746,389 research outputs found
Knowledge Spaces and Learning Spaces
How to design automated procedures which (i) accurately assess the knowledge
of a student, and (ii) efficiently provide advices for further study? To
produce well-founded answers, Knowledge Space Theory relies on a combinatorial
viewpoint on the assessment of knowledge, and thus departs from common,
numerical evaluation. Its assessment procedures fundamentally differ from other
current ones (such as those of S.A.T. and A.C.T.). They are adaptative (taking
into account the possible correctness of previous answers from the student) and
they produce an outcome which is far more informative than a crude numerical
mark. This chapter recapitulates the main concepts underlying Knowledge Space
Theory and its special case, Learning Space Theory. We begin by describing the
combinatorial core of the theory, in the form of two basic axioms and the main
ensuing results (most of which we give without proofs). In practical
applications, learning spaces are huge combinatorial structures which may be
difficult to manage. We outline methods providing efficient and comprehensive
summaries of such large structures. We then describe the probabilistic part of
the theory, especially the Markovian type processes which are instrumental in
uncovering the knowledge states of individuals. In the guise of the ALEKS
system, which includes a teaching component, these methods have been used by
millions of students in schools and colleges, and by home schooled students. We
summarize some of the results of these applications
Modular eco-class: an approach towards a sustainable innovative learning environment in Egypt
Today, Egypt suffers from deterioration of education quality as a result of
deficient learning spaces, insufficient governmental expenditure and funding, and lack of
proper research in education developmental strategies. Additionally, 21st century learning
requires innovative spaces that connect school, home, and community. Therefore, new learning
spaces should increase flexibility, support hands-on and outside-class learning activities in
order to motivate learners. Furthermore, they intend to encourage extra-curricular activities
beyond conventional learning times. Undoubtedly, comfortable, safe and creative learning
spaces can inspire and motivate users, while ugly/unsafe spaces can depress. Therefore, welldesigned
learning spaces are able to support creative, productive and efficient learning
processes on one hand. On the other hand, ecological design measures became an increasingly
major keystone for modern sustainable learning-spaces. Thus, learning-spaces’ design process,
form, components, materials, features, and energy-saving technologies can yield well-educated,
environmentally-literate, energy-conscious, and innovative future-generations.
This paper represents a preliminary phase of an ongoing research project that aims to create
a framework for an Innovative Sustainable Learning Environment (ISLE) in developing
countries, the Middle East region, and Egypt in particular. This project aims at encouraging
constructive relationships between users, buildings, ecosystems and to improve quality of
learning through intelligent and ecologically well designed learning-spaces. The paper
proposes the concept of modular Eco-Class as a framework of learning spaces and a stepforward
in the direction of ISLE. Moreover, this Eco-Class aims to educate and provide
balance between building’s environmental sensitivity, high performance, initial cost, and
lifecycle costs without harming the surrounding ecology. The Eco-Class not only intends to
promote a positive environmental impact to improve indoor air quality and energy efficiency, it
also provides on its own an environment that educates learners and elevates environmentalawareness
between future generations. Finally, the study and the ongoing research project of
Eco-Class aim to provide validated design-guidelines for sustainable educational buildings, and
to achieve the optimum innovative and sustainable learning environment in Egypt for effective
and creative future-generation learners, parents, staff, and communities
A Social Learning Space Grid for MOOCs: Exploring a FutureLearn Case
Collaborative and social engagement promote active learning through knowledge intensive interactions. Massive Open Online Courses (MOOCs) are dynamic and diversified learning spaces with varying factors like flexible time frames, student count, demographics requiring higher engagement and motivation to continue learning and for designers to implement novel pedagogies including collaborative learning activities. This paper looks into available and potential collaborative and social learning spaces within MOOCs and proposes a social learning space grid that can aid MOOC designers to implement such spaces, considering the related requirements. Furthermore, it describes a MOOC case study incorporating three collaborative and social learning spaces and discusses challenges faced. Interesting lessons learned from the case give an insight on which spaces to be implemented and the scenarios and factors to be considered
Building sustainable learning environments that are ‘fit for the future’ with reference to Egypt
Perhaps there is no building type that has a more significant impact on our lives than the
Kindergarten to high School (K-12). We continue to carry the memories of our early learning
environments through the residue of our lives. It is the quality of those learning environments that
play a crucial role in enhancing or hampering our learning experience.
Learning spaces are complex spaces where the collective skills, knowledge, and practices of a
culture are taught, shaped, encouraged, and transmitted. Comfortable/safe and creative learning
spaces can inspire and motivate users, while ugly/unsafe spaces can oppress. Based on these two
attitudes, the aims of this paper are to; firstly, developing Sustainable learning environments (SLE)
in the Middle-East countries with reference to Egypt. Secondly, to reviewing and extending the
planning and design of the internal, external and landscaping features of a proposed eco-class to
collectively pass to the learners for enhancing the quality of learning space and thus education.
After the Egyptian Revolution on the 25th of January, 2011 and the hopes and dreams this brings
with it, for a major transformation in all life sectors, the Egyptian government needs to recognise
the right of children and young people to learn in an environment which is safe, healthy and
achieves the highest quality possible. We must all be committed to improving the quality,
attractiveness and health of the learning and communal spaces in our schools. Environmental
factors have significant effects on pupil and teacher wellbeing. In contrast, poor school and
classroom design can affect concentration, creativity and general well-being; in addition, poor
quality lighting, ventilation, acoustics and furniture all have a negative effect on student
achievement and health.
Nowadays, Egypt endure deterioration of education quality as a result of deficient learning spaces,
high number of pupils in class, insufficient governmental expenditure and funding, and lack of
proper research in education developmental strategies. Therefore, new learning spaces should be
able to increase flexibility in order to support hands-on and outside-class learning activities.
Furthermore, they intend to encourage extra-curricula activities beyond conventional learning times.
Currently, these integral learning-components are crucial for socio-cultural sustainability and
positive initiatives towards minimizing recent educational underachievement. Undoubtedly,
comfortable, safe and creative learning spaces can inspire and motivate users, while ugly/unsafe
spaces can depress. Therefore, well-designed learning spaces are able to support creative,
productive and efficient learning processes on one hand. On the other hand, ecological design
measures became increasingly major keystone for modern sustainable learning-spaces. Thus,
learning-spaces’ design process, form, components, materials, features, and energy-saving
technologies can generate well-educated, environmental-literate, energy-conscious, and innovative
future-generations. (Continued
Helping students connect: architecting learning spaces for experiential and transactional reflection
Given the complex and varied contexts that inform students’ consciousness and occasion their learning, learning spaces are more than physical and virtual spaces. Learning spaces are also a range of situations sedimented in our continuum of experiences that shape our philosophical orientations. As such, this article, written from the perspectives of two faculty members in an English department at a four-year public university, describes our efforts to do the following. First, to draw upon models of instructional design we have experienced in our own educational backgrounds; and equally importantly, to develop learning spaces that support learning that is continuous, situated, and personal. Specifically, we critique the ways in which learning has been segregated from the rest of our life contexts for us throughout our educational histories. The irony is that this de-segregation has motivated us to create diverse learning spaces that provide our students with a more realistic set of tools and techniques for integrative life-long learning
Beyond the beanbag? Towards new ways of thinking about learning spaces
This article looks critically at some of the assumptions in our current ideas about learning spaces, especially the arguments in favour of a shift from formal to informal learning spaces. It suggests that the formal/informal divide hides more than it reveals about the complex relationships between learning and the spaces in which it takes place; and that learning spaces in post-compulsory education remains an under-theorised and under-researched area. Instead we need to develop better conceptual frameworks and richer research methodologies so as to enable a more informed, constructive and creative debate. The article ends by exploring the implications of unpicking the ‘granularity’ of different scales and types of learning space, so as to outline some alternative concepts for analysing what already happens and for enabling creative improvements to the socio-spatial encounters, relationships and processes of teaching and learning in post-compulsory education
- …