The effects of reflection strategies types on pre-service teachers’ group cohesiveness and attitude toward cooperative learning in the design thinking learning environments.

2019 ◽  
Vol 19 (7) ◽  
pp. 789-812
Author(s):  
Chang Woo Nam ◽  
Jong Sil Kwon ◽  
Dong Min Shin
Keyword(s):  
Cooperative Learning ◽  
Learning Environments ◽  
Design Thinking ◽  
Group Cohesiveness

Digital Diorama

2018 ◽  
pp. 52-82 ◽  
Author(s):  
Annamaria Poli ◽  
Annastella Gambini ◽  
Antonella Pezzotti ◽  
Alfredo Broglia ◽  
Alessandra Mazzola ◽  
...  
Keyword(s):  
Natural History ◽  
Cooperative Learning ◽  
Learning Environments ◽  
Digital Technologies ◽  
Traditional Teaching ◽  
History Museum ◽  
Traditional Teaching Methods ◽  
Innovative Learning ◽  
Innovative Learning Environments ◽  
Interactive Resources

Digital technologies that increase communication among students/users are viewed as interactive resources for enhancing learning, especially in the field of science teaching. The new digital mission is to produce innovative learning environments and educational tools to enhance the traditional teaching methods still widely used today. The Digital Diorama project reproduces a set of Natural History Museum dioramas for IWBs and other electronic devices. Using the Digital Diorama enhances cooperative learning. This comes from the students/users' explorations of the Digital Diorama and from strategies that we recommend to teachers.

Including Nomadic People in Collaborative E-Learning

2011 ◽  
pp. 203-224
Author(s):  
Ugo Barchetti ◽  
Alberto Bucciero ◽  
Luca Mainetti
Keyword(s):  
Cooperative Learning ◽  
Learning Environments ◽  
Mixed Reality ◽  
Learning Task ◽  
Abstract Model ◽  
Learning Session ◽  
Shared Learning ◽  
Heterogeneous Learning ◽  
E Learning ◽  
Nomadic People

The focus of this chapter is the design of a solution for Computer-Supported Cooperative Learning (CSCL) that is able to connect both stationary and mobile users in live shared-learning sessions. The authors started from experiences that were mainly technology-driven to arrive at the development of two subsystems, OpenWebTalk and MobileWebTalk, that build, flexibly and simply, mixed reality environments in which users cooperate to perform the same learning task. From these experiences, the authors argue that heterogeneous learning environments (stationary and mobile) can only be really effective if they are designed from a unique abstract model. Therefore the challenge is to derive a conceptual model to describe a collaborative learning session that can be deployed in different devices.

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.

scholarly journals An Experimental Study of the Use of Design Thinking as a Requirements Elicitation Approach for Mobile Learning Environments

2015 ◽  
Author(s):  
Cynara Lira De Carvalho Souza ◽  
Carla Silva
Keyword(s):  
Learning Environments ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Design Thinking ◽  
Research Field ◽  
Requirements Elicitation ◽  
Effective Implementation ◽  
Innovative Solutions ◽  
Thinking Process

Mobile learning (m-learning) is a research field that aims to analyze how mobile devices can contribute to learning. The development of software for mobile devices to support learning is essential for an effective implementation of m-learning or mobile learning environments (MLE). Requirements Engineering processes need to include activities that provoke creativity in the stakeholders to conceive MLEs that actually modify and improve the teaching and learning process. In this context, this paper presents a process for requirements elicitation and documentation of mobile learning environments. This process is based on the concepts of the Design Thinking process that provides a methodology to elicit customer needs, producing simple prototypes that eventually converge to innovative solutions. An experiment was conducted to evaluate if the proposed process contributes to create MLEs that present distinctive and interesting characteristics when compared to existing solutions for a specific problem.

Taking Making Into the Schools

2016 ◽  
pp. 559-587
Author(s):  
Susan E. Crichton ◽  
Deb Carter
Keyword(s):  
Learning Environments ◽  
Professional Learning ◽  
Design Thinking ◽  
Social Issues ◽  
Maker Movement ◽  
Globalized Economy ◽  
Research Findings ◽  
Diverse Groups ◽  
Initial Research ◽  
The Maker Movement

This chapter introduces professional learning (PL) challenges in a Digital Age and makes a case for an immersive, sustained, experiential approach including diverse groups of professionals. It explores how this approach informed novice and experienced educators to incorporate design thinking and making into their current practice. After providing background on the Maker Movement, an immersive PL model is explored. This model comprises an integrated series of PL experiences designed to encourage participants to actively engage in four distinct yet related elements. Drawing on a qualitative, iterative process, initial research findings and experiences suggest that such a model may support good PL and professional development for educators designing and developing 21st century learning environments. These findings suggest this model may allow for collaborative re-thinking of established course and curricular designs, while addressing significant social issues, encouraging participants to become thoughtful contributors in an increasingly complex, globalized economy.

Taking Making Into the Schools

2016 ◽  
pp. 1982-2008
Author(s):  
Susan E. Crichton ◽  
Deb Carter
Keyword(s):  
Learning Environments ◽  
Professional Learning ◽  
Design Thinking ◽  
Social Issues ◽  
Maker Movement ◽  
Globalized Economy ◽  
Research Findings ◽  
Diverse Groups ◽  
Initial Research ◽  
The Maker Movement

This chapter introduces professional learning (PL) challenges in a Digital Age and makes a case for an immersive, sustained, experiential approach including diverse groups of professionals. It explores how this approach informed novice and experienced educators to incorporate design thinking and making into their current practice. After providing background on the Maker Movement, an immersive PL model is explored. This model comprises an integrated series of PL experiences designed to encourage participants to actively engage in four distinct yet related elements. Drawing on a qualitative, iterative process, initial research findings and experiences suggest that such a model may support good PL and professional development for educators designing and developing 21st century learning environments. These findings suggest this model may allow for collaborative re-thinking of established course and curricular designs, while addressing significant social issues, encouraging participants to become thoughtful contributors in an increasingly complex, globalized economy.

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