Future learning spaces for learning communities: Perspectives from the learning sciences

2019 ◽  
Vol 50 (5) ◽  
pp. 2071-2074 ◽  
Author(s):  
Julia Eberle ◽  
Yotam Hod ◽  
Frank Fischer
Keyword(s):  
Learning Communities ◽  
Learning Sciences ◽  
Learning Spaces ◽  
Future Learning ◽  
Future Learning Spaces

Future Learning Spaces: Exploring Perspectives from LINKS Research

2019 ◽  
pp. 201-220 ◽  
Author(s):  
Yotam Hod ◽  
Keren Aridor ◽  
Dani Ben-Zvi ◽  
Carmit Pion ◽  
Patrice L. Weiss ◽  
...  
Keyword(s):  
Learning Spaces ◽  
Future Learning ◽  
Future Learning Spaces

scholarly journals Three sociomaterial framings for analysing emergent activity in future learning spaces

2021 ◽  
pp. 1-20
Author(s):  
Phil Tietjen ◽  
Saliha Ozkan Bekiroglu ◽  
Koun Choi ◽  
Michael M. Rook ◽  
Scott P. McDonald
Keyword(s):  
Learning Spaces ◽  
Future Learning ◽  
Future Learning Spaces

Studying Learning Spaces

2013 ◽  
pp. 14-39 ◽  
Author(s):  
Dana Gierdowski
Keyword(s):  
Science Education ◽  
Data Analysis ◽  
Student Engagement ◽  
Knowledge Sharing ◽  
Empirical Studies ◽  
Learning Spaces ◽  
Multiple Targets ◽  
Learning Space ◽  
Innovative Methods ◽  
Future Learning

The author presents a review of empirical studies of learning spaces conducted primarily in the disciplines of science education and library sciences to aid researchers in the design of future learning space assessments. The studies included a variety of perspectives, such as examinations of spaces on learning outcomes, student engagement, and pedagogy. The selections also represent varying methods, including surveys, observations, and interviews, and include both quantitative and qualitative data analysis. This review of literature suggests that learning space studies should be designed to include multiple targets and approaches, as well as innovative methods combined with traditional methods for triangulation. Learning space researchers should also strive for detailed reporting and wider dissemination of their studies for better knowledge sharing in the field.

Digital Harbor Foundation

2019 ◽  
pp. 102-129
Keyword(s):  
High School ◽  
Problem Solving ◽  
Learning Environment ◽  
Learning Communities ◽  
Computer Technology ◽  
Learning Spaces ◽  
White House ◽  
Course Material ◽  
Seating Arrangements ◽  
Materials Used

If not for stolen computers, the Digital Harbor Foundation may have been a very different learning environment, focused on computer technology more than making. As it turned out, the staff in the 5,000-square-foot space works with students from around the Baltimore area to develop their skills in technology and making. Several students from the space have been invited to the White House to showcase their knowledge and projects. Learning communities are developed intentionally through physical seating arrangements and layout of the learning spaces, and through the course material. In the middle and high school room, all students complete a 14-week basic maker course to familiarize them with the machines and processes of making. The space follows a “pay-what-you-can” model for all courses and materials used for the projects. A separate Nano Lab caters to younger students in 3rd to 5th grades. Digital Harbor Foundation believes in building students' problem-solving abilities and ability to self-direct their learning. This chapter explores the Digital Harbor Foundation.

scholarly journals Enhancing Fun Through Gamification to Improve Engagement in MOOC

Informatics ◽  
2019 ◽  
Vol 6 (3) ◽  
pp. 28 ◽  
Author(s):  
Borrás-Gené ◽  
Martínez-Núñez ◽  
Martín-Fernández
Keyword(s):  
Social Networks ◽  
Learning Communities ◽  
Online Courses ◽  
Virtual Learning ◽  
Massive Open Online Courses ◽  
Learning Spaces ◽  
Massive Open Online ◽  
Continuous Activity ◽  
High Engagement ◽  
Perfect Space

Massive Open Online Courses (MOOCs), regardless of their topic, are a perfect space to generate, through virtual learning communities associated with them, very valuable resources for their participants and, in general, anyone interested in the topic covered. If in the design of these learning spaces, elements specific to games are added to them, which is known as gamification, we can try to increase the engagement of the student towards the course and, therefore, towards the community. This paper presents an experience of a MOOC of Universidad Rey Juan Carlos (Spain) with a connectivist approach. Aspects such as fun and motivation have been worked on in the design, through the application of gamified activities and the use of elements from social networks, considered as gamification, with the aim of increasing participation and engagement within a Facebook group, used as a community to support the course. We have analyzed aspects such as enjoyment and motivation, the result of which has been active participation and high engagement within the MOOC community in the form of content and especially great interaction, highlighting the existence of continuous activity once the edition of the MOOC is finished, as a consequence of a habit generated in the student.

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