Virtual Museums

2011 ◽  
pp. 117-144
Author(s):  
Caroline M L Ho
Keyword(s):  
Learning Environments ◽  
Immersive Virtual Reality ◽  
Virtual Museum ◽  
Web Based ◽  
Virtual Museums ◽  
Theoretical Perspectives ◽  
New Learning Environments ◽  
New Learning ◽  
The World ◽  
Different Levels

This chapter provides a broad survey of virtual museums and their developments in a range of contexts from various parts of the world. The focus is on exploring virtual museum platforms and features designed for different purposes and practices, and the prospect of the potential in such virtual environments to meet specific needs in varied contexts. Attention is given particularly to the growing work in Asia, namely, China, Taiwan, Japan, Hong Kong, Thailand and Singapore, which is fast developing, given the rapid technological advancements in the field. Of specific interest are the underlying principles and theoretical perspectives driving studies mediated through digital technologies in various museum settings. Technologically-mediated platforms examined range from Web-based comprising basic text to more complex interactive features, mobile, 3D immersive virtual reality to augmented reality environments with different levels of interactivity and engagement. The pedagogical implications of virtual museum contexts are considered with potential research directions recommended in the growing field of new learning environments in the 21st century.

scholarly journals Pedarchitecture: Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the Future

2020 ◽  
pp. 85-107
Author(s):  
Mariagrazia Francesca Marcarini
Keyword(s):  
Learning Environments ◽  
Teacher Collaboration ◽  
Teaching And Learning ◽  
Personal Responsibility ◽  
First Grade ◽  
Traditional Learning ◽  
New Learning Environments ◽  
New Learning ◽  
Teachers And Students ◽  
Improved Learning

AbstractThis project investigates how to overcome traditional learning environment’s rigidity; those established practices that may hinder full use of what we might call new learning environments. It addresses how teachers adapt their teaching to changing learning environments, what impact new educational spaces have on teachers and students, how to organise students with different criteria, and how learning environments can be redesigned in old schools with limited investments. The research studies four schools: in Denmark, the Hellerup Folkeskole in Gentofte and the Ørestad Gymnasium in Copenhagen; in Italy, the Enrico Fermi High School in Mantua and IC3 Piersanti Mattarella secondary first grade in Modena. New learning environments are intended to enhance teacher collaboration and stimulate the exchange of new teaching methods, enabling learning personalisation. This is often facilitated by team teaching, which in this chapter is seen as a “bridge-culture” concept, offering a wider vision including structural and organisational details. The chapter discusses how this strategy lead to students improved learning skills, them taking on greater personal responsibility and displaying aptitude to study in different ways. In this sample of “architecture feeds pedagogy” schools, some key concepts are explored that might guide future learning environments design: readability, “semantic-topical”, flexibility, invisible pedagogy and affordances.

Using Infographics for Teaching

2021 ◽  
pp. 105-126
Author(s):  
Kyriaki Skenteridou ◽  
Theodosios Tsiakis
Keyword(s):  
Educational Technology ◽  
Environmental Education ◽  
Learning Environments ◽  
Information Dissemination ◽  
Teaching Tool ◽  
Historical Maps ◽  
Visual Aids ◽  
Modern Age ◽  
New Learning Environments ◽  
New Learning

Outstanding advances in educational technology are significantly influencing new learning environments, where it is necessary for teachers to respond and for learners to be able to adapt to the modern age of knowledge and information dissemination. The development of ICT has catalyzed the ability of all types of data to be reproduced visually (visualization). The term visualization refers to the use of various visual aids, which makes a subject more eloquent. This is especially useful for teaching a variety of special courses (environmental education), geography (maps, atlases), history (historical maps, atlases). Geography is a comprehensive and one of the most demanding subjects, as its study deals with a variety of different topics. This course can be made more effective and produce more permanent results through the use of innovative tools. One of these tools is information. In the context of the present study, the use of infographics, a pioneering visual tool transformed into a reliable teaching tool-guide in the classroom, is presented.

AI and AR

2021 ◽  
pp. 216-231
Author(s):  
Anita M. Cassard ◽  
Brian W. Sloboda
Keyword(s):  
Artificial Intelligence ◽  
Distance Learning ◽  
Augmented Reality ◽  
Learning Environments ◽  
Virtual Learning Environments ◽  
Learning Assessment ◽  
New Learning Environments ◽  
New Learning ◽  
Available Technology ◽  
The Impact

This chapter presents some of the possibilities and approaches that are used in the application of AI (artificial intelligence) and AR (augmented reality) in the new learning environments. AI will add another dimension to distance learning or eLearning that in some cases already includes AR (augmented reality) virtual learning environments. Because of this advent in available technology and the impact it will have on learning, assessment of newly structured parameters and their impact on student outcomes is crucial when measuring student learning. For some of us there might be a concern about the domination of AI as seen in the movie The Terminator, but we can take ease in the notion that it is not only AI versus humans. A new version of human augmented intelligence (HI) is being developed as we speak.

New Learning Environments and Constructivism: The Students’ Perspective

2006 ◽  
Vol 34 (3) ◽  
pp. 213-226 ◽  
Author(s):  
David Gijbels ◽  
Gerard van de Watering ◽  
Filip Dochy ◽  
Piet van den Bossche
Keyword(s):  
Learning Environments ◽  
New Learning Environments ◽  
New Learning

Centre for Applied Language Studies, University of Limerick, Ireland

2015 ◽  
Vol 48 (2) ◽  
pp. 288-292
Author(s):  
Angela Chambers ◽  
David Atkinson ◽  
Fiona Farr
Keyword(s):  
Teacher Education ◽  
Discourse Analysis ◽  
Language Policy ◽  
Learning Environments ◽  
Language Teacher Education ◽  
Postgraduate Students ◽  
Research Outcomes ◽  
Language Studies ◽  
New Learning Environments ◽  
New Learning

The Centre for Applied Language Studies (CALS), founded in 1997, brings together researchers and postgraduate students from several disciplines in language studies, and is structured in three research clusters: New learning environments; Discourse, society and identity; and Plurilingualism and language policy. There is a certain amount of overlapping between the clusters, and several researchers are active in more than one cluster. Thus research in language teacher education is present both in the New learning environments cluster and in Discourse, society and identity. Corpus-based methodologies are also prominent in both these clusters. Furthermore, discourse analysis is present as a methodology in all three. The following sections provide information on current research and selected research outcomes within the three research clusters from 2011 to 2013.

scholarly journals Introduction to Part II: Inhabiting

2020 ◽  
pp. 125-127
Author(s):  
Thomas Kvan ◽  
Kenn Fisher
Keyword(s):  
Learning Environments ◽  
New Learning Environments ◽  
New Learning

AbstractThis section presents research in inhabiting new learning environments. The topic is introduced, and a brief review is given for each chapter in the following section.

scholarly journals Escape Education: A Systematic Review on Escape Rooms in Education

2020 ◽  
Author(s):  
Alice Veldkamp ◽  
Liesbeth van de Grint ◽  
Marie-Christine Knippels ◽  
Wouter van Joolingen
Keyword(s):  
Systematic Review ◽  
Game Design ◽  
Student Outcomes ◽  
Educational Goals ◽  
Knowledge And Skills ◽  
New Learning Environments ◽  
New Learning ◽  
The World ◽  
Need To Evaluate ◽  
Global Increase

The global increase of recreational escape rooms has inspired teachers around the world to implement escape rooms in educational settings. As escape rooms are increasingly popular in education, there is a need to evaluate their use, and a need for guidelines in order to develop and implement escape rooms in the classroom. This systematic review synthesizes current practices and experiences, focussing on important educational and game design aspects. Subsequently, relations between the game design aspects and the educational aspects are studied. Finally, student outcomes are related to the intended goals. In different disciplines, educators appear to have different motives to use aspects such as time constraints or teamwork. These educators make different choices for related game aspects such as the structuring of the puzzles. Other educators base their choices on common practices in recreational escape rooms. However, in educational escape rooms players need to reach the game goal by achieving the educational goals. More alignment in game mechanics and pedagogical approaches are recommended. These and more results lead to recommendations for developing and implementing escape rooms in education, and will help educators creating these new learning environments, and eventually help students’ foster knowledge and skills more effectively.

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