Learning spaces in mobile learning environments

2012 ◽  
Vol 13 (1) ◽  
pp. 23-33 ◽  
Author(s):  
Astrid M. Sølvberg ◽  
Marit Rismark
Keyword(s):  
Learning Environments ◽  
Mobile Learning ◽  
Learning Spaces

Inspiration Space

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Milene GONÇALVES ◽  
Katja THORING ◽  
Roland M. MUELLER ◽  
Petra BADKE-SCHAUB ◽  
Pieter DESMET
Keyword(s):  
Learning Environments ◽  
Physical Environment ◽  
Educational Institutions ◽  
Expert Interviews ◽  
Learning Spaces ◽  
Causal Graph ◽  
Physical Environments ◽  
Creative Learning ◽  
Design Students

Building on the assumption that the physical environment can have an influence on the creativity of designers and design students in particular, the aim of this paper is to provide theoretical propositions and evidences for this relationship. We develop various propositions about the influence of physical environments on creativity, based on eight expert interviews and supported by literature. A particular focus was given to the environments of design educational institutions. We present a summary of the main insights and visualize the developed propositions as a causal graph addressing how space influences creativity. These propositions can be regarded as a first step towards a theory of creativity-supporting learning environments and they can serve as a reference when designing or adjusting creative learning spaces.

DESIGNING FOR AUTISM: AN ASPECTSS™ POST-OCCUPANCY EVALUATION OF LEARNING ENVIRONMENTS

2018 ◽  
Vol 12 (3) ◽  
pp. 308 ◽  
Author(s):  
Magda Mostafa
Keyword(s):  
Learning Environments ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Built Environments ◽  
Outdoor Learning ◽  
Learning Spaces ◽  
Post Occupancy Evaluation ◽  
8Th Grade ◽  
Evaluation Of Learning

The objective of this paper is to demonstrate the application of the Autism ASPECTSS™ Design Index in the Post-Occupancy Evaluation of existing learning environments for children along the autism spectrum. First published in 2014 this index outlines 7 design criteria that have been hypothesized to support environments conducive of learning for children with autism spectrum disorder (ASD). Using the index as a framework, this paper outlines a case study of a Post-Occupancy Evaluation (POE) of an existing pre-K-8th grade public charter purpose-built school for children on the autism spectrum. The tools used for the evaluation were: the ASPECTSS scoring of the school through a survey of teachers and administrators; on-site behavioral in-class observation; and focus groups of parents, teachers, staff and administrators. The results informed a design retro-fit proposal that strived to assess any ASPECTSS compliance issues and implement the index across the learning spaces, therapy spaces, support services and outdoor learning environments of the school. This paper will outline the application of the index and the resultant design from this process. The results will strive to present a scalable and replicable methodology and prototype for improving existing built environments for learners with ASD.

scholarly journals Assistive Technologies and Environmental Design Concepts for Blended Learning and Teaching for Disabilities within 3D Virtual Worlds and Learning Environments

2012 ◽  
pp. 50-74
Author(s):  
Noha Saleeb ◽  
Georgios A. Dafoulas
Keyword(s):  
Adult Learners ◽  
Blended Learning ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Architectural Design ◽  
Learning Spaces ◽  
Educational Facilities ◽  
Design Elements ◽  
Virtual Spaces ◽  
E Learning

3D Virtual Learning Environments (3D VLEs) are increasingly becoming prominent supporters of blended learning for all kinds of students including adult learners with or without disabilities. Due to the evidenced effect of architectural design of physical learning spaces on students’ learning and current lack of design codes for creating 3D virtual buildings, this case study aims at evaluating the suitability of the architectural design elements of existing educational facilities and learning spaces within 3D VLEs specifically for delivering blended e-learning for adult students with disabilities. This comprises capturing student contentment and satisfaction levels from different design elements of the 3D virtual spaces in an attempt to issue recommendations for the development of 3D educational facilities and hence initiate a framework for architectural design of 3D virtual spaces to augment accessibility, appeal and engagement for enhancing the e-learning experience of under-graduate, post-graduate and independent-study adult learners with disabilities within these virtual worlds.

Go Math! How Research Anchors New Mobile Learning Environments

2010 ◽  
Author(s):  
April Alexander ◽  
Kristen Pilner Blair ◽  
Shelley Goldman ◽  
Osvaldo Jimenez ◽  
Masataka Nakaue ◽  
...  
Keyword(s):  
Learning Environments ◽  
Mobile Learning

Teacher Presence

2018 ◽  
pp. 7922-7934
Author(s):  
Caroline M. Crawford
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Learning Environment ◽  
Learning Environments ◽  
Mobile Learning ◽  
Support System ◽  
Distributed Learning ◽  
Learning Engagement ◽  
Teacher Presence ◽  
Instructional Facilitator

Teacher presence refers to the fully engaged instructional facilitator within a learning environment. Within this specific discussion of teacher presence, the focus is upon distributed learning environments that includes not only online learning environments but also mobile learning engagement efforts. Teacher presence engages not merely an instructional design and evaluative assessment effort, but integrally engages the learners within the instructional environment through discourse, reflective practices and supporting the motivational needs of the learner. Further, teacher presence directly impacts the motivational and cognitive support needs of learners, through instructionally appropriate actions of the instructor as a facilitative guide, as a self-regulatory maven, within a cognitive load support system, as well as mentor-focused instructional efforts.

Content Adaptation in Mobile Learning Environments

2012 ◽  
pp. 240-255
Author(s):  
Sergio Castillo ◽  
Gerardo Ayala
Keyword(s):  
Learning Environments ◽  
Mobile Learning ◽  
Mobile Device ◽  
Belief System ◽  
Learning Objects ◽  
Content Adaptation ◽  
Programming System ◽  
Knowledge Use ◽  
User Adaptation ◽  
Content Model

In this paper, the authors present their proposal for adaptation of educational contents of learning objects to a particular mobile device and a specific learner. Content adaptation in mobile learning objects implies user adaptation and device adaptation, and requires additional metadata categories in comparison with SCORM 2004. This learning object content model, ALMA (A Learning content Model Adaptation), inherits from the SCORM standard a subset of metadata categories, and extends it with three top level metadata categories for content adaptation, i.e., Knowledge, Use, and Mobile Device Requirements (Castillo & Ayala, 2008). For user adaptation, the authors developed NORIKO (NOn-monotonic Reasoning for Intelligent Knowledge awareness and recommendations On the move), a belief system based on DLV, a programming system based on Answer Set Programming paradigm. For device adaptation the authors designed CARIME (Content Adapter of Resources In Mobile learning Environments), which uses transcoding and transrating to adapt media content to suit the device characteristics.

Learning Spaces for the Digital Age

2012 ◽  
pp. 182-197 ◽  
Author(s):  
Lynne Hunt ◽  
Henk Huijser ◽  
Michael Sankey
Keyword(s):  
Student Learning ◽  
Lifelong Learning ◽  
Learning Environments ◽  
University Teaching ◽  
Net Generation ◽  
Teaching Staff ◽  
Learning Spaces ◽  
Age Related ◽  
History Of ◽  
The University

This chapter shows how virtual and physical learning spaces are shaped by pedagogy. It explores the shift in pedagogy from an orientation to teaching to an emphasis on student learning. In so doing, it touches on Net Generation literature indicating that this concept has a poor fit with the diverse nature of student populations engaged in lifelong learning. The argument is that the skill set required for lifelong learning is not age related. At the core of the chapter is a case study of the University of Southern Queensland (USQ) which describes a history of learning environments that have been variously shaped by pedagogy and the limits of technology. It refers to the concept of the ‘edgeless university’, which acknowledges that learning is no longer cloistered within campus walls, and it describes how USQ is engaging with this concept through the development of open source learning materials. An important point in the chapter is that the deliberate design of quality learning spaces requires whole-of-institution planning, including academic development for university teaching staff, themselves often ill-equipped to take advantage of the potential of new learning environments. The import of the discussion is that higher education learning spaces are shaped by deliberate design, and that student learning is optimised when that design is pedagogically informed and properly managed.

Innovative Practices in Primary and Secondary School Learning Environments

2021 ◽  
pp. 60-78
Author(s):  
Damian Maher
Keyword(s):  
Pedagogical Content Knowledge ◽  
Learning Environments ◽  
Technological Pedagogical Content Knowledge ◽  
Learning Spaces ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
Innovative Learning ◽  
School Learning ◽  
Innovative Learning Environments

There have been numerous changes to the design of learning spaces, inviting educators to innovate the way they teach. This chapter focuses on innovation and how this is shaping practices in primary and secondary schools with a focus on learning environments. The chapter begins with an examination of the notion of innovation exploring the role of leaders and technology-driven education. The focus of the chapter then shifts to frameworks that are used to guide teachers' knowledge looking at the technological pedagogical content knowledge (TPACK) framework and the technology, pedagogy, content, and spaces (TPeCS) knowledge framework. The focus then moves to explore innovative learning environments and the innovative practices occurring in them with a consideration of pedagogy and flexibility. This is then followed by recommendations for further research.

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