Integrated Learning Environments

1987 ◽  
pp. 29-34
Author(s):  
Wendy E. Mackay
Keyword(s):  
Learning Environments ◽  
Integrated Learning

scholarly journals Experiential and Integrated Learning Environments – Teaching Urban Design Studio at Curtin University

2020 ◽  
Author(s):  
Francesco Maria Mancini ◽  
Tanja Glusac
Keyword(s):  
Experiential Learning ◽  
Learning Environments ◽  
Urban Design ◽  
Action Learning ◽  
Urban Setting ◽  
Advanced Technology ◽  
Design Studio ◽  
Integrated Learning ◽  
Learning Collaborative ◽  
The Government

Experiential Learning and Integrated Learning Environments in Architecture is a pedagogic project based on action learning (Revans, 1980) that challenges the traditional design studio teaching approach to Architectural/Urban Design and builds on Dewey (1939) and Kolb (1984) theories of experiential learning. An innovative model of teaching Urban Design to Master of Architecture students has been trailed for the first time in 2018, when the studio was set in the City of Bayswater, and has been refined over the course of 2019 in two separate study periods – Study Period 1 (Rome/Milan Study Tour) and Semester 2. This model provides students with an opportunity to collaboratively learn from and re-design the existing urban environments by immersing themselves in the very context they are studying. The proximity of the classroom to the urban setting presented an opportunity for students to draw comparisons and analysis between national and international examples and that of the surrounding urban milieu. Additionally, advanced technology supportive of distributed learning environment and intense collaboration with industry such as Hassell, Element and The Office of the Government Architect (OGA), coupled with opportunities to visit various practices, provided deeper insights and an all rounded approach to learning and engaging with architecture. Keywords: experiential learning; collaborative learning environments; architecture, urban design

Developing Integrated Learning Environments for Improved Outcomes

2021 ◽  
pp. 107-122
Author(s):  
Sara Hillis Ousby ◽  
Sam Williamson
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Learning Environments ◽  
Design Thinking ◽  
Bachelor's Degree ◽  
Integrated Learning ◽  
Fully Integrated ◽  
Improved Outcomes ◽  
Current Context ◽  
Self Authorship

This chapter addresses the use of design thinking in created integrated learning environments where student learning is captured across curricular and co-curricular experiences. The chapter outlines the current context and trends in higher education that demonstrate the need for integrated learning environments and the need to assess experiential learning by centering students in the process. Centering students in the process of designing integrated learning environments empowers them on a path of self-authorship where students identify the goals of learning, how that learning will be documented, and how experiences scaffold to ensure students move from introduction to mastery of skills. The chapter concludes with examples from campuses that have created integrated environments where learning is documented and recorded, including examples of comprehensive learner records and a fully integrated bachelor's degree program.

Designing Meaningful Learning Environments in a Work-Integrated-Learning Course Using a DOCC Design

2016 ◽  
pp. 1-17
Author(s):  
Kathy Jordan ◽  
Jennifer Elsden-Clifton
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Learning Environments ◽  
Teacher Education Program ◽  
Space And Place ◽  
First Year ◽  
Integrated Learning ◽  
Distributed Framework ◽  
Bachelor Of Education ◽  
Work Integrated Learning

As Higher Education increasingly moving towards a plethora of blended and fully online learning, questions are raised around the space and place of Work-Integrated Learning (WIL). This chapter reports on one institution's efforts to design and deliver a WIL course in a Teacher Education program adopting an open and distributed framework. The redesigned course, Orientation to Teaching, was a first year course in a Bachelor of Education (Primary) program at RMIT University, Melbourne, Australia. The redesign of the course was underpinned by a Distributed Open Collaborative Course (DOCC) design and as the workplace also became the site of learning, the theory of effective WIL curriculum (Orrell, 2011) also informed the design. This chapter examines the complexity of DOCC design in WIL contexts and uses Khan's 8 dimensions to frame the discussion.

Instructional Strategies for Learners with Dual Sensory Impairments in Integrated Settings

2011 ◽  
Vol 36 (3-4) ◽  
pp. 150-157
Author(s):  
June Downing ◽  
Joanne Eichinger
Keyword(s):  
Instructional Strategies ◽  
Learning Environments ◽  
Intervention Strategies ◽  
Integrated Learning ◽  
Shared Learning ◽  
Sensory Impairments ◽  
Daily Interactions ◽  
Effective Use

This article presents information on instructional strategies and the effective use of personnel needed for educating students with dual sensory impairments in integrated learning environments. To counter the practice of educating students in separate environments according to their most apparent weaknesses and limitations, the authors contend that learners with dual sensory impairments can benefit from shared learning environments (cross-categorical) and from daily interactions with nondisabled peers. Specific examples and practical intervention strategies to accommodate for the sensory losses are provided.

Future integrated learning environments with multimedia

2001 ◽  
Vol 17 (1) ◽  
pp. 4-12
Author(s):  
T. Okamoto ◽  
A. Cristea ◽  
M. Kayama
Keyword(s):  
Learning Environments ◽  
Integrated Learning

scholarly journals Creating web-integrated learning environments: An analysis of WebCT authoring tools in respect to usability

2000 ◽  
Vol 16 (3) ◽  
Author(s):  
Allison Piguet ◽  
Daniel Peraya
Keyword(s):  
User Interface ◽  
Learning Environments ◽  
Linear Dependence ◽  
User Satisfaction ◽  
Authoring Tools ◽  
Integrated Learning ◽  
Positive Correlation ◽  
Interface Interaction ◽  
Two Factors ◽  
And Control

<span>This study focuses on the creation of web-integrated learning environments, using WebCT</span><a href="http://www.webct.com/">[http://www.webct.com]</a><span> More specifically, it targets the user, as a course designer, who interacts with several authoring tools in order to produce educational scenarios. Two factors were measured in terms of their significance within the user-interface interaction: user satisfaction and control. A positive linear dependence between users' perception of satisfaction and control was observed for a variety of WebCT tools. In conclusion, this positive correlation could be explained both quantitatively, and qualitatively in terms of a tool's perceived aspect of usability.</span>

Pedagogy and ICT

2017 ◽  
Vol 8 (2) ◽  
pp. 39-55
Author(s):  
Raffaele Ciambrone
Keyword(s):  
Learning Styles ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Teaching Strategies ◽  
New Technologies ◽  
Learning Difficulties ◽  
Integrated Learning ◽  
Scientific Level ◽  
Differentiated Teaching

While the principles of the personalization of study plans are now affirmed at scientific level and in the school world, new technologies must be used appropriately. Reflections on the personalization of ICT in relation to different learning styles seem scarce, particularly regarding differentiated teaching strategies aimed at supporting students with disabilities or learning difficulties. This article develops a thread of reasoning conducive to exploring the use of ICT in teaching to promote development that is integrated and not alternative to methodologies already experimented by teachers. It focuses on the concept of differentiated teaching, giving examples of integrated learning environments and operational proposals.

Sign in / Sign up

Export Citation Format

Share Document