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| Author | : Mike Keppell |
| Publisher | : IGI Global |
| Total Pages | : 0 |
| Release | : 2012 |
| Genre | : Computers |
| ISBN | : 9781609601140 |
"This book documents real-world experiences of innovators in higher education who have redesigned spaces for learning and teaching, including physical, virtual, formal, informal, blended, flexible, and time sensitive factors" --Provided by publisher.
| Author | : Diana Oblinger |
| Publisher | : |
| Total Pages | : 470 |
| Release | : 2006 |
| Genre | : Academic libraries |
| ISBN | : |
El espacio, ya sea físico o virtual, puede tener un impacto significativo en el aprendizaje. Learning Spaces se centra en la forma en que las expectativas de los alumnos influyen en dichos espacios, en los principios y actividades que facilitan el aprendizaje y en el papel de la tecnología desde la perspectiva de quienes crean los entornos de aprendizaje: profesores, tecnólogos del aprendizaje, bibliotecarios y administradores. La tecnología de la información ha aportado capacidades únicas a los espacios de aprendizaje, ya sea estimulando una mayor interacción mediante el uso de herramientas de colaboración, videoconferencias con expertos internacionales o abriendo mundos virtuales para la exploración. Este libro representa una exploración continua a medida que unimos el espacio, la tecnología y la pedagogía para asegurar el éxito de los estudiantes.
| Author | : Robert A. Ellis |
| Publisher | : Springer |
| Total Pages | : 252 |
| Release | : 2018-02-19 |
| Genre | : Education |
| ISBN | : 9811071551 |
This integrated collection of perspectives on the spaces of teaching and learning uses ‘learning space’ to place educational practice in context. It considers the complex relationships involved in the design, management and use of contemporary learning spaces. It sheds light on some of the problems of connecting the characteristics of spaces to the practices and outcomes of teaching and learning. The contributions show how research into learning spaces can inform broader educational practices and how the practices of teaching, learning and design can inform research. The selection of chapters demonstrates the value of gathering together multiple sources of evidence, viewed through different epistemological lenses in order to push the field forward in a timely fashion. The book provides both a broad review of current practices as well as a deep-dive into particular educational and epistemological challenges that the various approaches adopted entail. Contrasts and commonalities between the different approaches emphasise the importance of developing a broad, robust evidence-base for practice in context. This is the inaugural book in the series Understanding Teaching-Learning Practice.
| Author | : John Branch |
| Publisher | : |
| Total Pages | : 314 |
| Release | : 2014 |
| Genre | : Campus planning |
| ISBN | : 9781909818385 |
This anthology, produced by the international Association Learning in Higher Education's well-tested and rigorous methodology, discusses the concept of learning spaces, the pedagogy of learning spaces, and the way learning spaces are changing.
| Author | : Kay Souter |
| Publisher | : |
| Total Pages | : 335 |
| Release | : 2012 |
| Genre | : Computers |
| ISBN | : 9781609601164 |
"This book documents real-world experiences of innovators in higher education who have redesigned spaces for learning and teaching, including physical, virtual, formal, informal, blended, flexible, and time sensitive factors" --Provided by publisher.
| Author | : Rachel Brooks |
| Publisher | : Routledge |
| Total Pages | : 282 |
| Release | : 2012-05-16 |
| Genre | : Education |
| ISBN | : 1136463410 |
In today’s modern climate, education and learning take place in multiple and diverse spaces. Increasingly, these spaces are both physical and virtual in nature. Access to and use of information and communication technologies, and the emergence of knowledge-based economies necessitate an understanding of the plurality of spaces (such as homes, workplaces, international space and cyberspace) in which learning can take place. The spaces of policy making with respect to education are also being transformed, away from traditional centres of policy formation towards the incorporation of a wider range of actors and sites. These changes coincide with a more general interest in space and spatial theory across the social sciences, where notions of simultaneity and diversity replace more modernist conceptions of linear progress and development through time. This volume proffers a unique perspective on the transformation of education in the 21st century, by bringing together leading researchers in education, sociology and geography to address directly questions of space in relation to education and learning. This collection of essays: examines the changing and diverse spaces and concepts of education (occurring simultaneously at different scales and in different parts of the world) explores where education and learning take place discusses how spaces of education vary at different stages (compulsory schooling, tertiary and higher education, adult education and workplace learning) inspects the ways in which the meanings attached to education and learning change in different national and regional contexts. Changing Spaces of Education is an important and timely contribution to a growing area of concern within the social sciences and amongst practitioners and policy-makers, reflecting an urgent need to understand the ways in which both education and learning are being reconfigured, not just nationally, but also internationally and transnationally. It is essential reading for final-year undergraduates, postgraduates and researchers in geography, sociology, education and policy studies, with an aim, too, of informing policy and practice in this area.
| Author | : Sheryl E. Burgstahler |
| Publisher | : Harvard Education Press |
| Total Pages | : 369 |
| Release | : 2010-01-01 |
| Genre | : Education |
| ISBN | : 1612500935 |
Universal Design in Higher Education looks at the design of physical and technological environments at institutions of higher education; at issues pertaining to curriculum and instruction; and at the full array of student services. Universal Design in Higher Education is a comprehensive guide for researchers and practitioners on creating fully accessible college and university programs. It is founded upon, and contributes to, theories of universal design in education that have been gaining increasingly wide attention in recent years. As greater numbers of students with disabilities attend postsecondary educational institutions, administrators have expressed increased interest in making their programs accessible to all students. This book provides both theoretical and practical guidance for schools as they work to turn this admirable goal into a reality. It addresses a comprehensive range of topics on universal design for higher education institutions, thus making a crucial contribution to the growing body of literature on special education and universal design. This book will be of unique value to university and college administrators, and to special education researchers, practitioners, and activists.
| Author | : Committee on Learning Research and Educational Practice |
| Publisher | : National Academies Press |
| Total Pages | : 88 |
| Release | : 1999-06-15 |
| Genre | : Education |
| ISBN | : 0309519462 |
How People Learn: Bridging Research and Practice provides a broad overview of research on learners and learning and on teachers and teaching. It expands on the 1999 National Research Council publication How People Learn: Brain, Mind, Experience, and School, Expanded Edition that analyzed the science of learning in infants, educators, experts, and more. In How People Learn: Bridging Research and Practice, the Committee on Learning Research and Educational Practice asks how the insights from research can be incorporated into classroom practice and suggests a research and development agenda that would inform and stimulate the required change. The committee identifies teachers, or classroom practitioners, as the key to change, while acknowledging that change at the classroom level is significantly impacted by overarching public policies. How People Learn: Bridging Research and Practice highlights three key findings about how students gain and retain knowledge and discusses the implications of these findings for teaching and teacher preparation. The highlighted principles of learning are applicable to teacher education and professional development programs as well as to K-12 education. The research-based messages found in this book are clear and directly relevant to classroom practice. It is a useful guide for teachers, administrators, researchers, curriculum specialists, and educational policy makers.
| Author | : Jacqueline G. Brooks |
| Publisher | : ASCD |
| Total Pages | : 150 |
| Release | : 1999-07-15 |
| Genre | : Education |
| ISBN | : 1416602739 |
The activities that transpire within the classroom either help or hinder students' learning. Any meaningful discussion of educational renewal, therefore, must focus explicitly and directly on the classroom, and on the teaching and learning that occur within it. This book presents a case for the development of classrooms in which students are encouraged to construct deep understandings of important concepts. Jacqueline Grennon Brooks and Martin Brooks present a new set of images for educational settings, images that emerge from student engagement, interaction, reflection, and construction. They have considerable experience in creating constructivist educational settings and conducting research on those settings. Authentic examples are provided throughout the book, as are suggestions for administrators, teachers, and policymakers. For the new edition of their popular book, the authors have written an introduction that places their work in today's educational renewal setting. Today, they urge, the case for constructivist classrooms is much stronger and the need more critical. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
| Author | : Jos Boys |
| Publisher | : Routledge |
| Total Pages | : 426 |
| Release | : 2010-11-23 |
| Genre | : Architecture |
| ISBN | : 1136859659 |
This book offers new ways of investigating relationships between learning and the spaces in which it takes place. It suggests that we need to understand more about the distinctiveness of teaching and learning in post-compulsory education, and what it is that matters about the design of its spaces. Starting from contemporary educational and architectural theories, it suggests alternative conceptual frameworks and methods that can help map the social and spatial practices of education in universities and colleges; so as to enhance the architecture of post-compulsory education.
