Ws3 learning lab
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The document discusses opportunities for enhancing situated learning through the convergence of corporate, research, and educational institutions. New interactive technologies allow for real-time capturing and editing of learning content, making educational environments more supportive. Specifically, the emergence of interactive surfaces, easy information capture, and spaces with memory provide innovative solutions for design education but require careful design of environments and tools. The research aims to understand how situated learning and other emergent interaction models can be co-designed to enrich the learning process through the relationship between design and educational spaces.
Ws3 learning lab
- 1. The design based synergy created between the corporate, the research and the educational institutes give rise to opportunities that can greatly enrich and enhance the situated learning process. On a very simple level, by converging technologies through design, the Location based learning: spaces can be loaded with more functionality to help the FabLab, internship, field participants. An example issue regarding this topic is the capturing and editing of the content flow in the location. Until recently, the research, fairs, events, approaches in the educational systems have been rather classical; the content production has been coming after the actual learning exhibitions LEARNING process instead of going parallel with. This has been forming a bigger limitation especially in the design education, as it is essential for the people involved to produce content, constructing the idea of ALTERNATIVE learning by doing. CLASSROOM LABORATORY Fortunately, as design driven approaches become more potent by providing tools for real-time capturing and editing of content , environments are becoming much more supportive as well. The changes in the interactivity of the environment can As the contemporary design scene be summarized in three categories: Emergence of interactive surfaces, easy and transparent information capture, BLENDED is having a transformational period and spaces with memory. Although these provide new and LEARNING because of the innovational currents, its innovational solutions for design education, they also bring up the issue of carefully designing the environments and tools. So, the SPACES WITH problem becomes how “situated learning” and the other emergent relationships with different institutes are interaction models can be co-designed to enrich the learning process, MEMORY making it the basis of this research. becoming greatly affected as well. One The investigation takes the relationship between the design of these important intersections is with scene and the educational spaces as its base, and tries to scan and analyze existing work to find leads for potentialities. education and the learning processes; and However, instead of directly focusing on the issue of space, it follows a deductive method starting from the broader notion of learning in this section, the notion of educational in design education. Later, the focus is narrowed down to situated spaces is specifically explored. learning and the concept of “learning laboratory”. Before building up the research maps, the three paradigms of learning - behaviorism, cognitivism and constructivism - were analyzed to choose a theoretical basis for the structure. It was seen that constructivist approach was successful in understanding and TOOLS FOR REAL-TIME explaining the contemporary design education. Constructivism’s essence, which suggests that learning is based on interactions of CAPTURING AND EDITING experiences, is in fact quite coherent with “learning through doing” approach of design education. After setting the theoretical background; the main branches of the map are structured, starting with the input relationships that exist in the process. When looked at the contemporary scene, it was INTERACTIVE seen that different characters are becoming involved in the learning process, making it necessary to understand and use these relations. ENVIRONMENTS Also, the nature of created material is included to understand the output structure. Another important aspect is the time span of the learning process, evaluating if the process is temporary, long-term or real-time. LEARNING BY Crossing media: School TRADITIONAL For understanding the methods and the media employed, the term blended learning has been quite helpful. Blended learning DOING environment, social media CLASSROOM considers mixing of different environments like situated learning and e-learning, as well as merging synchronous and asynchronous networks, blended learning, instruction. Therefore, the media and methods were investigated considering this approach specifically. Finally, the notion of space is online study analyzed to understand possible contexts the potentialities can lay within. Having structured a basis map, the next step focuses on laying three Progress through dialogue: possible directions on top of this map, matching the properties of these potentialities with the terms structured. The first focal point designLAB, critical thinking, is the multi-platform, where blended learning approach is applied to create environments that support interactivity and information layers. interactive white board, The second focal point considers the activity and workshop areas which can suggest better fabrication, prototyping and teamwork Dropbox modalities. The last one draws from need for replicating the in-class experience in other spaces, so that the quality obtained in the actual environment can be carried to distances. Finally, based on these focal MARCO GHEZZI, STEFANIJA NAJDOVSKA, TAMER ASLAN, JESSICA BALA, ABEL KORSMIT points, possible future scenarios were formed.
- 2. TOGETHER BRAINSTORM DOCUPROGRESS AND COMPETEN RMS CIES G WORK AND EVALUATE PROENCY CESS MENTIN BRIDGE PLATFO SPAR ITE GS L DIN SPACE BUI LIC TRAN PUB NT EVE TORY FAC ANY D EN T COMPTINE P N FIEL O NM C AN KSHO R O EN VIR WO L L HA RY NAL E LIBRA SROOM SSIO ION THROUGH DIALOGU CLAS E PROFE T ITUT HOM TE O L INS REMO E GO S CHO ON T H PROGRESS EMA IL E OTHE R TURE SPAC LITERA EAM R LIVE ST M PLATF OR IALS TUTOR LINK ON LINE CHA T RES ING SERVER AL SYSTEM OU AUDIO/ VISU RCE MACHINES S STUDENT MEDIA OFFLINE WORK SPACES BOARD GENERAT BOOKS ED CONTEN ENRICHING T CROSSING KNOWLEDGE LEARNING LONG-TERM DOCUMENTATION FIXED NOTEBOOK FLEXIBLE TIMESPAN TEMPORARY AVAILABLE CONTEXT LAYER OF INFORMATIO N LABORATORY REAL-TIME FEEDBACK TEACHERS PARTICIPATION COMPLIMENTARY PARALLEL ANT RELEV NCE INPUT STUDENTS COACH EXPLAIN E REFER SELF REFEREN PROFESSIO GROUP CON TIAL NALS TRIBUTION STAKEH TEACH OLDERS INSPIRE METH EVALU ANCHO R INDIC A POINTS ODS ATE SELF GROU TE DIRE CTION P DIAL TEACH LOCATION BASED OGU EXTER ER E BRAIN AL N OU STOR LEARNING SHA DISC U MING RE PITCH SSION TPU DEBA T EXP LAIN DOC TE PRES UMENT A REFE ENTATIO TION CO ON REN CE N LLE PRA FIELD S CT WO CTICE PER IVE LEC RKSHO SO LITE TURE P NA PRO RATU L PRE CESS RE BLO SENT MAP WE G ATI ON SKE BSITE NO TCH COLLECT RELEVANT LIN TES ES TU KS TO RIA AND PRACTICE EXPLORE AND L KNOWLEDGE EXPERIMENT EXPERIENCE ENGAGION E IN ACT
- 3. LEARNING MARCO GHEZZI, STEFANIJA NAJDOVSKA, TAMER ASLAN, JESSICA BALA, ABEL KORSMIT LEARNING MARCO GHEZZI, STEFANIJA NAJDOVSKA, TAMER ASLAN, JESSICA BALA, ABEL KORSMIT LABORATORY LABORATORY Our reference Our reference Revision table External classroom Crossing knowledge Crossing knowledge Progress through dialogue Location based learning “Our reference” is a tablet and laptop application “Revision table” is a classroom set up for The “External Classroom” aims to tie the for in-class environment. It is enhancing the improved work reviews and discussions. The learning environment outside the school learning process, by bringing up relative contents driving force behind it comes from the need to institution with its body, by utilizing the student’s and analyzing the interest of the students. easily follow, capture and share the project, or personal mobile technologies. work process. The lecture is sound and video recorded, When a workshop is going to be performed and stored on the school server, accessible With people logging in to the table before outside the institution, students can add it on by the whole community, inside and outside work, their personal files related to the project, the digital calendar, for others to participate the insitution. Simultaneously, keywords are are brought on the table - creating a physical or follow. Between those participating in the generated from the speech and displayed on Dropbox. Familiar gestures are associated with workshop, a mobile application is distributed, the personal devices of the students, along with operations like highlighting, pointing, moving, enabling them to share the workshop material relative links. The students, make their notes zooming, or grouping and saving. As the within the group, and to turn the group into by adding keywords, comments, or attaching movements and changes in the documents are content creators. In this way, through the group other content. All these inputs create relevant recorded along with sound, scanning through members point of view, the action is recorded “notebook”, where every item has a time stamp the work progress, and creating a narration path, and broadcasted live online. For those in linked to the lecture, to be refferenced even are made possible. From this, a presentation the main institution following the workshop, later by the student. Looking at the time stamps, document is recorded by merging the table these streams are displayed, enabling them to an interest graph showing the amount of activity contents in a workflow, enriched with an audio switch between point of views and access the is generated. As all individual plots are combined, from the discussion. In this way, each project workshop contents in a much richer way. As a collective class interest plot is achieved. This progress can be stored and shared in a much all material is archived, this will create student “Our reference” is a tablet and laptop application can either be used to evaluate the lecture for more dynamic format. experience-generated library for further for in-class environment. It is enhancing the feedbacks, or be displayed in school common reference and use. learning process, by bringing up relative contents areas to create a flow of knowledge way beyond and analyzing the interest of the students. the classroom walls. The lecture is sound and video recorded, eg. http://www.youtube.com/ eg. http://www.ted.com/ and stored on the school server, accessible eg. youtube videos sticky notes watch?v=0U05WeXPGlk by the whole community, inside and outside the insitution. Simultaneously, keywords are generated from the speech and displayed on the personal devices of the students, along with relative links. The students, make their notes by adding keywords, comments, or attaching other content. All these inputs create relevant “notebook”, where every item has a time stamp linked to the lecture, to be refferenced even later by the student. Looking at the time stamps, an interest graph showing the amount of activity is generated. As all individual plots are combined, a collective class interest plot is achieved. This can either be used to evaluate the lecture for feedbacks, or be displayed in school common areas to create a flow of knowledge way beyond the classroom walls. eg. youtube videos sticky notes
- 4. LEARNING MARCO GHEZZI, STEFANIJA NAJDOVSKA, TAMER ASLAN, JESSICA BALA, ABEL KORSMIT LEARNING MARCO GHEZZI, STEFANIJA NAJDOVSKA, TAMER ASLAN, JESSICA BALA, ABEL KORSMIT LABORATORY LABORATORY Revision table External classroom Progress through dialogue Locationbased learning The “External Classroom” aims to tie the “Revision table” is a classroom set up for learning environment outside the school improved work reviews and discussions. The institution with its body, by utilizing the student’s driving force behind it comes from the need to personal mobile technologies. easily follow, capture and share the project, or work process. When a workshop is going to be performed outside the institution, students can add it on With people logging in to the table before the digital calendar, for others to participate work, their personal files related to the project, or follow. Between those participating in the are brought on the table - creating a physical workshop, a mobile application is distributed, Dropbox. Familiar gestures are associated with enabling them to share the workshop material operations like highlighting, pointing, moving, within the group, and to turn the group into zooming, or grouping and saving. As the content creators. In this way, through the group movements and changes in the documents are members point of view, the action is recorded recorded along with sound, scanning through and broadcasted live online. For those in the work progress, and creating a narration path, the main institution following the workshop, are made possible. From this, a presentation these streams are displayed, enabling them to document is recorded by merging the table switch between point of views and access the contents in a workflow, enriched with an audio workshop contents in a much richer way. As from the discussion. In this way, each project all material is archived, this will create student progress can be stored and shared in a much experience-generated library for further more dynamic format. reference and use. eg. http://www.youtube.com/ eg. http://www.ted.com/ watch?v=0U05WeXPGlk