scholarly journals Student agency in Non-Traditional Learning Spaces: Life in-between and on the fringes

2021 ◽  
Vol 41 (1) ◽  
pp. 64-76
Author(s):  
Leon Benade ◽  
Alastair Wells ◽  
Kelly Tabor-Price
Keyword(s):  
Critical Dimension ◽  
Modern Technology ◽  
Traditional Learning ◽  
Student Life ◽  
Pedagogical Practice ◽  
Student Agency ◽  
Learning Spaces ◽  
Educational Processes ◽  
Schooling Practices ◽  
Building Designs

Non-Traditional Learning Spaces (NTLS) boasting innovative building designs that embody an array of modern technology, visually and functionally sever schooling practices from the factory model, suggesting a reconceptualisation of what it is to ‘do school’ at the level of research and practice. This process of reconceptualisation includes reconceptualised pedagogical practice, and the development by students of spatial competency. In this regard, ‘student agency’ plays a significant role. For some years now, student agency has been prioritised by education policymakers and reformers alike, and it is a concept that has become central to questions relating to teacher practice and student life in NTLS. In this article, agency is construed as a contestable, politically domesticated construct that is reduced to student engagement with prescribed, mainstream and ‘official’ educational processes. We argue, instead, that the notion of student agency be taken beyond this sanitised usage, so that the broader complexity of agentic practices be understood. Understanding student agentic practice in NTLS is a critical dimension of the overall aim of more rigorously theorising spatiality, and in this article, we begin the task of considering how student agentic practices can be included in achieving that aim. Therefore, we discuss and explore the complexities of agentic student behaviour, considering where it is located in the complex relationship between the development of student spatial competence and mere compliance in NTLS.

Opportunities in Web-Based Teaching

2000 ◽  
pp. 17-32 ◽  
Author(s):  
Orasa Tetiwat ◽  
Magid Igbaria
Keyword(s):  
Educational Level ◽  
Modern Technology ◽  
Minimum Condition ◽  
Educational Institutions ◽  
Traditional Learning ◽  
Web Based ◽  
Technological Infrastructure ◽  
Good Design ◽  
Learning And Teaching ◽  
K 12

Web-based teaching technology has become a popular tool for many institutions in this decade. It can be used for every educational level from K-12 to higher education and distance education in many different fields. In order to make these opportunities possible, there are many requirements, including sufficient funding, a strong technological infrastructure, hardware and software, good design and interface, operations, maintenance, training, and cooperation of every involved party. When these requirements have been met as a minimum condition, Web-based teaching can provide many benefits to students, teachers, parents, and educational institutions. It is one alternative of modern technology that has been developed to augment traditional learning and teaching at all educational levels.

Socio-Spatial Analysis of Study Abroad Students’ Experiences in/of Place in Morocco

2017 ◽  
Vol 40 (3) ◽  
pp. 264-278 ◽  
Author(s):  
Jennifer M. Pipitone ◽  
Chitra Raghavan
Keyword(s):  
Spatial Analysis ◽  
Experiential Learning ◽  
Study Abroad ◽  
Participant Observation ◽  
Pedagogical Practice ◽  
Learning Spaces ◽  
Learning Space ◽  
Entry Points ◽  
The Individual ◽  
Study Abroad Program

This article builds upon existing place-based research through the application of a socio-spatial perspective to make sense of how students’ experiences in/of place shape, and are shaped by, the production of experiential learning space. Rather than focusing on the individual as the unit of analysis, this article is concerned with understanding how knowledge was produced during a 3-week study abroad program to Morocco. Data were collected with eight participants through participant-observation and narratives in the form of eight reflective journals. We conduct a socio-spatial analysis of this data guided by Lefebvre’s spatial theory and offer three spatial readings of our findings including a diverse country of paradox, encountered histories, and positioned bodies through narrative. Findings suggest the production of experiential learning space was mediated through social interactions, engagement with local rhythms and histories, and intentional narrative activities. Engaging students with place is fundamental to the production of experiential learning space. Lefebvre’s spatial triad is a useful tool for pedagogical practice; its relational structure affords educators an opportunity to consider how learning spaces are socially produced via engagement with surrounding environments, and provides multiple entry points to engage students meaningfully with place.

scholarly journals The Journey towards a Teacher’s Ecological Self: A Case Study of a Student Teacher

2014 ◽  
Vol 16 (2) ◽  
pp. 103-114 ◽  
Author(s):  
Rea Raus ◽  
Thomas Falkenberg
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teacher ◽  
Critical Dimension ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Educational Systems ◽  
Pedagogical Practice ◽  
Holistic View ◽  
Ecological Self

Abstract Transforming our educational systems to support sustainable development is a challenge that involves all levels of education – policy, curriculum and pedagogical practice. One critical dimension to look at is a teacher’s identity as it influences a teacher’s decision-making, behaviour and action. The ecological self is the concept that is used in the context of sustainability. This paper discusses the emerging ecological self of one student teacher during her initial teacher education programme. The concepts of the teacher’s self and the ecological self form a lens through which the story of this student teacher is examined. The paper focuses on one part of a broader, longitudinal study of student teachers and their understanding of pedagogy and connectedness with nature in the context of the need for reorienting teacher education towards sustainability. Sterling’s (2001) conceptual framework of ecological view on education is taken as a tool to analyse the collected data. The results indicate that deep connectedness to nature and empathy are framing the holistic view on learning, teaching and a teacher’s self.

Culturally Responsive and Sustaining STEM Curriculum as a Problem-Based Science Approach to Supporting Student Achievement for Black and Latinx Students

2021 ◽  
Vol 50 (1) ◽  
Author(s):  
Yvonne Thevenot
Keyword(s):  
Academic Achievement ◽  
Prior Knowledge ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Student Agency ◽  
Stem Learning ◽  
Learning Spaces ◽  
Science Approach ◽  
Informal Stem Learning ◽  
Stem Teaching

This article explores the tenets of culturally responsive STEM curriculum, providing an innovative look into STEM teaching and learning, which illuminates student agency, prior knowledge, and positive connections with their teachers. It seeks to answer the question, what happens when students experience informal STEM learning spaces as positive ones that enable them to develop a sense of agency, voice, and academic achievement.

SENI KONTEMPORER BETAWI DI PESANGGRAHAN

2021 ◽  
Vol 3 (1) ◽  
pp. 77
Author(s):  
Indah Dwi Allanis ◽  
Mieke Choandi
Keyword(s):  
Public Space ◽  
Contemporary Art ◽  
Modern Technology ◽  
Contextual Approach ◽  
Traditional Art ◽  
Self Defense ◽  
Art And Culture ◽  
Public Area ◽  
Building Designs ◽  
Contemporary Architecture

Art and culture are one of the character that can build nation civilization. Betawi culture’s existence is included in traditional art as one of Indonesia’s cultural asset. Generally art is stated as human’s soul expression to beauty. To betawi people art is materialized in many forms like litearture, music, dance, self-defense and theatre. But the missing of interactive public space based on modern technology, that culture slowly will replaced with modern era.Betawi Contemporary Art in Pesanggrahan uses a contextual approach which examines four contextual parameters (culture, nature, urban, and physical buildings) and has an edutainment program. Where Edutainment is a new innovation to develop Betawi culture by combining education, entertainment and incorporating contemporary architecture in building designs to add architourism to the Pesanggrahan area. The concept of a new experience is to enjoy a culture with different media and provide a public space that can be used to interact and relax. Keywords: Architourism; culture; art; contemporary; public area AbstrakKesenian dan budaya merupakan salah satu karakter yang bisa membangun peradaban bangsa. Keberadaan budaya Betawi termasuk kesenian tradisional yang merupakan salah satu aset budaya Indonesia. Umumnya kesenian dinyatakan sebagai ekspresi jiwa manusia akan keindahan. Pada masyarakat Betawi kesenian terwujud dalam bermacam-macam bentuk seperti seni sastra, seni musik, seni tari, seni main pukulan (seni bela diri) dan seni teater. Namun tidak adanya wadah ruang publik yang interaktif berdasarkan teknologi modern membuat budaya tersebut lambat laun akan tergeser dengan era modern. Betawi Contemporary Art in Pesanggrahan menggunakan metode pendekatan kontekstual yang mengkaji empat parameter kontekstual (budaya, alam, urban, dan fisik bangunan) dan memiliki program edutainment. Dimana Edutainment sebagai inovasi baru untuk mengembangkan budaya Betawi dengan menggabungkan education, entertainment dan menggabungkan arsitektur kontemporer pada desain bangunan agar menambahkan Architourism pada Kawasan Pesanggrahan. Konsep pengalaman baru untuk menikmati sebuah budaya dengan media yang berbeda-beda dan memberikan ruang publik yang dapat di pergunakan untuk berinteraksi dan bersantai.

Bodies and affect in non-traditional learning spaces

2016 ◽  
Vol 49 (8) ◽  
pp. 832-841 ◽  
Author(s):  
Amy McPherson ◽  
Sue Saltmarsh
Keyword(s):  
Traditional Learning ◽  
Learning Spaces

Challenges Faced by Key Stakeholders Using Educational Online Technologies in Blended Tertiary Environments

2018 ◽  
pp. 1261-1274
Author(s):  
Kimberley Tuapawa
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Tertiary Education ◽  
Traditional Learning ◽  
Technology Usage ◽  
Learning Spaces ◽  
Online Technologies ◽  
Key Stakeholders ◽  
Effective Use ◽  
Stakeholder Needs

Traditional learning spaces have evolved into dynamic blended tertiary environments (BTEs), providing a modern means through which tertiary education institutes (TEIs) can augment delivery to meet stakeholder needs. Despite the significant demand for web-enabled learning, there are obstacles concerning the use of EOTs, which challenge the continued success of blended implementations in higher education. As technology usage accelerates, it is important for TEIs to understand and address the current challenges faced by key stakeholders using EOTs in BTEs, and provide appropriate support. This paper identifies and discusses the challenges stakeholders experience in using EOTs in BTEs. Interviews with 13 blended learning experts from New Zealand, Australia and Canada identified the challenges in using EOTs, and the extent to which these prevent widespread adoption and effective use of EOTs in BTEs. The outcomes of this study will enable them to design relevant approaches to tackle current obstacles in EOT usage, and deliver meaningful support to key stakeholders in BTEs.

scholarly journals Summative Assessment in Second Life: A Case Study

2010 ◽  
Vol 3 (3) ◽  
Author(s):  
Remy Olasoji ◽  
Stephanie Henderson-Begg
Keyword(s):  
Second Life ◽  
Teaching And Learning ◽  
Summative Assessment ◽  
Traditional Classrooms ◽  
Learning Spaces ◽  
Online Learning Environments ◽  
Geographically Dispersed ◽  
Educational Processes ◽  
Virtual World Environments

Learning spaces like 3D virtual world environments are recent additions to technological tools believed to have the potential to transform educational processes, especially in flexible / distance education.  The immersiveness of the environment affords opportunities for a sense presence lacking from traditional online learning environments.  Geographically dispersed students are able to learn in an environment similar to their traditional classrooms without forfeiting the ability to learn at own pace and in their own time. Many educational establishments are however still trying to work out how to use these environments effectively for teaching and learning.  Using the environment for assessment adds another level of complication and has been subjected to mixed reviews. Issues relating to matching avatars with ‘real’ students, accessibility and fairness etc., make assessment in Second Life a contentious subject. Many agree however that Second Life offers opportunities for students to enhance their skills in several areas which include scripting, graphics design and 3D object creation.  This article explores a case study which used Second Life for summative assessment with a group of 5 students on MSc Applications of Bioinformatics programme.

scholarly journals Campus Food Provision as Radical Pedagogy? Following Students on the Path to Equitable Food Systems

2021 ◽  
Vol 5 ◽  
Author(s):  
Michael Classens ◽  
Kaitlyn Adam ◽  
Sara Deris Crouthers ◽  
Natasha Sheward ◽  
Rachel Lee
Keyword(s):  
North America ◽  
Food Systems ◽  
Food System ◽  
Pedagogical Practice ◽  
Student Agency ◽  
Sustainable Food Systems ◽  
Sustainable Food ◽  
Food Provision ◽  
Capital Intensive ◽  
Scholarly Attention

On campuses across North America, students are actively prefiguring alternatives to the fundamental inequities and unsustainability of the capital-intensive, industrialized food system. While rarely recognized as such, these Campus Food System Alternatives (CFSA) are intensely pedagogical spaces, and often—importantly—are student led and directed. We make the case that CFSA are sites for a “pedagogy of radical hope” that (a) centre student agency, (b) through informal and prefigurative learning. So far these spaces have received scant scholarly attention, though inasmuch as they constitute pathways toward more equitable and sustainable food systems, while informing liberatory pedagogical practice, we argue that it is high time for CFSA to be taken seriously.

scholarly journals Transformation of the Educational Ecosystem in the Singularity Environment

2020 ◽  
Vol 19 (9) ◽  
pp. 77-98
Author(s):  
Kateryna Andriushchenko ◽  
Vita Kovtun ◽  
Oleksandra Cherniaieva ◽  
Nadiia Datsii ◽  
Olena Aleinikova ◽  
...  
Keyword(s):  
Process Management ◽  
Collective Learning ◽  
Educational Process ◽  
Educational Opportunities ◽  
Expert Assessment ◽  
Learning Spaces ◽  
Educational Trajectories ◽  
Educational Processes ◽  
Learning Paths ◽  
Future Of Education

This study was aimed at creating an effective model of the educational ecosystem in a singularity environment. The study is based on a system of general scientific methods of scientific knowledge, in particular, the method of expert assessment, the method of analogy and comparative analysis. The experts, with the support of facilitators, visualized the possible future of education as a symbiosis of individual and collective learning paths that connect learners with many learning spaces and educational opportunities. To ensure the operability of such a model of the educational ecosystem, it is necessary to create tools and processes that support personal and collective learning and development throughout life, including: processes and tools that help determine the goals of learners; educational processes integrated into the educational trajectory and developing various aspects of personal and collective existence through holistic educational experiences, including play and co-creation; processes and tools that measure learning outcomes; educational spaces and technologies that help to combine personal and collective educational trajectories, coordinating individual educational needs with the evolving needs of communities. These processes can be integrated into "ecosystem" systems of educational process management (in which personal and collective learning paths can be combined, and which connect learners with many learning spaces and educational opportunities).

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