 2019). While many institutions are prioritizing active learning as old classrooms get renovated, few are doing so at the broad campus-wide scope necessary to affect larger-scale culture change (Park & Choi, 2014). Two such institutions that are developing and supporting large-scale active learning spaces are the Technological University Dublin (TU Dublin) and Purdue University (Indiana, USA). TU Dublin and Purdue are conducting collaborative research focusing on how each institution’s new, large-scale construction of formal and informal learning spaces is impacting teaching and learning.

scholarly journals THE ATTRIBUTES OF FUTURE SOCIAL LEARNING BUILT ENVIRONMENTS TOWARDS 21st CENTURY EDUCATION IN TERTIARY EDUCATION

2020 ◽  
Vol 18 (13) ◽  
Author(s):  
V. Ramu ◽  
Nor Fadzila Aziz
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
21St Century ◽  
Social Preferences ◽  
Tertiary Education ◽  
Academic Learning ◽  
Learning Spaces ◽  
Learning Space ◽  
21St Century Education ◽  
New Learning

In the past two decades, the transformation that has captured tertiary education worldwide is a significant task mentioned as “academic evolution”. Whereby, the vast exploitation of Information and Communication Technology (ICT) explicitly mentioned as artificial intelligence (AI), digitisation, automation and Internet of Things (IoT) articulate the term Industry 4.0. Furthermore, the application of ICT in teaching and learning foster a new learning theory designated as Connectivism. Hence, there are needs in the formulation of an ideal and compatible classification of a social learning environment to accommodate the new learning theory, which enhances the informal learning undertaken by learners besides their formal lecture hours. Therefore, this study aims to seek factors that influenced learners’ preferences toward social learning spaces. A qualitative study was adapted to investigate the learner’s preferences attributes on social learning spaces at Polytechnics. An adapted questionnaire consisting of 39 items was administered to 300 Polytechnic students from three Polytechnics in Malaysia. In particular, data were analysed using exploratory factor analysis (EFA) with IBM SPSS version 22. The results from this research recommended a typology of six social learning space preferences attributes as a multidimensional construct with its two underlying dimensions: physical preferences and social preferences. The findings can help in redesigning and planning of social academic learning space in tertiary education institutions to enhance education towards 21st Century Education.

scholarly journals Selling New Learning Spaces – Flexibly Anything for the 21st Century

2017 ◽  
Author(s):  
Adam Wood
Keyword(s):  
21St Century ◽  
Learning Spaces ◽  
Learning Space ◽  
Flexible Learning ◽  
Knowledge And Skills ◽  
Common Control ◽  
Conceptual Clarity ◽  
New Learning ◽  
Support Students

Insecurity about the knowledge and skills required for a world that appears to be rapidly changing, and confusion over how designed space can best support students’ learning have given rise to innovative educational and architectural responses including the ‘flexible learning space’. However, while the language used to describe learning spaces is developing quickly, conceptual clarity lags far behind. It is unclear what flexibility of a space really means, what (or whether) it demands of its users nor what constraints or contexts might limit the nominal flexibility of a learning space. This chapter calls attention to shortcomings in the theorising behind the terms of the debate and points the finger at the ambiguity of the language used. The risks are great – for designers as for users – because unless we can gain some common control over what is meant by flexible space and its implications for those who work in schools, we risk overestimating the powers of space and underestimating what is asked of people in their work. The chapter provides a first attempt at clarifying some of these issues of language and concepts.

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