New Learning Spaces? M-learning's, in Particular the iPad’s Potentials in Education

La definición de las características de un espacio de aprendizaje nos sitúa frente a la existencia de tres dimensiones de análisis clave para su diseño conceptual: la dimensión ambiental, la dimensión pedagógica y la dimensión digital (Bautista y Borges, 2013). El artículo muestra los resultados de una investigación que tiene por objetivo analizar los conocimientos, preferencias, percepciones y necesidades del profesorado respecto a la configuración del aula como espacio de aprendizaje, concretamente en relación a la dimensión digital. Para ello se realizó un estudio cuantitativo mediante el método de encuesta a una muestra de 847 docentes de educación infantil, primaria y secundaria. Los resultados obtenidos muestran que los docentes perciben que la dimensión digital debería ser uno de los elementos clave para plantear nuevos espacios de aprendizaje en las escuelas. The definition of the characteristics of a learning space places us before the existence of three dimensions of key analysis for its conceptual design, the environmental dimension, the pedagogical dimension and the digital dimension (Bautista and Borges, 2013). The article shows the results of a research that aims to know the knowledge, preferences, perceptions and needs of teachers regarding the configuration of the classroom as a learning space, specifically in relation to the digital dimension. To do this, a quantitative study was carried out using the survey method of a sample of 847 preschool, primary and secondary education teachers. The results obtained show that teachers identify the digital dimension and consider that this should be one of the key elements to propose new learning spaces in schools.

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Legitimate Practices: An Analysis into the Production of Learner Identities and New Learning Spaces

The International Journal of Learning Annual Review ◽

10.18848/1447-9494/cgp/v16i10/46643 ◽

2009 ◽

Vol 16 (10) ◽

pp. 419-428

Author(s):

Sezen Bayhan

Keyword(s):

Learning Spaces ◽

New Learning ◽

Learner Identities

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From Distraction to Contribution: A Preliminary Study on How Peers Outside the Group Can Contribute to Students’ Learning

The Canadian Journal for the Scholarship of Teaching and Learning ◽

10.5206/cjsotl-rcacea.2015.3.8 ◽

2015 ◽

Vol 6 (3) ◽

Cited By ~ 2

Author(s):

Victoria Chen

Keyword(s):

Active Learning ◽

Traditional Classroom ◽

Learning Activities ◽

Learning Spaces ◽

Case Study Approach ◽

Study Approach ◽

Pedagogical Design ◽

New Learning ◽

Preliminary Study

Active Learning Classrooms are new learning spaces that allow collaborative learning activities to take place easily over the traditional classroom. However, some features of these rooms could be viewed as “distracting” to students’ learning such as the multiple interactive screens. The purpose of this paper is to begin the conversation on how subtle roles in the learning environment could impact learning. Using a case study approach, an activity from one course was chosen that exemplified how peers outside students’ immediate group can influence their learning. Based on the preliminary findings, it is suggested that being aware of these subtle roles peers outside the group can have on students and making them explicit in the pedagogical design of the course can lead to maximizing the usage of the space to potentially foster greater learning. Les salles de classe où l’on pratique l’apprentissage actif sont de nouveaux espaces d’apprentissage qui permettent d’organiser des activités d’apprentissage collaboratif plutôt que de pratiquer l’enseignement traditionnel. Toutefois, certains aspects de ces salles de classe peuvent être considérés comme « gênants » pour l’apprentissage des étudiants, par exemple les multiples écrans interactifs. L’objectif de cette communication est d’ouvrir le débat sur la manière dont les rôles subtils de l’environnement d’apprentissage peuvent avoir des effets sur l’apprentissage. En utilisant l’approche qui consiste à faire une étude de cas, une activité d’un cours donné a été choisie pour exemplifier comment les pairs qui se trouvent à l’extérieur du groupe immédiat des étudiants peuvent influencer leur apprentissage. Selon les résultats préliminaires, il semblerait que le fait d’être conscient de ces rôles subtils que les pairs qui se trouvent à l’extérieur du groupe peuvent avoir sur les étudiants et le fait de les rendre explicites dans la conception pédagogique du cours peuvent mener à maximiser l’usage de l’espace en vue de favoriser un meilleur apprentissage.

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Transforming spaces: Fostering student-centered learning through the intentional design of formal and informal learning spaces

10.33178/lc2019.24 ◽

2019 ◽

Author(s):

Jen Harvey ◽

◽

Claire McAvinia ◽

Kevin O'Rourke ◽

Jason FitzSimmons ◽

...

Keyword(s):

Active Learning ◽

Informal Learning ◽

Teaching And Learning ◽

Large Scale ◽

Learning Spaces ◽

Learning Space ◽

Student Centered ◽

Student Centered Learning ◽

Formal And Informal Learning ◽

New Learning

Transforming the academic experience and success of students by building Active Learning Classrooms (ALCs) is increasing, but ALCs are still fewer than traditional classroom spaces. These new learning spaces create an inherent tension between increasing student enrollments and active learning environments. Accommodating increased class sizes does not have to exclude fostering an active learning space. We have an opportunity every time a classroom is renovated or a new building is built to intentionally acknowledge and engage this tension to positively influence student learning and success. As we renovate and construct new learning spaces on our campuses, it is not only important to understand how the “built pedagogy” (Monahan 2000, 2002) and “architecture as pedagogy” (Orr 1993, 1997) of our spaces can help or hinder more active learning pedagogies, but also how to support effective teaching in these spaces (Levesque-Bristol, 2019). While many institutions are prioritizing active learning as old classrooms get renovated, few are doing so at the broad campus-wide scope necessary to affect larger-scale culture change (Park & Choi, 2014). Two such institutions that are developing and supporting large-scale active learning spaces are the Technological University Dublin (TU Dublin) and Purdue University (Indiana, USA). TU Dublin and Purdue are conducting collaborative research focusing on how each institution’s new, large-scale construction of formal and informal learning spaces is impacting teaching and learning.

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THE ATTRIBUTES OF FUTURE SOCIAL LEARNING BUILT ENVIRONMENTS TOWARDS 21st CENTURY EDUCATION IN TERTIARY EDUCATION

PLANNING MALAYSIA JOURNAL ◽

10.21837/pm.v18i13.796 ◽

2020 ◽

Vol 18 (13) ◽

Author(s):

V. Ramu ◽

Nor Fadzila Aziz

Keyword(s):

Social Learning ◽

Learning Theory ◽

21St Century ◽

Social Preferences ◽

Tertiary Education ◽

Academic Learning ◽

Learning Spaces ◽

Learning Space ◽

21St Century Education ◽

New Learning

In the past two decades, the transformation that has captured tertiary education worldwide is a significant task mentioned as “academic evolution”. Whereby, the vast exploitation of Information and Communication Technology (ICT) explicitly mentioned as artificial intelligence (AI), digitisation, automation and Internet of Things (IoT) articulate the term Industry 4.0. Furthermore, the application of ICT in teaching and learning foster a new learning theory designated as Connectivism. Hence, there are needs in the formulation of an ideal and compatible classification of a social learning environment to accommodate the new learning theory, which enhances the informal learning undertaken by learners besides their formal lecture hours. Therefore, this study aims to seek factors that influenced learners’ preferences toward social learning spaces. A qualitative study was adapted to investigate the learner’s preferences attributes on social learning spaces at Polytechnics. An adapted questionnaire consisting of 39 items was administered to 300 Polytechnic students from three Polytechnics in Malaysia. In particular, data were analysed using exploratory factor analysis (EFA) with IBM SPSS version 22. The results from this research recommended a typology of six social learning space preferences attributes as a multidimensional construct with its two underlying dimensions: physical preferences and social preferences. The findings can help in redesigning and planning of social academic learning space in tertiary education institutions to enhance education towards 21st Century Education.

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