2,334 research outputs found

    Developing a Methodology for Creating Flexible Instructional Information Technology Laboratories

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    Many schools - particularly the more dynamic segments of high schools and community colleges - have begun to undertake instruction in the areas of PC repair, networking (vendor-neutral and specific alike), operating systems, wireless technologies, and so forth. For some schools, however, this leap forward has come only with a later realization that there are tremendous startup costs and ongoing expenses associated with such endeavors, especially considering that many of these instructional elements have historically called for independent instructional facilities. From this perspective, institutions may find they have to cut their programmatic vision short in the face of harsher budgetary realities of supporting so many laboratories, or abandon their efforts altogether. In this paper, it is suggested that this scenario does not have to become a reality. Instead, it is proposed that affordable, functional, and practical multipurpose Information Technology (IT) classrooms can be developed when a combination of good initial design and planning, affordable technologies, and mature business models are practiced. With the application of certain methodologies, a system can be created for any institution wishing to develop facilities and the means to support and mature them over time. Often faced with budgetary constraints, space limitations, or uncertain financial support mechanisms, it is becoming important that higher education institutions engaging in the instruction of advanced computing and networking develop a process and methodology for establishing and maintaining computing laboratories that can service a variety of diverse and complex instructional needs

    Innovative Learning Environment : Campus development for a Primary & Secondary School in Pune, India

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    This thesis explores the solutions for effective learning through Learning Environment Design. This thesis has been done as a part of the Research Project In-Learn – (Innovative Learning Infrastructure and ecosystem) Coordinated by University Properties of Finland (SYK oy) & University of Turku, Finland. The primary aim of the project is to develop a Campus for a Primary & Secondary School in the city of Pune, India. The school would be approximately for 1000 students. This thesis would be mainly focusing on the Physical and Social aspect of the Learning environment and how do they co-relate to each other. The further plan of the author is to digitalize the same and how technology can be incorporated within it so as to achieve the maximum efficiency. This thesis will also explore the possibilities to create a flexible learning environment which could be adjusted as per the needs of the user supporting the Learning Pedagogy. Co-creation is one of the major aspect which could influence the design of learning environment in various ways. Involving the user in the design process makes the design more efficient In the First place, the author would be discussing how he got involved in this project and developed interest in the Learning environment. Then he would be discussing the roles of different stakeholders in this project & the visit by Finnish delegation to India. The thesis would also describe the role of the author to act as a mediator between the Finnish & Indian counterpart. Further, this thesis would elaborate about the city of Pune & a basic urban analysis of the same. It would further describe the site & vicinity. Based on the analysis there will be a proposal for the Site. In the next chapters, this thesis would elaborate on the spatial concept of the proposed school and the outdoor learning environment. Based on the surrounding environment, it will explore the solutions to develop the school as a center of community and how the social & physical environment could co-relate with each other. Further, the study would elaborate the basic component of the school that is a Classroom. The arrangement of the classroom and a brief about pedagogy. The aim is to explore the possibilities to develop a small school environment in a large school thereby providing flexibility in the functioning of the school. The classroom would be the Private zone and then the study would further explore the semi-public building which includes the ancillary activities of the school such as Auditorium, Music room, Arts room, Dining, etc. which could be used by the surrounding community in the evening. This thesis would also describe the Outdoor Learning Yard including Science Yard, Arts Yard, Play Yard, Flower/Vegetables Yard, etc. which would also be a semi public area catering the school & the community. Finally, this thesis would propose the relevant solution for the campus development of the school in Pune and a brief about how the author would further continue with this project, hoping it becomes reality in the near future

    Innovative Learning Environment : Campus development for a Primary & Secondary School in Pune, India

    Get PDF
    This thesis explores the solutions for effective learning through Learning Environment Design. This thesis has been done as a part of the Research Project In-Learn – (Innovative Learning Infrastructure and ecosystem) Coordinated by University Properties of Finland (SYK oy) & University of Turku, Finland. The primary aim of the project is to develop a Campus for a Primary & Secondary School in the city of Pune, India. The school would be approximately for 1000 students. This thesis would be mainly focusing on the Physical and Social aspect of the Learning environment and how do they co-relate to each other. The further plan of the author is to digitalize the same and how technology can be incorporated within it so as to achieve the maximum efficiency. This thesis will also explore the possibilities to create a flexible learning environment which could be adjusted as per the needs of the user supporting the Learning Pedagogy. Co-creation is one of the major aspect which could influence the design of learning environment in various ways. Involving the user in the design process makes the design more efficient In the First place, the author would be discussing how he got involved in this project and developed interest in the Learning environment. Then he would be discussing the roles of different stakeholders in this project & the visit by Finnish delegation to India. The thesis would also describe the role of the author to act as a mediator between the Finnish & Indian counterpart. Further, this thesis would elaborate about the city of Pune & a basic urban analysis of the same. It would further describe the site & vicinity. Based on the analysis there will be a proposal for the Site. In the next chapters, this thesis would elaborate on the spatial concept of the proposed school and the outdoor learning environment. Based on the surrounding environment, it will explore the solutions to develop the school as a center of community and how the social & physical environment could co-relate with each other. Further, the study would elaborate the basic component of the school that is a Classroom. The arrangement of the classroom and a brief about pedagogy. The aim is to explore the possibilities to develop a small school environment in a large school thereby providing flexibility in the functioning of the school. The classroom would be the Private zone and then the study would further explore the semi-public building which includes the ancillary activities of the school such as Auditorium, Music room, Arts room, Dining, etc. which could be used by the surrounding community in the evening. This thesis would also describe the Outdoor Learning Yard including Science Yard, Arts Yard, Play Yard, Flower/Vegetables Yard, etc. which would also be a semi public area catering the school & the community. Finally, this thesis would propose the relevant solution for the campus development of the school in Pune and a brief about how the author would further continue with this project, hoping it becomes reality in the near future

    Schools as Community Infrastructure: How integrating a multidimensional approach can move schools and communities forward

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    What opportunities exist for positive change—for our children, families, educators, and communities—when we reimagine schools as vital public infrastructure? We at Siegel Family Endowment believe that exploring this question is critical if we are to begin to address the vast inequities and challenges facing public education. Fortunately, many practitioners all over the country are already placing school at the heart of community and community at the heart of school. This paper amplifies this work in the hope of spurring conversation, community engagement, and action

    Expensive classrooms, poor learning: The imperatives of reforming school construction in Egypt

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    Egyptian schools suffer from systematic deficiencies that affect student learning, attendance, health, and dignity. These include a discrepancy between needs and actual construction projects, very poor maintenance, and massive school shortages leading to high density, overcrowding, and multiple-shift schools. Egypt’s average classroom density of 47.5 students/classroom in the primary stage is higher than the average in countries such as India and China. More than 75% of Egyptian students are in classrooms that have over 40 students. Such high classroom densities have a strongly negative impact on learning, especially at the critical primary stage. Not only does Egypt’s high average classroom density obscure large variations across the country, it also hides the problem of multiple-shift schools, where more than one school population uses the same facilities. Only one third of Egyptian public school students attend single-shift schools: the remaining 12.7 million children (of whom 7 million are in the primary stage) have to cope with overcrowded classrooms. They also have a smaller window of learning time and are often deprived of classes considered less essential like arts, music, and physical education. These conditions directly contribute to poor learning and student dropout, as well as seriously undermining equality within the system. These inadequate learning conditions, compounded by sanitary and maintenance problems, disproportionately affect those students who are already disadvantaged. Official estimates point to the need to construct 250,000 new classrooms at a cost of 130 billion Egyptian pounds (EGP) ($7.3 billion).1 This massive construction campaign must be guided by a restructuring of Egypt’s current school construction system under new parameters that will ensure better quality, lower costs, and less resource waste. School shortages and high construction costs are driven by the way in which the system is designed and managed; restrictive and unnecessary requirements increase construction costs while undermining the allocation of land for schools. Highly centralized procurement procedures contribute to high costs, resource waste, and allegations of corruption plague almost every step of the school construction process. Whereas some aspects of school construction in Egypt may be unique, many of the problems associated with the system are shared by other countries. Drawing on both the local context and relevant international data, this paper provides a comprehensive analysis of this under-researched topic, suggests alternative indicators that should be used to better enhance school construction efforts, and puts forward six key policy recommendations for reforming school construction. The recommendations are all part of a necessary restructuring of the regime of school construction and the main entity responsible for it, the General Authority for Educational Buildings (GAEB)

    A virtual laboratory for multiagent systems: Joining efficacy, learning analytics and student satisfaction

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    [EN] This study introduces a distributed virtual laboratory for a multiagent programming course which has been very satisfactorily adopted by students, with a success rate of nearly 80%. It also aims at capturing the daily activity of students, providing the basis for data-driven assessment. Finally, it also allows for using process mining technologies to unveil successful and failed behaviors of students enabling the teacher for an early detection and intervention to improve their learning experience

    Adapting design of Learning Spaces for Education 4.0: a case of architectural institutions in India

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    A new generation of higher education institutions need spaces designed to support interaction, collaboration, flexibility, social engagement, and the use of technology to make the youth competent for Industry 4.0. The learning spaces of Education 4.0 in Architecture colleges are unexplored; whether they also need the same type of spaces as other higher education institutes for 21st century pedagogy, is yet to be determined. The aim of this research is to find out the change required in formal and informal learning spaces in architecture colleges with the new trend of learning and skills required in Architecture Education. The research methodology adopted here is the case study research approach, together with the tools of survey and interview. A comparative analysis of the learning spaces in four architectural institutions in north India is done on the basis of flexibility, integration of technology and interactive social spaces. A further survey of 150 students and 75 teachers, were conducted to understand the preference of types of learning spaces of the users. The conclusion specifies that there is an equal need for both formal and informal learning spaces to enhance the learning of the students, and changes are required in the formal and informal learning spaces to incorporate these three factors of flexibility, integration of technology, and interactive social spaces for empowering youth with skills for fourth Industrial Revolution. This research will assist architects in creating a better learning environment for the Education 4.0 and future architects

    Spartan Daily, October 21, 2003

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    Volume 121, Issue 37https://scholarworks.sjsu.edu/spartandaily/9903/thumbnail.jp

    Learning Spaces

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    Edited by Diana G. Oblinger. Includes a chapter by former College at Brockport Faculty member Joan K. Lippincott: Linking the Information Commons to learning. Space, whether physical or virtual, can have a significant impact on learning. Learning Spaces focuses on how learner expectations influence such spaces, the principles and activities that facilitate learning, and the role of technology from the perspective of those who create learning environments: faculty, learning technologists, librarians, and administrators. Information technology has brought unique capabilities to learning spaces, whether stimulating greater interaction through the use of collaborative tools, videoconferencing with international experts, or opening virtual worlds for exploration. This e-book represents an ongoing exploration as we bring together space, technology, and pedagogy to ensure learner success.https://digitalcommons.brockport.edu/bookshelf/1077/thumbnail.jp
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