Teachers’ perception of technology integration in learning spaces

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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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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Selling New Learning Spaces – Flexibly Anything for the 21st Century

10.31219/osf.io/qv8tz ◽

2017 ◽

Author(s):

Adam Wood

Keyword(s):

21St Century ◽

Learning Spaces ◽

Learning Space ◽

Flexible Learning ◽

Knowledge And Skills ◽

Common Control ◽

Conceptual Clarity ◽

New Learning ◽

Support Students

Insecurity about the knowledge and skills required for a world that appears to be rapidly changing, and confusion over how designed space can best support students’ learning have given rise to innovative educational and architectural responses including the ‘flexible learning space’. However, while the language used to describe learning spaces is developing quickly, conceptual clarity lags far behind. It is unclear what flexibility of a space really means, what (or whether) it demands of its users nor what constraints or contexts might limit the nominal flexibility of a learning space. This chapter calls attention to shortcomings in the theorising behind the terms of the debate and points the finger at the ambiguity of the language used. The risks are great – for designers as for users – because unless we can gain some common control over what is meant by flexible space and its implications for those who work in schools, we risk overestimating the powers of space and underestimating what is asked of people in their work. The chapter provides a first attempt at clarifying some of these issues of language and concepts.

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Needs and expectations of a new learning space: Research students’ perspectives

Australasian Journal of Educational Technology ◽

10.14742/ajet.4516 ◽

2018 ◽

Vol 34 (6) ◽

Cited By ~ 2

Author(s):

Sandris Zeivots ◽

Sandra Schuck

Keyword(s):

Lived Experience ◽

Hermeneutic Phenomenology ◽

Data Sets ◽

Learning Spaces ◽

Learning Space ◽

New Learning ◽

New Space ◽

Research Students ◽

Case Study Methods

Much of the literature on university learning spaces focuses on the undergraduate student experience, neglecting experiences of research students in new spaces. This article is concerned with research students’ needs and expectations of a learning space. It focuses on a recently opened shared activity-based learning space that was specifically built for research students. The methodological focus draws on case study methods and hermeneutic phenomenology to observe students’ lived experience in the new space and how they make sense of it. Twenty-six data sets, involving interviews, surveys and feedback, were collected from research students. The findings were analysed across three themes: physical, virtual, and hybrid space; a space free of distractions; and belonging to, and interaction with, university community. The article indicates the benefits of the new space for research students and articulates the particular needs of research students in such spaces.

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Psychometric Definition of Rorschach Determinant Component Structure

European Journal of Psychological Assessment ◽

10.1027/1015-5759.14.2.116 ◽

1998 ◽

Vol 14 (2) ◽

pp. 116-123 ◽

Cited By ~ 5

Author(s):

Raymond M. Costello

Keyword(s):

Lower Order ◽

Three Dimensions ◽

Comprehensive System ◽

Empirical Examination ◽

Component Structure ◽

Exner's Comprehensive System ◽

Factor Analytic ◽

Confirmatory Factor ◽

Components Analysis ◽

Definition Of

This is an empirical examination of Experienced Stimulation (es) and Experience Actual (EA) from Exner's Comprehensive System (CS) for Rorschach's Test, spurred by Kleiger's theoretical critique. Principal components analysis, Cronbach's α, and inter-item correlational analyses were used to test whether 13 determinants used to code Rorschach responses (M, FM, m, CF+C, YF+Y, C'F+C', TF+T, VF+V, FC, FC', FV, FY, FT) are best represented as a one, two, or more-dimensional construct. The 13 determinants appear to reflect three dimensions, a “lower order” sensori-motor dimension (m + CF+C + YF+Y + C'F+C' + TF+T + VF+V) with a suggested label of Modified Experienced Stimulation (MES), a “higher order” sensori-motor dimension (FM + FV + FY + FT) with a suggested label of Modified Experience Potential (MEP), and a third sensori-motor dimension (M+FC+FC') for which the label of Modified Experience Actual (MEA) is suggested. These findings are consistent with Kleiger's arguments and could lead to a refinement of CS constructs by aggregating determinants along lines more theoretically congruous and more internally consistent. A RAMONA model with parameters specified was presented for replication attempts which use confirmatory factor analytic techniques.

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Analisis Pemenuhan Standar Sarana dan Prasarana Sekolah

PEDAGOGIKA ◽

10.37411/pedagogika.v10i2.86 ◽

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.

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A hybrid flipped-learning model and a new learning-space to improve the performance of students in Structural Mechanics courses

2020 IEEE Global Engineering Education Conference (EDUCON) ◽

10.1109/educon45650.2020.9125385 ◽

2020 ◽

Author(s):

Miguel X. Rodriguez-Paz ◽

Jorge A. Gonzalez-Mendivil ◽

J. Asuncion Zarate-Garcia ◽

Israel Zamora-Hernandez ◽

Juan Arturo Nolazco-Flores

Keyword(s):

Structural Mechanics ◽

Learning Model ◽

Flipped Learning ◽

Learning Space ◽

New Learning

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

Languages ◽

10.3390/languages6010046 ◽

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.

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

Sensors ◽

10.3390/s21092898 ◽

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.

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CONCEPTUAL DESIGN FOR ASSEMBLY IN AEROSPACE INDUSTRY: SENSITIVITY ANALYSIS OF MATHEMATICAL FRAMEWORK AND DESIGN PARAMETERS

Proceedings of the Design Society ◽

10.1017/pds.2021.73 ◽

2021 ◽

Vol 1 ◽

pp. 731-740

Author(s):

Giovanni Formentini ◽

Claudio Favi ◽

Claude Cuiller ◽

Pierre-Eric Dereux ◽

Francois Bouissiere ◽

...

Keyword(s):

Sensitivity Analysis ◽

Conceptual Design ◽

Design Parameters ◽

Design For Assembly ◽

Mathematical Framework ◽

Commercial Aircraft ◽

System Architectures ◽

Complex Engineering ◽

Aircraft System ◽

Definition Of

AbstractOne of the most challenging activity in the engineering design process is the definition of a framework (model and parameters) for the characterization of specific processes such as installation and assembly. Aircraft system architectures are complex structures used to understand relation among elements (modules) inside an aircraft and its evaluation is one of the first activity since the conceptual design. The assessment of aircraft architectures, from the assembly perspective, requires parameter identification as well as the definition of the overall analysis framework (i.e., mathematical models, equations).The paper aims at the analysis of a mathematical framework (structure, equations and parameters) developed to assess the fit for assembly performances of aircraft system architectures by the mean of sensitivity analysis (One-Factor-At-Time method). The sensitivity analysis was performed on a complex engineering framework, i.e. the Conceptual Design for Assembly (CDfA) methodology, which is characterized by level, domains and attributes (parameters). A commercial aircraft cabin system was used as a case study to understand the use of different mathematical operators as well as the way to cluster attributes.

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