Balancing Context, Pedagogy and Technology on Learning Space Designs

2012 ◽  
pp. 72-86 ◽  
Author(s):  
Robert Fox ◽  
Paul Lam
Keyword(s):  
Higher Education ◽  
Special Needs ◽  
Student Learning ◽  
Learning Environments ◽  
Interactive Learning ◽  
Higher Education Institutions ◽  
Interactive Learning Environments ◽  
Local Context ◽  
Learning Spaces ◽  
Learning Space

This chapter explores the changing needs for university learning spaces and the resultant designs to maximize opportunities for student learning, taking into account the special needs and learning culture of the local context and the changing curriculum needs of all higher education institutions in Hong Kong. The chapter outlines a study of these needs and an institution’s plans to better use space to support both flexible and interactive learning environments to enhance active student learning.

scholarly journals The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments

2021 ◽  
Vol 12 ◽  
Author(s):  
Alfonso Rodríguez-Oramas ◽  
Pilar Alvarez ◽  
Mimar Ramis-Salas ◽  
Laura Ruiz-Eugenio
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Learning Environments ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Interactive Learning ◽  
Interactive Learning Environments ◽  
Evidence Based ◽  
Students With Special Needs ◽  
The Impact

In the international context of a progress toward more inclusive educational systems and practices, the role of Special Education teachers is being transformed. From an inclusive perspective, these professionals increasingly support students and their teachers in the mainstream classroom, avoiding segregation. However, Special Education teachers often struggle to reach and support all students with special needs and their teachers to provide quality inclusive education. For this reason, more research is still needed on in-service training strategies for the inclusion of students with special needs that effectively translate into evidence-based school practices that improve the education of all students. This article analyses the impact of two evidence-based dialogic training programs of Special Education teachers working in mainstream schools carried out in Mexico during the 2018–2019 school year. Through in-depth interviews with participants, it was identified how, after the training, teachers increasingly grounded their actions on scientific evidence and promoted interactive learning environments that improved the educational inclusion of their students with special needs. This training also became the venue to make evidence-based educational actions available to other students without special needs, improving the quality of education provided to all students.

scholarly journals Exploring the Relationships Between Learning Space and Student Learning in Higher Education: A Comparative Case Study in China

2020 ◽  
pp. 215-225
Author(s):  
Ji Yu
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Comparative Case Study ◽  
Contemporary Society ◽  
Learning Spaces ◽  
Learning Space ◽  
Space Design ◽  
The World ◽  
Innovative Learning

AbstractThe landscape of learning space design in higher education is undergoing a transformation. During the past decade, flexible, innovative learning spaces have been established around the world in response to the changing perspectives on how knowledge is discovered and what constitutes important and appropriate higher education in contemporary society.

scholarly journals Reaping the fruits of collaboration: learning development research in the LearnHigher CETL network

2009 ◽  
Author(s):  
Kim Shahabudin
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Higher Education Institutions ◽  
Development Research ◽  
Collaborative Approach ◽  
Learning Spaces ◽  
Learning Development ◽  
Uk Higher Education

The LearnHigher CETL is now is in its fourth year of developing research-informed resources to support student learning development. Partners at 16 UK Higher Education institutions have amassed a large quantity of data from students and staff on their preferences, needs and practices in twenty learning areas, as well as information about the use and design of learning spaces, and the role of learning developers. This article will report on LearnHigher's collaborative approach, using examples from a report to be published in Spring 2009 which takes an overview of LearnHigher research.

scholarly journals Adults With Special Educational Needs Participating in Interactive Learning Environments in Adult Education: Educational, Social, and Personal Improvements. A Case Study

2021 ◽  
Vol 12 ◽  
Author(s):  
Javier Díez-Palomar ◽  
María del Socorro Ocampo Castillo ◽  
Ariadna Munté Pascual ◽  
Esther Oliver
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Special Needs ◽  
Learning Environments ◽  
Social Inclusion ◽  
Interactive Learning ◽  
Well Being ◽  
Interactive Learning Environments ◽  
Adult Women

Previous scientific contributions show that interactive learning environments have contributed to promoting learners' learning and development, as interaction and dialogue are key components of learning. When it comes to students with special needs, increasing evidence has demonstrated learning improvements through interaction and dialogue. However, most research focuses on children's education, and there is less evidence of how these learning environments can promote inclusion in adult learners with SEN. This article is addressed to analyse a case study of an interactive learning environment shared by adults with and without special needs. This case shows several improvements identified by adult learners with special needs participating in this study. Based on a documental analysis and a qualitative study, this study analyses a context of participatory and dialogic adult education. From the analysis undertaken, the main results highlight some improvements identified in the lives of these adult women and men with SEN, covering educational improvements, increased feeling of social inclusion, and enhanced well-being.

scholarly journals How Inclusive Interactive Learning Environments Benefit Students Without Special Needs

2021 ◽  
Vol 12 ◽  
Author(s):  
Silvia Molina Roldán ◽  
Jesús Marauri ◽  
Adriana Aubert ◽  
Ramon Flecha
Keyword(s):  
Learning Environments ◽  
Inclusive Education ◽  
Interactive Learning ◽  
Interactive Learning Environments ◽  
Cognitive Effort ◽  
Special Educational Needs ◽  
Helping Others ◽  
Inclusive Approach ◽  
Educational Inclusion ◽  
The Impact

Growing evidence in recent years has led to an agreement on the importance and benefits that inclusive education has for students with special educational needs (SEN). However, the extension and universalization of an inclusive approach will also be enhanced with more evidence on the benefits that inclusion has for all students, including those without SEN. Based on the existing knowledge that learning interactions among diverse students are a key component of educational inclusion, the aim of this study is to identify the impact on students without SEN of being educated with students with SEN in shared, inclusive, interactive learning environments. Data were collected in three schools using a qualitative approach with a communicative orientation. Semistructured interviews were held with teachers as well as community volunteers participating in the schools. Further, focus groups were conducted with students and teachers. The results show that students without SEN benefit from participating in interactive learning activities with peers with SEN in different ways: (1) they learn to respect others, accept differences, and acknowledge different abilities, thereby creating opportunities for new friendships to develop; (2) they learn about abilities related to helping others participate and learn, to be patient and to gain the satisfaction in helping others learn and behave better; and (3) they benefit from the cognitive effort required to explain themselves and from the contributions of peers with SEN from which they can learn.

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