scholarly journals Connecting technology and sensory design : a collaborative approach to designing university learning environments in a digital age

2018 ◽  
Author(s):  
◽  
Megan Parker
Keyword(s):  
Learning Environments ◽  
Collaborative Design ◽  
Digital Age ◽  
The United States ◽  
Design Approach ◽  
Sample Population ◽  
Technology Enhanced Learning ◽  
The Senses ◽  
Interior Designers ◽  
Sensory Design

This study explores how technology-enhanced learning (TEL) environments may be designed to stimulate the human senses. The research examines how interior designers can improve the design of learning environments to integrate seamlessly with emerging technologies, focusing specifically on how to provide students with an embodied and improved learning experience. The research challenges the notion that a need exists to connect technology and sensory design. The aim was to discover how a collaborative design approach could be used to assist interior designers to overcome the challenges they face when accommodating technology and the senses in university learning environments. The study followed an action research approach, situated in the interpretative inquiry paradigm. The sample population was comprised of various professional specialists from South Africa and the United States of America. Online interviews, focus group discussions, reflection questionnaires and an academic research journal were used to gather data. The findings describe and illustrate the challenges which interior designers face when designing learning environments in the digital age. To connect technology and the senses effectively, interior designers need to find a balance between integrating technology, stimulating the senses and encouraging collaborative learning. The study makes a strong case for a collaborative design approach when designing TEL environments, as the wider range of knowledge and skills leads to more informed decisions.

scholarly journals The UBT Knowledge Center:A Collaborative Design Approach

2017 ◽  
Vol 6 (1) ◽  
pp. 1-7
Author(s):  
Edmond Hajrizi ◽  
Mary Somerville ◽  
Anita Mirijamdotter
Keyword(s):  
United States ◽  
Local Knowledge ◽  
Knowledge Creation ◽  
Collaborative Design ◽  
Academic Library ◽  
The United States ◽  
Design Approach ◽  
The Balkans ◽  
The Social ◽  
The University

In setting the institutional vision for University for Business and Technology in 2001, founder Dr. Edmond Hajrizi sought to educate Kosovo students to become active contributors to the society and in the workplace, within the country, the Balkans region, and beyond. The UBT Knowledge Center initiative extends the founding vision of national development through higher education. Since local knowledge, identity, and learning are necessarily situated, Kosovar students, faculty, staff, and administrators serve as topical experts and international educators from Sweden and the United States serve as design facilitators. Participatory design commenced in April 2017 when international faculty from Sweden and the United States co-taught a graduate level course, Information Systems Analysis, Design, and Modelling, at the Pristina campus. Working with UBT administrators, directors, managers, and librarians, students worked in teams to co-design three essential parts of a holistic Knowledge Center ecosystem: a digital environment to advance local knowledge visibility, an organizational environment to enhance boundary crossing collaboration, and a digital academic library environment to enable discovery of and access to published academic scholarship. Following these ‘learn by doing’ instructional activities, exploratory knowledge management discussions produced a Knowledge Center concept paper in July 2017, with funding from the Fulbright Specialist Program. The white paper recognizes the social context of learning – that knowledge is acquired and understood through action, interaction, and sharing with others. It thereby anticipates the social relationships necessary for information exchange and knowledge creation, oftentimes enabled by technology, for knowledge incubation in the university and beyond. This collaborative design approach anticipates continuing to convene multidisciplinary conversations and to integrate interdisciplinary coursework into realization of the University’s founding knowledge vision which recognizes the critical importance of developing new and more complex ways for connecting people, information, and technology in the university and with the society. In response, the UBT Knowledge Center aims to foster knowledge creation which curates and preserves intellectual, cultural, national, and regional resources for future generations.

Towards a Tangible Philosophy through Design

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Jelle VAN DIJK ◽  
Jonne VAN BELLE ◽  
Wouter EGGINK
Keyword(s):  
Digital Age ◽  
Promising Method ◽  
Design Approach ◽  
The World ◽  
First Results

The combined philosophy and design approach called Philosophy-through-Design (PtD) is proposed using an exemplary project about being-in-the-world in the digital age. PtD is a practical way to do philosophy through designing interventions, and involves various people in the exploration of philosophical concepts. It stems from the overlapping questions found in philosophy and design regarding human-technology interaction. By intertwining both, they benefit from describing, understanding and proposing human-technology interactions to unfold new questions and perspectives. In the exemplary project, being-in-the-world refers to a way of being that is embodied, active, open-ended and situational, based on the phenomenological and embodied theories of Tim Ingold. This concept questions what it means to be human in the digital age and how our lives with technology are built. The first results show the process of weaving together observation, creation and reflection, which presents Philosophy-through-Design as a promising method for designers to practice a tangible philosophy.

Student Privacy and the Law in the Internet Age

2019 ◽  
Author(s):  
Leah Plunkett ◽  
Urs Gasser ◽  
Sandra Cortesi
Keyword(s):  
Learning Environments ◽  
School Environment ◽  
Privacy Protection ◽  
Data Privacy ◽  
Digital Technologies ◽  
The United States ◽  
Legal Framework ◽  
Privacy Law ◽  
Student Privacy ◽  
High Level

New types of digital technologies and new ways of using them are heavily impacting young people’s learning environments and creating intense pressure points on the “pre-digital” framework of student privacy. This chapter offers a high-level mapping of the federal legal landscape in the United States created by the “big three” federal privacy statutes—the Family Educational Rights and Privacy Act (FERPA), the Children’s Online Privacy Protection Act (COPPA), and the Protection of Pupil Rights Amendment (PPRA)—in the context of student privacy and the ongoing digital transformation of formal learning environments (“schools”). Fissures are emerging around key student privacy issues such as: what are the key data privacy risk factors as digital technologies are adopted in learning environments; which decision makers are best positioned to determine whether, when, why, and with whom students’ data should be shared outside the school environment; what types of data may be unregulated by privacy law and what additional safeguards might be required; and what role privacy law and ethics serve as we seek to bolster related values, such as equity, agency, and autonomy, to support youth and their pathways. These and similar intersections at which the current federal legal framework is ambiguous or inadequate pose challenges for key stakeholders. This chapter proposes that a “blended” governance approach, which draws from technology-based, market-based, and human-centered privacy protection and empowerment mechanisms and seeks to bolster legal safeguards that need to be strengthen in parallel, offers an essential toolkit to find creative, nimble, and effective multistakeholder solutions.

scholarly journals Developing a competency taxonomy for teacher design knowledge in technology-enhanced learning environments: a literature review

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Mi Song Kim
Keyword(s):  
Literature Review ◽  
Learning Environments ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Design Knowledge ◽  
Technology Enhanced Learning ◽  
Design Data ◽  
Design Work ◽  
Teacher Design ◽  
Enhanced Learning

AbstractRecent research in technology-enhanced learning environments has indicated the need to redefine the role of teachers as designers. This supports successful learners better able to adapt to twenty-first century education, in particular STEM education. However, such a repositioning of teaching as a design science challenges teachers to reconceptualize educational practice as an act of design, not in the artistic meaning of the word. Our recent research finding also indicated that teacher design knowledge (TDK) processes are often invisible to both the teacher educators and the teachers. To respond to these challenges, this paper will define TDK for STEM teachers by making TDK visible in the form of a TDK competency taxonomy. A systematic literature review was conducted to identify the characteristics of teaching practices in technology-enhanced learning environments. This TDK competency taxonomy consists of four main categories drawing on existing literature on teacher design work and teacher instructional design: data practice, design practice, knowledge creation practice, and professional teaching practice. The implications of these findings were discussed.

College students' readiness for connectivist learning: the development and validation of a scale

2021 ◽  
Vol 38 (2) ◽  
pp. 230-242
Author(s):  
Bulut Atay ◽  
Evren Sumuer
Keyword(s):  
College Students ◽  
Learning Environments ◽  
Relevant Literature ◽  
Technology Enhanced Learning ◽  
Learning Networks ◽  
Good Reliability ◽  
Content Type ◽  
Readiness Level ◽  
Information And Communication ◽  
Online Learning Readiness

PurposeThe purpose of this paper is to investigate the components of college students' readiness for connectivist learning in technology-enhanced learning environments through the development of the readiness for connectivist learning scale (RCLS).Design/methodology/approachAfter the constructs of the scale had been identified, their items were created based on the relevant literature. In order to ensure the content validity of the items, a sorting procedure was implemented and they were reviewed by experts in the field. The construct validity of the scale was tested using exploratory factor analysis (EFA) with data from 718 students from a university in Turkey.FindingsThe findings of the current study indicated a four-factor solution, which includes information and communication technology (ICT) self-efficacy (seven items), autonomous learning (seven items), information literacy (eight items) and learning networks (five items). A significant, strong and positive correlation of students' scores on the RCLS with those of the online learning readiness scale (Hung et al., 2010) supported the criterion-related validity of the scale. The value of Cronbach's alpha coefficients for the RCLS showed good reliability for the scale.Originality/valueWith the assessment of college students' readiness level for connectivist learning, it is possible for them to anticipate their success in connectivist learning environments themselves and thereby to improve the knowledge, skills and attitudes necessary for their success in these environments.

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