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1.
An imperative to develop the social experience of learning has led to the design of informal learning spaces within libraries. Yet little is known about how these spaces are used by students or how students perceive them. Field work in one such space is reported. The general private study practice of undergraduates was captured through audio diaries, while activity in the learning space was directly observed, and students provided reflective perspectives in focus groups and through spot conversations. Results suggest such spaces are popular and yet stimulate limited group work. Yet other, less intense, forms of productive collaboration did occur and a taxonomy of four such types of encounter is offered. Of particular importance to students was access to a ‘social ambience’ for study. The results encourage institutions to design for a mixed economy of student choice over learning spaces and to consider modes of encouraging diversity in their use.  相似文献   

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3.
The profit‐driven tendency of interior design trends and styles today has developed in line with the decrease of social awareness in design. The majority of interior design students also decide to pursue interior design education for its marketable and profitable purposes rather than seeing interior design as a field of opportunity to contribute to the social welfare of their communities. Hence, the objective of this research is to implement community service through co‐design in interior design pedagogy. The article describes the learning and design methods used based on human‐centred design approaches of co‐design and analyses the resulting benefits from this approach. Findings reveal that the process of collective creativity and collaborative development with the community enables a direct experience of learning and fosters a deeper connection and understanding of users. They also promote novel multidisciplinary design innovations, accommodate the community's potentials in the society and stimulate a reflexive impact, allowing students to reflect on their future role as interior designers in bringing positive changes to their community against the profit‐driven tendency of contemporary designers today.  相似文献   

4.
Notable gains have been made in understanding the factors that influence the student experience in higher education, particularly in the area of student engagement. While tremendous effort has been focused on identifying educationally beneficial activities for students, we must also consider where these activities are occurring. In recent years there have been technological advances that have paved the way for blended learning environments, however, physical learning environments continue to dominate the functionality of many universities. The development of purpose‐built informal social learning spaces as a strategy to enhance the student experience is becoming more prevalent, although empirical research in this area is lacking. This study explores the role of social learning spaces on the student experience using the student engagement framework within a qualitative research design. Informal interviews with 103 students were conducted within a social learning space. Findings reveal that social learning spaces can contribute to enhanced student engagement by fostering active learning, social interaction and belonging amongst tertiary students. The study also suggests that design is a contributing factor to students' perceptions of social learning spaces.  相似文献   

5.
This study examines teachers’ experiences with and opinions on a web‐based, cross‐cultural project. Students from the Czech Republic, Denmark, Macedonia, and Sweden used information and communication technology and international collaboration to explore the links among youth, culture, and the use of alcohol. The data was generated through interviews with the teachers co‐ordinating the project in each of the classes. The teachers’ experiences with the approach as a whole led them to emphasize that the action‐oriented and participatory approach, combined with the use of information and communication technology and international collaboration, brought new, valuable perspectives to their own teaching and to their reflections about emerging new roles and teaching skills needed. The provisions for genuine student participation, authenticity in learning, intrinsic motivation, and the sense of the other were identified by the teachers as the main strengths of the approach.  相似文献   

6.
The popularity and pervasiveness of online communities have led researchers and practitioners alike to closely examine the utility of online communities for supporting and facilitating professional learning. As economic constraints leave fewer resources available for professional development, educators in particular are examining the potential of online communities to enhance and extend traditional professional development opportunities. Leveraging the potential of online communities requires an in‐depth understanding of the value that members find through their participation. This study used Wenger, Trayner and de Laat's value creation framework to better understand cycles of value creation in online communities. Findings illuminate how members with varying perspectives and levels of expertise co‐construct new forms of meaning and understanding in ways that are individually and collectively valuable, and how they apply that knowledge to their professional practice. Additionally, the study offers insight into the ways in which actions of community leaders and a sponsoring organization support and facilitate value creation through different types of activities, tools and interactions.  相似文献   

7.
线上学习蓬勃发展,科研和教学法有效结合,教学品质就能进一步提升。以皇家大学的教学模式为例,深入探讨4项线上教学的原则：学习成果、经验性真实性之学习、学习社区、小组学习。在天津电大开办培训课程,引导教师们深思个人的教学哲理和教学方法,以设计思考的方式,为线上教学挑战寻求解决方案。70名教师参与度高,制作设计蓝图,分享经验,做中求知,创意十足,充分展现中西双方的教学精髓,使之紧密结合,增加教学成效。未来培训的方向是以面授、线上混合之方式,实行小班制,为中国和加拿大线上教学的创新与合作做出更有意义之贡献。  相似文献   

8.
A key reason for using asynchronous computer conferencing in instruction is its potential for supporting collaborative learning. However, few studies have examined collaboration in computer conferencing. This study examined collaboration in six peer review groups within an asynchronous computer conferencing. Eighteen tertiary students participated in the study. Content analyses of discussion protocols were performed in terms of participation, interaction, and social presence. The results indicate that collaboration does not occur automatically in asynchronous computer conference. Collaboration requires participation because no collaboration occurred in the two groups with low student participation; however, participation does not lead to collaboration, evidenced by student postings receiving no peer responses. Collaboration requires interaction but does not end with interaction, substantiated by different levels of collaboration across different interactional patterns. Social presence helps to realise collaboration through establishing a warm and collegial learning community to encourage participate and interaction, exemplified by the contrast of the group with the highest level of social presence and the group with the lowest level of social presence. A model of understanding and assessing collaboration in online learning is recommended, consisting of participation, interaction and social presence.  相似文献   

9.
In this article Susan Gebbels and Stewart M. Evans from Newcastle University and Lynne A. Murphy who is a practising school teacher in north‐east England discuss how they worked collaboratively on a programme of science education with a group of 16 Key Stage 3 pupils with moderate learning difficulties. The project lasted for one academic year and was part of Creative Partnerships, the Government's flagship creative learning programme. The authors describe some of the challenges faced by teachers to cater for the needs of all pupils within an inclusive school setting. The programme of science education focused on local marine and coastal environments with a special emphasis on fieldwork, enquiry‐based learning and cross‐curricular approaches to learning. The project was evaluated through the use of questionnaires, pupil interviews and informal discussions with teaching staff. Evaluations of the programme were positive. Pupils were more motivated to learn about science, had a sense of pride in their achievements and claimed that participation in the project helped them in forming friendships. The class published and distributed an information booklet on the coast to other schools and the general public.  相似文献   

10.
In this paper, it is argued that e‐learning environments are currently more like ‘buildings’, ie, learning spaces, rather than ‘schools’, ie, places for learning. The concepts originated from architecture and urban design, where they are used both to distinguish static spaces from inhabited places, and more importantly, as design objectives. The transformation from space to place is supported and enabled by social interactions between the (learning) community members. We argue that this distinction between the concepts explains some of the problems with current e‐learning systems and propose issues to consider when designing new systems. By acknowledging the importance and characteristics of a place, designers and researchers can justify the need and support for social interactions in learning space, consequently enabling social community building in e‐learning environments, and most importantly, supporting the development of a user‐friendly and motivating e‐learning place.  相似文献   

11.
Curriculum design in higher education environments, namely the consideration of aims, learning outcomes, syllabus, pedagogy and assessment, can often be ad hoc and driven by informal cultural habits. Academics with disciplinary expertise may be resistant to (or ignorant of) pedagogical approaches beyond existing practice. In an environment where there is a need to develop online activities for students, one way to counter this friction is through a team-based approach underpinned by design-thinking. A design-thinking team brings together content, pedagogical and technical expertise to examine and resolve curriculum design issues. This paper explores a number of case studies in which such teams developed units of study and programmes for online delivery. The paper looks at the possibilities that the team approach can be a vehicle to instigate cultural change within and beyond the team; that is, from an individualist to a collective approach and ownership of the curriculum and its design, maintenance and continuous improvement.  相似文献   

12.
A design studio is a critical venue for design students, as they are educated to develop design thinking and other skills through studio courses. This article introduces a design studio project in which Korean and Malaysian students worked jointly for one semester to design affordable urban housing. The Korean students were interior design majors and the Malaysian students were architecture majors; thus it was thought that the students' areas of expertise were likely to differ. It was also anticipated that the students would display cultural differences in terms of housing and planning practices. The motive for starting the joint design studio was the idea that a cross‐cultural collaborative working setting could redefine students' thinking styles and stimulate students to obtain non‐routine perspectives on the design of buildings and spaces. Through observation and interviews, we explored how students tackled affordable housing problems within the context of cross‐cultural and interdisciplinary design education. Collaborative learning in a joint studio situation supplemented students' expertise, re‐orienting approaches to design and opening up a holistic approach to the design issues of affordability, sustainability and community. Overall, the practical learning in the joint studio project validated the importance of exploring alternative solutions based on varied levels of information, and input of those from different educational and cultural backgrounds. The cross‐cultural and interdisciplinary collaboration allowed for a previously unavailable enhancement of design education by encouraging students to obtain divergent thinking for innovative design ideas.  相似文献   

13.
Cultural–historical activity theory (CHAT), founded on the seminal work of Vygotsky and evolving in the subsequent work of Leont’ev and Engeström, continues to emerge as a robust and increasingly widely used conceptual framework for the research and analysis of the complex social mediation of human learning and development. Yet there remains ongoing methodological ambiguity around its use in qualitative research and therefore questions regarding its effectiveness in fulfilling its intrinsic interventionist aspiration. Meta‐level research suggests that the primary methodology theorised for CHAT – Engeström’s development work research that is based on a highly localised developmental ethnography – is not in widespread application in CHAT‐based research. Instead, the majority of research employs an eclectic array of qualitative and quantitative methodologies and uses CHAT more as a heuristic device rather than engaging its more authentic interventionist motive. Given this, it is perhaps surprising there has been limited conceptualising around the prospective relationship between CHAT and action research, which remains largely under‐developed. This paper argues that action research may offer CHAT a legitimate and viable complementary interventionist methodology to investigate the increasingly complex environments of social activity, particularly given escalating expectations of more democratic and participatory modes of research engagement and social learning.  相似文献   

14.
This paper uses a model of Melanesian Solomon Islanders' informal learning system derived from participant observation and interview data to analyse classroom interactions at the senior secondary level. Key learning strategies in the Melanesian informal learning system are observation, imitation, listening, participation and asking. Key contextual elements described pertain to the maintenance of interpersonal relationships, kin‐group and peer‐oriented learning, and epistemology, sociolinguistics and time orientation. This analysis is used to enhance the attainment of classroom goals through the development of a functional learning system for laboratory‐oriented science lessons comprising teaching strategies and classroom management techniques which incorporate particular elements of the Melanesian informal learning system. Evidence is presented supporting the selective use of observation, active imitation, listening and participation in a classroom context which maintains respect between participants and assigns roles to them in ways congruent with Melanesian cultural norms.  相似文献   

15.
Designers who create computer-based learning experiences for places like museums, out-of-school programs, and homes face a number of challenges related to the informal nature of such settings. Designs must generally function on their own without the support of teachers or curriculum while at the same time engaging a diverse audience, supporting productive social interaction, and activating appropriate prior knowledge and skills. In this article, I present an approach to the design of informal learning experiences based on tangible interaction. The term tangible refers to a variety of human–computer interaction techniques that move beyond computer screens and create opportunities for people to interact with digital systems using their bodies and physical artifacts. I argue that tangible interaction creates unique opportunities for designers to shape objects and situations to evoke cultural forms of literacy, learning, and play. In particular, I propose a class of cultural forms called cueing forms that can invite participation into patterned social activity while cueing cognitive, physical, and emotional resources on the part of individuals. To illustrate these arguments, I describe 3 design cases that colleagues and I have created to support learning in museums and homes.  相似文献   

16.
Previous theoretical frameworks used to research and explain creative design processes tend to privilege individual expression and not address the context in which the process occurs. This is problematic due to the ways in which creative activities are embedded in and shaped by socio-cultural and historic contexts. In this article we focus on the ways in which cultural historic activity theory (CHAT) and its analytical activity systems can be used to reveal creative processes in context. We draw on the tools and concepts of CHAT and data from a study of visual communication design (VCD) students and lecturers situated within a transnational higher education (TNHE) context at a university in China. An analytical framework was constructed to research practices used in creative design process learning. The dynamic nature of CHAT offers design process research methods a set of analytical tools to capture the powerful parts played by artifacts and interactions within specific sociocultural and historic learning contexts.  相似文献   

17.
Learning is most effective when intrinsically motivated through personal interest, and situated in a supportive socio-cultural context. This paper reports on findings from a study that explored implications for design of interactive learning environments through 18 months of ethnographic observations of people's interactions at “Hack The Evening” (HTE). HTE is a meetup group initiated at the State Library of Queensland in Brisbane, Australia, and dedicated to provide visitors with opportunities for connected learning in relation to hacking, making and do-it-yourself technology. The results provide insights into factors that contributed to HTE as a social, interactive and participatory environment for learning – knowledge is created and co-created through uncoordinated interactions among participants that come from a diversity of backgrounds, skills and areas of expertise. The insights also reveal challenges and barriers that the HTE group faced in regards to connected learning. Four dimensions of design opportunities are presented to overcome those challenges and barriers towards improving connected learning in library buildings and other free-choice-learning environments that seek to embody a more interactive and participatory culture among their users. The insights are relevant for librarians as well as designers, managers and decision-makers of other interactive and free-choice-learning environments.  相似文献   

18.
Teacher quality largely determines student outcomes and many argue for high quality teacher training and professional development (PD). Much PD has been heavily critiqued and what constitutes effective provision for teachers remains contested. Disenfranchisement of teachers, through neglect of prior expertise and failure to acknowledge teachers’ working contexts, some argue, are to blame. A PD project with five biology teachers and a teacher educator, grounded within a cultural, historical activity theoretical (CHAT) tradition, was initiated to address these shortcomings. Edwards’ concept of relational agency was employed to investigate and interpret teacher collaboration. Teachers’ perceptions about the project were gathered using free-response questionnaires and semi-structured interviews, with the data being analysed using a CHAT framework. The positive impact on teacher practice reported here was related to having opportunities to own and be responsible for one’s own and others’ development, exploiting the distributed expertise available and supporting collaborative work.  相似文献   

19.
The purpose of this study is to gain knowledge about conditions for boundary crossing between academic and vocational practices and to identify dimensions of social practice within workplaces. The data consist of 28 questionnaires and 14 in‐depth interviews with newly qualified secondary school teachers in their first year of teaching. We use the lens of sociocultural theory to analyse qualitatively what we can learn from newcomers' talk about their experiences and whether theories provided during their teacher education helped them to meet challenges in their new workplaces. Theoretically, notions of participation in social practices in terms of social space are in focus. In the findings, such space is identified as social adjustment, social distance, social inclusion and social expansion. Drawing on these concepts, we suggest that professional development depends strongly on the way new teachers' boundary crossing is supported by collaboration and to what extent they belong to professional dialogues in settings with inclusive and expansive relationships.  相似文献   

20.
In this article I will discuss the route by which I came to work with Cultural Historical Activity Theory (CHAT). The brief tracing of my own biography will highlight theoretical and methodological milestones. I will then discuss my current work, with colleagues, on approaches to investigating and improving the learning of professionals who are involved in interagency work, which intends to reduce the risks of social exclusion for marginal groups. In this case I will consider those young people who become excluded from school and whose needs are complex and rapidly fluctuating. This project is concerned with the learning of professionals in the creation of new forms of practice, which require joined‐up solutions to meet complex and diverse client needs. We study professional learning in services that aim to promote social inclusion through supporting clients as effective actors in their worlds. At any given time in their lives individuals may take part in particular configurations of several, diverse social practices. In this discussion I will draw on recent developments in CHAT and theories of learning at work.  相似文献   

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