Ezine and iRadio as Knowledge Creation Metaphors for Scaffolding Learning in Physical and Virtual Learning Spaces

2012 ◽  
pp. 1323-1341
Author(s):  
Steve Dillon ◽  
Deidre Seeto ◽  
Anne Berry
Keyword(s):  
Blended Learning ◽  
Student Voice ◽  
Knowledge Creation ◽  
Collaborative Work ◽  
Development Planning ◽  
Collaborative Approach ◽  
Experience Design ◽  
Learning Spaces ◽  
Learning Space ◽  
Scaffolding Learning

eZine and iRadio represent knowledge creation metaphors for scaffolding learning in a blended learning environment. Through independent and collaborative work online participating students experience a simulated virtual publishing space in their classrooms. This chapter is presented as an auto-ethnographic account highlighting the voices of the learning designer and the teacher. Using an iterative research design, evidence is provided for three iterations of each course. A collaborative approach to the development, planning, implementation, and evaluation of two tertiary music elective courses between lecturers, tutors, learning and technological designers is narrated. The student voice is embedded in the methodology, which involved an innovative approach that blends software development and pedagogy in iterations of software and experience design. The chapter describes how the teachers and learning designers translate these data into action and design. A blended learning space was incorporated within each of these elective music courses and the movement between these learning spaces is described and problematized. The research suggests that learning design, which provides real world examples and resources integrating authentic task design, can provide meaningful and engaging experiences for students. The dialogue between learning designers and teachers and iterative review of the learning process and student outcomes has engaged students meaningfully to achieve transferable learning outcomes.

Ezine and iRadio as Knowledge Creation Metaphors for Scaffolding Learning in Physical and Virtual Learning Spaces

2012 ◽  
pp. 163-181 ◽  
Author(s):  
Steve Dillon ◽  
Deidre Seeto ◽  
Anne Berry
Keyword(s):  
Blended Learning ◽  
Student Voice ◽  
Knowledge Creation ◽  
Collaborative Work ◽  
Development Planning ◽  
Collaborative Approach ◽  
Experience Design ◽  
Learning Spaces ◽  
Learning Space ◽  
Scaffolding Learning

eZine and iRadio represent knowledge creation metaphors for scaffolding learning in a blended learning environment. Through independent and collaborative work online participating students experience a simulated virtual publishing space in their classrooms. This chapter is presented as an auto-ethnographic account highlighting the voices of the learning designer and the teacher. Using an iterative research design, evidence is provided for three iterations of each course. A collaborative approach to the development, planning, implementation, and evaluation of two tertiary music elective courses between lecturers, tutors, learning and technological designers is narrated. The student voice is embedded in the methodology, which involved an innovative approach that blends software development and pedagogy in iterations of software and experience design. The chapter describes how the teachers and learning designers translate these data into action and design. A blended learning space was incorporated within each of these elective music courses and the movement between these learning spaces is described and problematized. The research suggests that learning design, which provides real world examples and resources integrating authentic task design, can provide meaningful and engaging experiences for students. The dialogue between learning designers and teachers and iterative review of the learning process and student outcomes has engaged students meaningfully to achieve transferable learning outcomes.

Analisis Pemenuhan Standar Sarana dan Prasarana Sekolah

PEDAGOGIKA ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 59-71
Author(s):  
Nina Lamatenggo ◽  
Irun Abubakar ◽  
Intan Abdul Razak
Keyword(s):  
Data Collection ◽  
Observation Data ◽  
Learning Spaces ◽  
Learning Space ◽  
Computer Lab ◽  
Descriptive Research ◽  
Work Area ◽  
Technical Drawing ◽  
Space Infrastructure ◽  
Drawing Practice

The purpose of this study was to determine the fulfillment of facilities and infrastructure of general learning spaces, supporting spaces and special learning spaces at SMK Almamater Telaga. This type of research is quantitative with the type of descriptive research. Data collection techniques using interviews, observation, data collection instruments and documentation. The results of the study are 1) the facilities and infrastructure of the general learning space are met according to the standards, and not according to the standards namely Biology Lab, Physics Lab, Chemistry Lab, Natural Sciences, Language Lab and technical drawing practice room. Whereas the facilities for 2 classrooms are in accordance with the standard and 13 classrooms, the library, and the computer lab are not yet in accordance with the standard, 2) the supporting facilities and infrastructure are met according to the standard, toilets, counseling rooms, UKS, and circulation rooms not according to standards, 3) facilities and special learning space infrastructure are not yet up to standard. Suggestions in this research are to pay more attention to the development of LAB infrastructure in Chemistry, Biology, Physics, Science, Technical Drawing Practice Room, Counseling Room, UKS Room and circulation room. In addition, the area of special learning space for all majors is adjusted according to the work area of each department.

scholarly journals The Effect of Perceptions: Instructor–Student Dynamics in the Spanish Heritage Classroom

Languages ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 46
Author(s):  
Patricia González Darriba ◽  
Benjamin Kinsella ◽  
Crystal Marull ◽  
Nathan Campbell
Keyword(s):  
Latin America ◽  
Language Attitudes ◽  
Learning Spaces ◽  
Heritage Speakers ◽  
Learning Space ◽  
Classroom Dynamics ◽  
Five Dimensions ◽  
University Courses ◽  
The Us ◽  
Attitudes And Perceptions

The rising population of heritage speakers (HS) in university courses in the US has increased the need for instructors who understand the linguistic, social, and cultural profiles of their students. Recent research has discussed the need for specialized courses and their differentiation from second-language (L2) classes, as well as the intersection between HS and language attitudes. However, prior studies have not examined HS students’ language attitudes toward the sociolinguistic background of the instructors and their effect on classroom interactions. Therefore, this study explores HS students’ overall language attitudes and perceptions of their instructors’ sociolinguistic background. In a survey, HS university students (N = 92) across the US assessed four instructor profiles along five dimensions. Results showed that students rated more favorably instructors born and raised in Latin America, followed by those from Spain. Furthermore, HS favored these two profiles over HS or L2 profiles as their course instructors. However, preferences were less marked in the online context. These findings demonstrate that to design supportive learning spaces with—rather than for—HS students, programs must first acknowledge how classroom dynamics are shaped by the perspectives brought into the learning space and by the context of the learning space itself.

scholarly journals Studying Collaboration Dynamics in Physical Learning Spaces: Considering the Temporal Perspective through Epistemic Network Analysis

Sensors ◽  
2021 ◽  
Vol 21 (9) ◽  
pp. 2898
Author(s):  
Milica Vujovic ◽  
Ishari Amarasinghe ◽  
Davinia Hernández-Leo
Keyword(s):  
Collaborative Learning ◽  
Temporal Analysis ◽  
Learning Design ◽  
Learning Spaces ◽  
Limited Evidence ◽  
Temporal Perspective ◽  
Learning Space ◽  
Collaboration Dynamics ◽  
Collaborative Activities

The role of the learning space is especially relevant in the application of active pedagogies, for example those involving collaborative activities. However, there is limited evidence informing learning design on the potential effects of collaborative learning spaces. In particular, there is a lack of studies generating evidence derived from temporal analyses of the influence of learning spaces on the collaborative learning process. The temporal analysis perspective has been shown to be essential in the analysis of collaboration processes, as it reveals the relationships between students’ actions. The aim of this study is to explore the potential of a temporal perspective to broaden understanding of the effects of table shape on collaboration when different group sizes and genders are considered. On-task actions such as explanation, discussion, non-verbal interaction, and interaction with physical artefacts were observed while students were engaged in engineering design tasks. Results suggest that table shape influences student behaviour when taking into account different group sizes and different genders.

Considerations for creating library learning spaces within a hierarchy of learning space attributes

2021 ◽  
Vol 47 (6) ◽  
pp. 102458
Author(s):  
Deborah Lynn Christoffersen ◽  
Clifton B. Farnsworth ◽  
Evan D. Bingham ◽  
James P. Smith
Keyword(s):  
Learning Spaces ◽  
Learning Space

Social Semiotics and Art Education in a Blended Learning Space

2016 ◽  
Vol 1 ◽  
pp. 48-55
Author(s):  
Hannah Kaihovirta ◽  
Minna Rimpilä
Keyword(s):  
Blended Learning ◽  
Art Education ◽  
Social Semiotics ◽  
Learning Space

scholarly journals Valoración del uso de la plataforma virtual Moodle como recurso pedagógico en la enseñanza universitaria de la informática

2017 ◽  
Vol 2 (1) ◽  
pp. 51 ◽  
Author(s):  
Juan Manuel Claro-Vásquez
Keyword(s):  
Teaching And Learning ◽  
Collaborative Work ◽  
Structured Interview ◽  
University Teaching ◽  
Subjective Experiences ◽  
Learning Spaces ◽  
Virtual Platform ◽  
The University ◽  
Trabajo Colaborativo ◽  
Estudiantes Universitarios

ResumenEl presente artículo describio las valoraciones que hacen los docentes sobre los usos de la plataforma virtual como un recurso de enseñanza y aprendizaje en los cursos de informática de la Universidad de Santander, sede Cúcuta.  Para la recolección de la información necesaria para la investigación se empleó una encuesta aplicada a ocho profesores pertenecientes al Departamento de Sistemas de la Universidad. Esta encuesta se complementó con una entrevista semiestructurada centrada en las experiencias subjetivas de tres docentes. Entre los resultados más relevantes aparece que los profesores que participaron en el estudio utilizan frecuentemente la plataforma virtual como complemento para el desarrollo de sus cursos. El manejo apropiado de la plataforma se lleva a cabo como un proceso dinámico e interactivo de tal manera que el profesor constituye la base fundamental de la construcción de ideas en su entorno y muestra que el uso de la plataforma virtual en la formación de los estudiantes universitarios ha logrado que se reflexione sobre las técnicas elementales de la educación y puedan ser aplicadas en los procesos de enseñanza basados en la formación virtual.Palabras clave: recursos pedagógicos, espacios virtuales de aprendizaje, plataforma virtual Moodle, trabajo colaborativo Assessment of the use of the Moodle virtual platform as a pedagogical resource in the university teaching of computer scienceAbstractThis article describes teachers’ assessments regarding the uses of the virtual platform as a teaching and learning resource in informatics courses of the University of Santander, Cúcuta. As a means of collecting the information necessary for the investigation, a survey of eight professors belonging to the Systems Department of the university was carried out. This survey was complemented by a semi-structured interview centered on the subjective experiences of three teachers. Among the most relevant results, it appears that the professors who participated in the study frequently use the virtual platform as a complement for the development of their courses. The appropriate management of the platform is executed as a dynamic and interactive process, in such a way that the teacher functions as the fundamental basis for the construction of ideas in its environment. Furthermore, it demonstrates that the use of the virtual platform in the training of university students has managed to reflect on the elementary techniques of education and can be applied in teaching processes based on virtual training.Keywords: pedagogical resources, virtual learning spaces, Moodle virtual platform, collaborative work, Valoração do uso da plataforma virtual Moodle como recurso pedagógico no ensino universitário da informática.Avaliação do uso da plataforma virtual Moodle como recurso pedagógico no ensino Universitário de informáticaResumoResumo: Este artigo descreve as avaliações feitas pelos professores sobre os usos da plataforma virtual como recurso de ensino e aprendizagem nos cursos de informática da Universidade de Santander, Cúcuta. Para a recolha das informações necessárias para a investigação, foi utilizada uma pesquisa aplicada a oito professores pertencentes ao Departamento de Sistemas da Universidade. Esta pesquisa foi complementada por uma entrevista semi-estruturada centrada nas experiências subjetivasde três professores. Entre os resultados mais relevantes, parece que os professores que participaram no estudo freqüentemente usam a plataforma virtual como complemento para o desenvolvimento de seuscursos. O gerenciamento apropriado da plataforma é realizado como um processo dinâmico e interativo, de tal forma que o professor é a base fundamental da construção de idéias em seu ambiente e mostra que o uso da plataforma virtual na formação de estudantes universitários conseguiu refletir sobre as técnicas elementares de educação e pode ser aplicado em processos de ensino baseados em treinamento virtual.Palavras-chave: recursos pedagógicos, espaços virtuais de aprendizagem, plataforma virtual Moodle, trabalho colaborativo 

scholarly journals The Influence of Learning Styles on Perception and Preference of Learning Spaces in the University Campus

Buildings ◽  
2021 ◽  
Vol 11 (12) ◽  
pp. 572
Author(s):  
Shiqi Wang ◽  
Chenping Han
Keyword(s):  
Learning Styles ◽  
Influence Factors ◽  
Individual Preference ◽  
Subjective Assessment ◽  
Two Dimensions ◽  
Learning Needs ◽  
University Campus ◽  
Traditional Classrooms ◽  
Learning Spaces ◽  
Learning Space

Good academic performance will occur when learning spaces match or support individual preference and needs. This effect depends on environmental characteristics and individual attributes. Learning styles (LSs) have been used as a tool to capture the behavioral and psychological characteristics of learners in the process of learning activities, which provide instructions to address their learning needs. However, few have focused on the perceptual characteristics of learning space from the view of distinct learning styles. The research aims to identify which kinds of learning spaces in university campus have been preferred by students with different learning styles respectively and the spatial characteristics which have significant influence on the distinct evaluation results; the research consists of 178 college students’ LSs measurement conducted by the Index of Learning Styles questionnaire and their subjective assessment to five typical learning spaces obtained by 5-point Likert-type scale. Then, the key spatial influencing factors were identified by the focus group interviews; the results firstly ranked the learning spaces according to their satisfaction evaluation and restorative potential. The self-study rooms are rated highest, followed by professional classroom, traditional classroom, and multimedia classroom. Then, two dimensions of learning styles were proved as having considerable effects on perception. Specifically, there are significant differences between visual and verbal learners’ evaluations of multimedia classrooms and traditional classrooms, and between global and sequential learners’ evaluations of multimedia classrooms, informal learning spaces, and learning buildings. The other two dimensions including perceiving and remembering have no obvious impacts on learners’ perception of any learning spaces. At last, the important influence factors of perceptions of five typical learning spaces were identified, respectively, and their different effects on various groups were discussed. For example, the serious atmosphere in traditional classrooms was regarded as a motivation for sensing learners but a stress for intuitive learners. The studies emphasize the perceptual difference on learning space in terms of students’ unique learning styles and key points for each kind of learning space with regard to satisfaction of personalized needs. However, before it can be used by designers as tools, more research is needed.

scholarly journals Exploring Active Blended Learning Through the Lens of Team-Based Learning

2021 ◽  
pp. 172-192
Author(s):  
Rachel Maxwell ◽  
Roshni Khatri
Keyword(s):  
Blended Learning ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Learning Technologies ◽  
Learning Spaces ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
The Core ◽  
Team Based Learning ◽  
Core Concepts

This chapter showcases how the collaborative learning and teaching strategy known as Team-Based Learning™ (TBL) can deliver against the conceptual components within active blended learning (ABL), through exploration of different case studies from the authors' university. It begins by detailing the core concepts and theories underpinning each pedagogic approach before considering how adoption of TBL is consistent with the wider implementation of ABL. Case histories are used to highlight how these approaches enhance the student learning experience and how learning technologies can enable staff to do more of what they value within the classroom. The value of different learning spaces to facilitate TBL and augment the learning experience for both staff and students is considered. Finally, the chapter explores some of the more difficult questions around the lack of broader uptake of TBL within an institution committed to ABL as its standard approach to learning and teaching.

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.

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