Heavy metal as a profession?: The Mexican heavy metal scene and its effects as an informal and non-formal learning space

2021 ◽  
Vol 7 (1) ◽  
pp. 149-158 ◽  
Author(s):  
André Epp
Keyword(s):  
Heavy Metal ◽  
Modern Society ◽  
Blind Spot ◽  
Educational Institutions ◽  
Formal Learning ◽  
Learning Spaces ◽  
Learning Space ◽  
Work Related ◽  
Educational Potential

Through the far-reaching social change experienced in modern society, spaces and places of learning increasingly transform. Schools, training companies and universities remain important, albeit formal, educational institutions; however, informal and non-formal learning spaces increasingly gain attention when it comes to the acquisition of work-related knowledge and competences. Even though in recent years, youth and music cultures have focused more on learning in general and knowledge in particular, research about the educational potential of heavy metal has remained a blind spot, seldom garnering any attention. Therefore, the article illustrates, from a biographical perspective, what influence the Mexican heavy metal scene has had on the acquisition of work-related competences and how these settings can be considered spaces and places of informal and non-formal learning. The underlying educational possibilities as well as different modalities of learning are illustrated. To record the biographies of participants from the Mexican heavy metal scene, autobiographical interviews were conducted. These autobiographical-narrative interviews allowed for the analyses of certain individual cases as well as the underlying societal structures and patterns. The results are illustrated with the help of a case study. Ultimately, the study showcases the biographical development of an individual’s life and the ways in which the spaces and places connected to heavy metal in this individual’s life offered key educational moments. Thus, the educational potential of the Mexican heavy metal scene for the acquisition of work-related knowledge is determined.

scholarly journals EMERGENCE OF INFORMAL LEARNING SPACE IN UNIVERSITY CAMPUS: A COMPARATIVE SCENARIO IN THE CONTEXT OF KHULNA CITY

2021 ◽  
Author(s):  
Z. Sourav ◽  
◽  
D. Afroz ◽  
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Formal Education ◽  
Outdoor Environment ◽  
Formal Learning ◽  
University Campus ◽  
Learning Spaces ◽  
Learning Space ◽  
Informal Learning Environment

Ancient education system was developed from a semi-outdoor environment. While developing the learning spaces it developed into indoor environment to ensure controlled environment, focus, discipline and compactness. These properties lead to formal education and formal learning space which replaced the informal learning environment. Formal learning space usually drive students towards a single expertise or knowledge. The limitations and boredom of formal education often causes depression and annoy towards education that result in limited learning and one-sided education. This research indicates the role of “informal learning environment” which helps university students to achieve multi-disciplinary knowledge through a simple, contextual and informal way. To establish the emergence, we tried to do a quantitative analysis among the students studying different universities in Khulna city. We have tried to understand the perspective of the students whether they feel the importance of informal learning or not in their daily life. While working on this paper, we have experienced unique scenario for each university but by any means Khulna University and Khulna University of Engineering & Technology serves their student the environment where students can meet and share knowledge with their natural flow of gossiping with food or drinks while Northern University of Business & technology and North-Western University have shown different scenario.

Rethinking Web 2.0 Learning via Third Space

2013 ◽  
pp. 93-107
Author(s):  
Kathy Jordan ◽  
Jennifer Elsden-Clifton
Keyword(s):  
Beginning Teachers ◽  
Web 2.0 ◽  
Professional Learning ◽  
Third Space ◽  
Learning Spaces ◽  
Learning Space ◽  
Third Space Theory ◽  
Study Approach ◽  
Interactive Tools

Web 2.0 technologies are frequently represented as collaborative and interactive tools, and these capacities are particularly attractive to education. This chapter analyses how 26 beginning teachers in Victoria, Australia, used Elluminate Live!® (Elluminate) to support their professional learning. Drawing on Third Space theory and a case study approach, this chapter explores issues around change and emerging technologies. In particular, how beginning teachers appropriate features of this tool to engage in both receptive and collaborative learning spaces, ultimately transforming their professional learning space. It raises numerous issues and challenges for eLearning in the Web 2.0 environment.

Supporting Electronic Collaborative Experiences at Universities Based on Learning Spaces and LAMS

2017 ◽  
Vol 13 (1) ◽  
pp. 27-52 ◽  
Author(s):  
Sofia Th. Papadimitriou ◽  
Spyros Papadakis ◽  
Antonis Emm. Lionarakis
Keyword(s):  
Large Scale ◽  
Learning Technologies ◽  
Learning Theories ◽  
Learning Spaces ◽  
Learning Sequence ◽  
Learning Space ◽  
Web Based ◽  
Face To Face ◽  
Modern Learning

The development of networks and web based environments combined with modern learning theories compose the new area of Learning Spaces aiming at enhancing interactive processes between educators, the Net generation's learners and the educational content. Collaboration at a distance (e-collaboration) supported by advanced learning technologies is today feasible and effective at a large scale opening up new perspectives in higher education. The paper presents a case study at the Hellenic Open University regarding the development of a learning sequence aimed at achieving high degrees of interactions among students, students and educators, and also at guiding them between face-to-face meetings when they prepare an essay. The Learning Space of the case study is realized by authoring sequences of learning activities using an LMS LAMS. Extending the case study, a methodology is illustrated to author collaborative sequences using LMS addressing to Open Universities in particular and also to conventional Universities in general.

scholarly journals Exploring the Relationships Between Learning Space and Student Learning in Higher Education: A Comparative Case Study in China

2020 ◽  
pp. 215-225
Author(s):  
Ji Yu
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Comparative Case Study ◽  
Contemporary Society ◽  
Learning Spaces ◽  
Learning Space ◽  
Space Design ◽  
The World ◽  
Innovative Learning

AbstractThe landscape of learning space design in higher education is undergoing a transformation. During the past decade, flexible, innovative learning spaces have been established around the world in response to the changing perspectives on how knowledge is discovered and what constitutes important and appropriate higher education in contemporary society.

Building Learning Spaces

2018 ◽  
pp. 241-257 ◽  
Author(s):  
David Starr-Glass
Keyword(s):  
Organizational Design ◽  
Online Courses ◽  
Learning Spaces ◽  
Learning Space ◽  
Space Design ◽  
History Of ◽  
Cross Cultural Management ◽  
Online Distance ◽  
Technological Affordances

The learning space that online distance learners enter is critically important. The space provides access to learning activities, but it also establishes an environment in which knowledge can be effectively co-created and shared. Designing the learning space involves making decisions about intent, pedagogical priorities, and technological affordances. Online learning spaces communicate educational and social intent and must be designed around the interests, concerns, and cultures of their users. However, the learning space must also embody the vales and perspectives of the instructor/facilitator and the institution that offers the educational experience. This case study presents two situations in which learning spaces were created for specific online courses offered for distinctive learner populations: international students in a Cross-Cultural Management course and U.S. military members enrolled in a Management and Organizational Design course. To explain how these learning spaces were constructed, the case study presents a brief evolutionary history of distance learning and virtual learning spaces. It analyzes two design contexts using an organizational-educational-pedagogical approach. The analysis incorporates differing learner anticipations, concerns, and cultural perspectives and invites the reader to consider appropriate learning space design. This case study also encourages readers to consider their own solutions to these specific learning space challenges. Recommendations and suggestions are made about the ways in which these specific cases might be generalized to different contexts.

Building Learning Spaces

2014 ◽  
pp. 117-138
Author(s):  
David Starr-Glass
Keyword(s):  
Organizational Design ◽  
Online Courses ◽  
Learning Spaces ◽  
Learning Space ◽  
Space Design ◽  
History Of ◽  
Cross Cultural Management ◽  
Online Distance ◽  
Technological Affordances

The learning space that online distance learners enter is critically important. The space provides access to learning activities, but it also establishes an environment in which knowledge can be effectively co-created and shared. Designing the learning space involves making decisions about intent, pedagogical priorities, and technological affordances. Online learning spaces communicate educational and social intent and must be designed around the interests, concerns, and cultures of their users. However, the learning space must also embody the vales and perspectives of the instructor/facilitator and the institution that offers the educational experience. This case study presents two situations in which learning spaces were created for specific online courses offered for distinctive learner populations: international students in a Cross-Cultural Management course and U.S. military members enrolled in a Management and Organizational Design course. To explain how these learning spaces were constructed, the case study presents a brief evolutionary history of distance learning and virtual learning spaces. It analyzes two design contexts using an organizational-educational-pedagogical approach. The analysis incorporates differing learner anticipations, concerns, and cultural perspectives and invites the reader to consider appropriate learning space design. This case study also encourages readers to consider their own solutions to these specific learning space challenges. Recommendations and suggestions are made about the ways in which these specific cases might be generalized to different contexts.

scholarly journals Needs and expectations of a new learning space: Research students’ perspectives

2018 ◽  
Vol 34 (6) ◽  
Author(s):  
Sandris Zeivots ◽  
Sandra Schuck
Keyword(s):  
Lived Experience ◽  
Hermeneutic Phenomenology ◽  
Data Sets ◽  
Learning Spaces ◽  
Learning Space ◽  
New Learning ◽  
New Space ◽  
Research Students ◽  
Case Study Methods

Much of the literature on university learning spaces focuses on the undergraduate student experience, neglecting experiences of research students in new spaces. This article is concerned with research students’ needs and expectations of a learning space. It focuses on a recently opened shared activity-based learning space that was specifically built for research students. The methodological focus draws on case study methods and hermeneutic phenomenology to observe students’ lived experience in the new space and how they make sense of it. Twenty-six data sets, involving interviews, surveys and feedback, were collected from research students. The findings were analysed across three themes: physical, virtual, and hybrid space; a space free of distractions; and belonging to, and interaction with, university community. The article indicates the benefits of the new space for research students and articulates the particular needs of research students in such spaces.

scholarly journals Behavior and informal learning at night in a 24-hour space: A case study of the Hong Kong Design Institute Library

2017 ◽  
Vol 51 (1) ◽  
pp. 171-179 ◽  
Author(s):  
Terry Yip ◽  
Dickson K.W. Chiu ◽  
Allan Cho ◽  
Patrick Lo
Keyword(s):  
Qualitative Research ◽  
Hong Kong ◽  
Informal Learning ◽  
Learning Resources ◽  
Learning Spaces ◽  
Learning Space ◽  
Design Institute ◽  
Effective Programs

This study explores the evening activities of students at the Hong Kong Design Institute in Zone24, a 24-hour opening learning space managed by Hong Kong Design Institute Learning Resources Centre, also referred to as the Library. In doing so, the purpose of this study is to evaluate the effectiveness of 24-hour learning spaces. Qualitative research was undertaken to identify and compare the students’ behaviors between daytime and night in Zone24. In addition, this study investigates how overnight activities in the learning spaces facilitate a student’s learning. The result of this study can contribute to improving librarians’ or administrators’ understanding of students’ needs at night in a 24-hour learning space in order to implement more effective programs and services for users.

Relating Pedagogical and Learning Space Designs in Second Life

2011 ◽  
pp. 31-60 ◽  
Author(s):  
Ahmad John Reeves ◽  
Shailey Minocha
Keyword(s):  
Empirical Study ◽  
Virtual Worlds ◽  
Second Life ◽  
Teaching And Learning ◽  
Three Dimensional ◽  
Learning Activity ◽  
Educational Institutions ◽  
Learning Spaces ◽  
Learning Space ◽  
3D Virtual Worlds

Second Life is a three-dimensional virtual world which is being employed by educational institutions and training organizations to support teaching and learning. However, there is little guidance as to how 3D learning spaces should be designed to correspond to the learning activity and the learning context of the student, such as students’ skills and the nature of the program (e.g. distance education, blended learning). This chapter describes an empirical study involving Second Life educators, designers, and students, and derives guiding principles for the design of learning spaces in 3D virtual worlds. It is hoped that the guidance and examples described in this chapter will support educators and designers in designing 3D learning spaces and activities that foster students’ socialization, informal learning, collaboration, and creativity. Although, the empirical study focused on Second Life, it is hoped that the results will be applicable for 3D virtual worlds in general.

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