Learning
“Schools began with a man under a tree who did not know he was a teacher discussing his realization with a few who did not know they were students,” - Louis Kahn, 1960-1 essay, Form and Design
Why an interest in learning spaces ?
The whole world is built out of Recursion. This has to do with the structure of elementary particles; electrons, protons, neutrons, and the tiny quanta of electromagnetic radiation called photons. We today can see that particles are nested inside each other in a way which can be described recursively, perhaps even by some sort of “grammar”. We begin with the observation that if particles didnt interact with each other, things would be incredibly simpler.
Thus we can theorize on societal behaviours born out of people who interact with each other, creating results that are not easy to estimate, guess etc.
Space is important in a way that it leads or guides to possible ways where people, like the particles in the universal grammar interact.
Just as in theories of space time, where quantum mechanics and general theory of relativity explains how particles interact and things happen, also we are interested in building spaces where humankind interacts and things happen, in an indirect result of the space they function inside. It is in this respect that we are on a continuous search for new topographies in Active Learning and Innovative Learning spaces.
Always-on Education & Hybrid spaces
The possibility of being always connected to Internet and/or the mobile
network is increasingly blurring the borderline between physical and digital spaces, introducing a a new concept of space, known as ‘hybrid’. Hybrid spaces are dynamic spaces created by the constant movement of users carrying portable devices which are continuously connected to the internet and other users. In this sense, a hybrid space is conceptually different from what we call mixed reality, enhanced reality or virtual reality.
Bring Your Own Device (BYOD)
Today the most up-to-date and used technologies are not the ones made available by educational structures, but rather those which the students and already many teachers use daily, which they have at home or carry with them, bags or backpacks. So much so that a specific term, Bring Your Own Device (BYOD) has been coined for this practice.
Active learning
Students should be given something to achieve, not just something to study; Doing requires thought and reflection and an attention to interconnections; for this reason, learning is naturally generated by doing. Learning by doing pedagogy is based on the premise that the student must have control over and responsibility for his own learning process. Always on learning has the potential to foster students’ active and collaborative participation in a doing rather than listening type of learning.
Innovation in education.
It is not so much technological inundation that produces innovation in education, but rather a deep structuring of times, spaces and scholastic practices. The aim is to create a continuum and a strong integration between school life and life outside school, using technologies to meet needs and resolve didactic, organisational and pedagogic problems.
Technology enhanced learning environments (TEAL)
The rapidly emerging models of Technology enhanced learning environments (TEAL) –first introduced at MIT in 2003- emphasises that acoustics, furniture, lighting, mobility, flexibility, air temprature, and security must support the educational technologies designed for those spaces. All of these elements should be integrated under the one heading of learning technologies and be considered within the same framework.
The closed classroom represents a physically outdated teaching model which does not match the inter-connected virtual world we now live in. Students are learning collaboratively through a vast array of informal learning spaces both on and off campus.
What we know as the knowledge age is rapidly morphing into a creative age yet classrooms, according to many students surveys, are the least creative space they can learn in.
Learning
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