scholarly journals Creating a sense of place and belonging in the classroom: An example of place-based education from the foothills of the Himalayas

2016 ◽  
Vol 8 ◽  
pp. 2
Author(s):  
Doug Hernandez
Keyword(s):  
Learning Communities ◽  
Poster Presentation ◽  
Sense Of Place ◽  
Physical Environment ◽  
Teaching And Learning ◽  
Critical Assessment ◽  
Learning Spaces ◽  
Holistic Learning ◽  
Multiple Dimensions

Educators engaging in the critical assessment of teaching and learning have often considered the importance of the physical environment (classroom). This poster presentation offers that “place” is more than a context for discovering curriculum. When we have access to the history and experiences of our places, we have the possibility of creating holistic learning environments rich with democracy and inclusivity. As our learning spaces have become increasingly homogenized and standardized, greater importance on reacquainting learners with their own environments and constructing new meaningful places is paramount. This poster presentation highlights teaching practices from village schools (Balwadis) in the foothills of the Himalayas. These practices were documented in a case study that the presenter coauthored and will offer that place, and learning, are inextricably intertwined. Using narratives, photos, and artifacts from the Balwadi teachers, participants will experience the multiple dimensions of place and environment and how these can be transformative agents for creating learning communities with a sense of place and belonging.  Participants will learn how to apply these strategies to their own classes to create a sense of place and belonging for their students.

scholarly journals Classroom Re-design to Facilitate Student Learning: A Case Study of Changes to a University Classroom

2016 ◽  
Vol 16 (1) ◽  
pp. 53-68 ◽  
Author(s):  
Tom Perks ◽  
Doug Orr ◽  
Elham Al-Omari
Keyword(s):  
Student Satisfaction ◽  
Physical Environment ◽  
Teaching And Learning ◽  
Physical Space ◽  
Learning Space ◽  
Effective Learning ◽  
Group Data ◽  
Focus Group Data ◽  
Teaching Learning

This case study examines the physical aspects of a particular university classroom, and what affect specific changes to the classroom had on the perceptions of students, instructors and observers regarding the room as an effective learning space. We compare survey and focus group data collected from students taking courses in the classroom prior to changes to the physical environment with comparable data from students taking courses in the same classroom after specific changes had been made. Immediately following changes to the classroom, notable increases were observed in reported perceptions of student satisfaction with the physical environment, including perceptions of the classroom as a more effective and engaging learning space. Similar perceptions of improvement as a teaching-learning space were reported by instructors and observers. However, subsequent follow-up data collection and analyses suggested little if any sustained increase in perceptions of efficacy of the room as a learning space; indeed, most reported variables returned to baseline levels. The implications of these findings and their relevance to classroom design nevertheless may provide insight regarding the manner in which physical space might support or even enhance teaching and learning.

scholarly journals Summative Assessment in Second Life: A Case Study

2010 ◽  
Vol 3 (3) ◽  
Author(s):  
Remy Olasoji ◽  
Stephanie Henderson-Begg
Keyword(s):  
Second Life ◽  
Teaching And Learning ◽  
Summative Assessment ◽  
Traditional Classrooms ◽  
Learning Spaces ◽  
Online Learning Environments ◽  
Geographically Dispersed ◽  
Educational Processes ◽  
Virtual World Environments

Learning spaces like 3D virtual world environments are recent additions to technological tools believed to have the potential to transform educational processes, especially in flexible / distance education.  The immersiveness of the environment affords opportunities for a sense presence lacking from traditional online learning environments.  Geographically dispersed students are able to learn in an environment similar to their traditional classrooms without forfeiting the ability to learn at own pace and in their own time. Many educational establishments are however still trying to work out how to use these environments effectively for teaching and learning.  Using the environment for assessment adds another level of complication and has been subjected to mixed reviews. Issues relating to matching avatars with ‘real’ students, accessibility and fairness etc., make assessment in Second Life a contentious subject. Many agree however that Second Life offers opportunities for students to enhance their skills in several areas which include scripting, graphics design and 3D object creation.  This article explores a case study which used Second Life for summative assessment with a group of 5 students on MSc Applications of Bioinformatics programme.

scholarly journals Integrating theory and practice in conservatoires: formulating holistic models for teaching and learning improvisation

2007 ◽  
Vol 24 (3) ◽  
pp. 295-312 ◽  
Author(s):  
Catherine Parsonage ◽  
Petter Frost Fadnes ◽  
James Taylor
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Theory And Practice ◽  
Significant Part ◽  
Jazz Improvisation ◽  
Holistic Learning ◽  
Academic Curriculum ◽  
Further Development ◽  
Academic Study

Academic study has become a more significant part of a conservatoire education in recent times, but it has not always informed performance as effectively as it might. There is a need for further development of an academic curriculum that is specifically relevant to performers, in which the links between theory and practice are made explicit rather than expecting students to construct these for themselves. This article reports on research into the integration of theory and practice at Leeds College of Music, UK, using jazz improvisation as a case study. Pilot teaching sessions within two modules explored ways in which students can be encouraged to engage actively with an appropriate academic curriculum that is embedded within a holistic learning experience.

scholarly journals Application of Available Attributes and Physical Characteristics for Learning through Play in Malaysian Preschools

2015 ◽  
Vol 2 (2) ◽  
pp. 307 ◽  
Author(s):  
Pearly Lim Pei Li ◽  
Tareef Hayat Khan ◽  
Abdul Halim Bin Hussein ◽  
Hee Jee Mei
Keyword(s):  
Physical Environment ◽  
Teaching And Learning ◽  
Participant Observation ◽  
Physical Characteristics ◽  
Learning Approaches ◽  
Independent Mobility ◽  
Opportunities For Learning ◽  
Major Teaching ◽  
Learning Through Play

<p><em>The National Preschool Curriculum (NPC) of Malaysia introduced “Learning through Play” (LTP) as one of the major teaching and learning approaches for preschools. However, for holistic growth, learning environment for young children should also emphasize on quality built environment that are planned in alignment with the vision and principles of LTP and consideration of children’s development psychology. The theory of affordances was utilized whereby the existence of affordance within the physical environment creates potential to be actualized and it is independent of the users, namely children. This paper examined application of available attributes and physical characteristics for LTP in private preschools within converted residential houses. For this purpose, four case study preschools in Johor Bahru were selected through purposive sampling for participant observation to observe available attributes and physical characteristics as well as gain an understanding on potential and actualized affordances for LTP in the respective preschools. After qualitative analysis, findings indicated that opportunities for learning through play within preschools were hindered by four main factors which included lack of materials, equipment and free will; allowable play and independent mobility factors; time factor and safety factor.</em></p>

scholarly journals Developing a technology enabled workflow to aid space layout communication for students with Autism Spectrum Disorder - A project case study

2021 ◽  
Author(s):  
David Comiskey ◽  
Josephine McGoldrick ◽  
Shauna Donnelly
Keyword(s):  
Autism Spectrum Disorder ◽  
Teaching And Learning ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Learning Approaches ◽  
Learning Spaces ◽  
Layout Planning ◽  
Students With Autism ◽  
Space Layout

Within the higher education sector there has been a shift towards flexible teaching and learning spaces that can be re-imagined and re-organised depending on the teaching approach to be employed. While this has undoubted benefits in terms of student engagement, innovative delivery, and exciting learning approaches, it potentially presents a challenge for a student group, those with a diagnosis of Autism Spectrum Disorder (ASD), that has not been fully considered to this point. This study draws upon advances in the Architectural Technology discipline to develop a methodology which can assist in designing and communicating proposed teaching environments, with a particular focus on the potential to benefit students with ASD. The methodology is presented in the form of a case study. The aim is to assist designers and end users in analysing and defining the necessary links to evaluate solutions for the layout planning of spaces, determining functionality and whether proposals are feasible. The output obtained from this workflow elevates its potential in aiding space layout planning, helping those who need assistance in understanding newly formed layouts.  

scholarly journals Starting with the Space: Integrating Learning Spaces and Technologies

2019 ◽  
Vol 8 (1) ◽  
pp. 17-32
Author(s):  
Gina Sanchez Gibau ◽  
Francia Kissel ◽  
Modupe Labode
Keyword(s):  
Learning Community ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Technologies ◽  
Learning Spaces ◽  
Museum Exhibits ◽  
Image Sharing ◽  
The Impact

Teaching introductory courses to college freshmen requires innovative pedagogies, which are often powered by new advanced technologies. In addition to the potential for increased student engagement promised by new technologies, instructors may also plan and deploy active learning strategies that first consider the physical spaces in which learning will take place. Effective pedagogies acknowledge both the impact that space has on student learning and the utility of both “low” and “high” technologies to facilitate such learning, merging the inherent power of each. The following case study provides the example of a themed learning community (TLC) as a vehicle through which instructors may maximize technologies and spaces to enhance the teaching and learning process. The case study highlights both the use of physical learning spaces (e.g., cutting-edge Mosaic classrooms; traditional classrooms; the off-campus settings of museums) and learning technologies (e.g., high technology tools such as image sharing software versus low tech white boards and paper-based pop-up museum exhibits) to illustrate the ways in which instructional teams collaborate to intentionally design meaningful learning experiences for their students.

Integrated Design of Web-Platform, Offline Supports, and Evaluation System for the Successful Implementation of University 2.0

2010 ◽  
pp. 553-571
Author(s):  
Soyoung Kim ◽  
Minyoung Kim ◽  
Junhee Hong
Keyword(s):  
Evaluation System ◽  
Teaching And Learning ◽  
Integrated Design ◽  
Successful Implementation ◽  
Learning Spaces ◽  
Evaluation Systems ◽  
Knowledge Based ◽  
Social Technologies ◽  
Web Platform

University 2.0 is a collaborative way of constructing andsharing knowledge, based on epistemological and social technologies to amplify the effect of interaction andparticipation at higher education settings. In this case study, Web 2.0 social technologies were implemented to improve teaching and learning performances by integrating user-centered interactive platform, offline support strategies, and evaluation systems. The interactive web-platform is the essence of University 2.0 and enables thevarious interested parties to practice the 2.0 spirits of openness, sharing, and participation. In order to make learning based on the web-platform more effective andefficient, offline supports such as learning cells, learning facilitators, and learning spaces should be supplemented.The CIPP model was employed to monitor all processes ofthe University 2.0 project, to guide developers to the next steps, to attract attention from faculty members andstudents, and to derive consensus among them.

scholarly journals Makerspace for skills development in the industry 4.0 era

2019 ◽  
Vol 16 (2) ◽  
pp. 303-315 ◽  
Author(s):  
Eduardo Ferro Dos Santos ◽  
Paul Benneworth
Keyword(s):  
Industry 4.0 ◽  
Teaching And Learning ◽  
Early Stage ◽  
Business Practices ◽  
Learning Spaces ◽  
Strategic Approach ◽  
Starting Point ◽  
Start Ups ◽  
Business To Business

Goal / Purpose: Universities are increasingly investing in makerspaces. These learning spaces are presented as a place where students can share their projects, can innovate using rapid prototyping equipment, use low and high technology that serves as a starting point for students to launch start-ups, get advice on how to place a product in the market, and relate to potential lenders. This paper aims to discuss whether companies can benefit from these projects and whether skills for engineers can be developed in this environment. The paper provides insightful perceptions of the actions developed by one emergent university to develop innovative methodologies to support industry and students, to provide potential partnerships that fund projects in order to better prepare professionals for the industry 4.0. Design / Methodology / Approach: A discussion of the subject was carried out based on the existing literature and an exploratory study in an existing makerspace in the Netherlands. It was one qualitative research based on a case study. Field observation and research questions were based on the technical skills of engineering described in theory. Results: This article presented the idea that the makerspaces can be a great source of innovation if they are appropriately designed. The connection between universities and companies, aligned to active methodologies for teaching and learning meets a global need within a corporate universe to get faster and simpler and make the team see the project in a more holistic and complete manner. However, the goal is to bridge the gap with professors, researchers, makers, start-ups, and companies who want to use business-to-business practices. It can be said that these are beneficial characteristics of a makerspace observed: (i) students' learning is more active, (ii) more interaction between students and professors, through different areas (iii) at an early stage, students get in contact with the professional reality of their field, as the projects are related to real Engineering problems, and (iv) students develop transversal skills. Practical implications: This paper identifies the potential that Makerspaces offer as a strategic approach to teaching and learning related to the fourth industrial era. This paper implies that universities and academics that wish to tailor their education to industry 4.0 need understand this model better, and where appropriate invest in educational infrastructures such as this in universities, companies or cities. This will ensure that universities are educating professionals with the most suitable skills for industry and society, generating innovation in creative teaching and learning spaces. Research Limitations: The study is limited to one empirical research, analysis, and observation of a case study that can serve as a basis for future studies in other locations.

scholarly journals ROLE OF LEARNING SPACES IN LEARNING LANGUAGES

2020 ◽  
Author(s):  
Aigerim Shilibekova
Keyword(s):  
Literature Review ◽  
Physical Environment ◽  
Teaching And Learning ◽  
Learning Spaces ◽  
Learning Space ◽  
English Only ◽  
Wide Range ◽  
Teachers And Students ◽  
Innovative Learning ◽  
Development Of Language

This article presents a literature review of selected studies devoted to the research of the features of learning spaces and their impact on the development of language competencies of teachers and students. The presented review is a part of a comprehensive project to develop a conceptual framework and conduct empirical research based on “English Only Space” (EOS) – an innovative learning space implemented at Atyrau State University. When designing EOS, the author used an approach that defines, under the learning space, or, according to the OECD Concept (2013), the physical environment of learning, “physical spaces (including formal and non-formal) in which teachers and students interact, content (content), equipment and technology.” Practical decisions in designing this learning space were based on a detailed analysis of the latest publications from different disciplines, comparing various authors’ views and determining new trends in a number of fields such as philology, applied linguistics, pedagogy, psychology, and ecology. Such approach allowed achieving conditions when language teaching and learning turns into an instrument of interdisciplinary cognition, and the physical environment provides affordances formanaging resources efficiently in order to achieve maximum learning outcome. At the same time, the present literature review served as a driver for an active start for further practice-oriented research in EOS based on two assumptions: the need to search and develop unique ways of learning English, exploring a wide range of influencing (environmental) factors; the fulfillment of the main purpose of the space if it promotes and supports experiences that promote learning and the achievement of learning outcomes.

scholarly journals Territorial Stigmatisation and Poor Housing at a London ‘Sink Estate’

2020 ◽  
Vol 8 (1) ◽  
pp. 20-33 ◽  
Author(s):  
Paul Watt
Keyword(s):  
Mass Media ◽  
Sense Of Place ◽  
Social Housing ◽  
Social Problems ◽  
Critical Assessment ◽  
Housing Estate ◽  
Housing Conditions ◽  
The Uk ◽  
Housing Estates

This article offers a critical assessment of Loic Wacquant’s influential advanced marginality framework with reference to research undertaken on a London public/social housing estate. Following Wacquant, it has become the orthodoxy that one of the major vectors of advanced marginality is territorial stigmatisation and that this particularly affects social housing estates, for example via mass media deployment of the ‘sink estate’ label in the UK. This article is based upon a multi-method case study of the Aylesbury estate in south London—an archetypal stigmatised ‘sink estate.’ The article brings together three aspects of residents’ experiences of the Aylesbury estate: territorial stigmatisation and dissolution of place, both of which Wacquant focuses on, and housing conditions which he neglects. The article acknowledges the deprivation and various social problems the Aylesbury residents have faced. It argues, however, that rather than internalising the extensive and intensive media-fuelled territorial stigmatisation of their ‘notorious’ estate, as Wacquant’s analysis implies, residents have largely disregarded, rejected, or actively resisted the notion that they are living in an ‘estate from hell,’ while their sense of place belonging has not dissolved. By contrast, poor housing—in the form of heating breakdowns, leaks, infestation, inadequate repairs and maintenance—caused major distress and frustration and was a more important facet of their everyday lives than territorial stigmatisation. The article concludes by arguing that housing should be foregrounded, rather than neglected, in the analysis of the dynamics of urban advanced marginality.

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