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The cube and the poppy: Participatory approaches for designing technology-enhanced learning spaces

Casanova, Diogo and Mitchell, Paul (2015) The cube and the poppy: Participatory approaches for designing technology-enhanced learning spaces. In: ALT Annual Conference 2015: Shaping the Future of Learning Together; 08-10 Sep 2015, Manchester, U.K.. (Unpublished)

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Abstract

This abstract presents an on-going research that aims to identify how students and lecturers perceive technology-enhanced learning spaces. Findings from Participatory Design workshops will be presented wherein students and lecturers redesigned a large learning space (the ‘Cube’) and a small learning space (the ‘Poppy’). Both these prototypes where designed aiming to introduce technology as a paramount feature and with the aim of provoking reflections and discussions about the role of technology and the role of lecturers and learners. We follow a methodology of Participatory Design (PD) which is a set of practices and research methods that aim to include end-users as active participants in the design process (Schuler & Namioka 1993). The concept of PD matches new trends in learning and teaching in which learners construct their knowledge by dialogue, discussion and negotiation, thus through active participation (Jessop et al. 2012). Guiding this research was the question: how different would a technology-enhanced learning space be if we integrate its main stakeholders’ perceptions and creative ideas?

Item Type: Conference or Workshop Item (Paper)
Event Title: ALT Annual Conference 2015: Shaping the Future of Learning Together
Organising Body: Association for Learning Technology
Research Area: Architecture and the built environment
Art and design
Education
Faculty, School or Research Centre: Faculty of Art, Design & Architecture
Faculty of Art, Design & Architecture > School of Fine Art
Interdepartmental and Cross-Faculty Research Groups and Centres > Centre for Higher Education Research and Practice (CHERP)
Related URLs:
Depositing User: Diogo Casanova
Date Deposited: 01 Dec 2015 08:26
Last Modified: 01 Dec 2015 08:26
URI: http://eprints.kingston.ac.uk/id/eprint/33474

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