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Evaluating learning enviroments : snapshots of emerging issues, methods and knowledge /
The recent trend in innovative school design has provided exciting places to both learn and teach. New generation learning environments have encouraged educators to unleash responsive pedagogies previously hindered by traditional classrooms, and has allowed students to engage in a variety of learnin...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Rotterdam, The Netherlands ; Boston :
Sense Publishers,
[2016]
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| Colección: | Advances in learning environments research ;
v. 8. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- COVER; TABLE OF CONTENTS; ACKNOWLEDGMENTS; INTRODUCTION; 1. PURSUING THAT ELUSIVE EVIDENCE ABOUT WHAT WORKS IN LEARNING ENVIRONMENT DESIGN; LINKING EVALUATION THEORIES TO LEARNING ENVIRONMENT CONTEXTS; A NOTE ON EVALUATION THEORY; SITUATING THEORIES OF EVALUATION WITHIN E21LE; SITUATING EVALUATION METHODOLOGICALLY WITHIN E21LE; THE NEED FOR EVIDENCE ABOUT 'WHAT WORKS' IN LEARNING ENVIRONMENTS; WHAT IS THE STRUCTURE OF SNAPSHOTS?; WHO CONTRIBUTES TO SNAPSHOTS?; ACKNOWLEDGEMENTS; REFERENCES; EMERGING ISSUES; 2. NEW GENERATION LEARNING ENVIRONMENT: SHow Can We Find out If What Works Is Working?
- INTRODUCTIONA HOUSE OF CARDS?; Do Innovative Learning Environments Actually Exist?; Do the Design Qualities of New Generation Learning Environments Address the Educational Needs of the Future?; EVALUATION, THE PANACEA FOR WHAT AILS; Can We Actually Evaluate the Impact of Learning Environments?; FRAMING THE 'ISSUES' RELEVANT TO LEARNING ENVIRONMENT EVALUATIONS; REFERENCES; 3. WHAT WORKS: Changing Practice When Spaces Change; CONTEXT; OBJECTIVE; Understand the Nature of the Change; Build 'Change Readiness'; Adopt a Leadership Style That Is Appropriate to the Context.
- Engage in Participatory Planning and Problem-SolvingEngage in Sense-Giving, and Promote Useful Sense-Making; Avoid Change That Is Perceived as Being of 'Low Cultural Fit'; METHODOLOGICAL CONSIDERATIONS; IMPLICATIONS FOR TEACHERS, LEADERS AND DESIGNERS; THEORY INTO PRACTICE; Scenario One; Scenario Two; REFERENCES; 4. WHAT WORKS? EMERGING ISSUES; INTRODUCTION: EMERGING LEARNING ENVIRONMENTS FOR ARCHITECTURAL EDUCATION; LITERATURE REVIEW: THE FUTURE OF ARCHITECTURAL DESIGN STUDIO TEACHING AND LEARNING IN A NEW DIGITAL WORLD; The Spatial Context of Learning Architecture in Australia.
- The Social Context of LearningThe Design of Studio Environments; Signature Pedagogies and Learning to Become Architects; Emerging Architectural Learning Environment Design and New Pedagogical Approaches; Study 1: Technology Enabled Learning Spaces, SCALED-UP; Study 2: New Studio Spaces, Based on Designs from Study 1; FINDINGS; Resistance in Adaptation; Spatial Elements, Technology and Furniture; CONCLUSION; Spatial Context; Technological Context; Social and Pedagogical Context; IMPLICATIONS FOR TEACHERS AND DESIGNERS; ACKNOWLEDGMENTS; REFERENCES.
- 5. ARCHITECTS AS AGENTS FOR ORGANISATIONAL CHANGE IN NEW GENERATION LEARNING SPACESCONTEXT; OBJECTIVE; The Relevance of Design Thinking to New Generation Learning Space Design; Case Study 1
- NSW Regional Catholic High School; Case Study 2
- ACT Public Primary School; FINDINGS/RESULTS; Strong Leadership; Commitment to Teacher Development; CONCLUSIONS; IMPLICATIONS FOR TEACHERS AND DESIGNERS; REFERENCES; 6. WORKING TOGETHER IN THE SPACE-BETWEEN: Pedagogy, Learning Environment and Teacher Collaboration; INTRODUCTION; New Space
- New Opportunities?; A View of Space.