Generation Of Learning Environments Research Articles

Acoustic conditions in innovative learning environments

New generation or innovative learning environments are being developed in many OECD coun-tries, including Australia and New Zealand. These spaces are often criticized as being 'noisy', dis-tracting, unattenable, and yet, there has been a link between deep learning outcomes and the new generation environments. Education spaces primarily revolve around speaking and listening activities. Although new space typologies have been, and continue to be, developed, the acoustic standards applied to them are often the same as those applied to traditional cellular classroom spaces. This paper presents the results of systematic acoustic testing undertaken within numerous physical spaces for traditional and new generation learning environments in Australia and New Zealand, to compare the differences in performance between traditional cellular classrooms and open plan spaces, and summarise any trends evident in the information. It also acknowledges the differences between traditional cellular spaces and new generation environments as determined from the results.

Climas de aprendizaje de apoyo a la autonomía y su influencia en la educación superior: Una revisión de la literatura

El concepto de apoyo a la autonomía es un tema de creciente interés en la investigación educativa dada su reconocida influencia en el proceso de aprendizaje. El apoyo a la autonomía se traduce en la generación de climas de aprendizaje que apoyan las necesidades psicológicas básicas de los estudiantes promoviendo una motivación autónoma de alta calidad. Dado el creciente número de investigaciones, es necesaria una sistematización que facilite la comprensión de los principales ámbitos de influencia que estos climas de aula generan en el estudiante. Por consiguiente, el presente estudio realiza una revisión de la literatura identificando los principales ámbitos de influencia generados por los climas de aprendizaje que apoyan a la autonomía de los estudiantes de educación superior. Los resultados de la presente investigación sugieren que los climas de apoyo a la autonomía influyen principalmente en ámbitos relacionados con el aprendizaje, y en ámbitos relacionados con la parte emocional. Por consiguiente, la presente investigación resalta la necesidad de considerar el aspecto cognitivo, así como el aspecto emocional del estudiante en el proceso de aprendizaje. Se discuten estos resultados y lineamientos que faciliten la generación de climas de apoyo a la autonomía en la educación superior.

Using Virtual Teams to Map Digital New Generation Learning Environments into Tertiary Online Learning Spaces

Using Virtual Teams to Map Digital New Generation Learning Environments into Tertiary Online Learning Spaces

Investigation of the design criteria for the new generation learning environment in the scope of architecture first class student works

21st century schools are defined as new generation schools. In recent years, studies on new generation schools in educational science have been created with the contributions of the discipline of architecture. In new generation schools, the learning environment can not be confined to classes. According to learning-oriented learning approaches, any environment that affects the learning process for children is the learning environment. In this context, the concept of “learning environment needs to be perceived from a new perspective beyond the concept adopted. The design of educational buildings should be conveyed to the students of architecture, the architects of the future, in the context of the new generation school and learning environment. Within the scope of this study, first year students of the department of architecture were asked to design a learning environment in accordance with the criteria of new generation learning environment design. Student studies were evaluated by the instructor and another faculty member and scored in the context of design criteria of the new generation learning environment. The application results were analyzed comparatively

The Transition From Intelligent to Affective Tutoring System: A Review and Open Issues

The swelling use of computerized learning, accompanied by the rapid growth of information technology has become a surge of interest in the research community. Consequently, several technologies have been developed to maintain and promote computerized learning. In this study, we provided an in-depth analysis of two of the prominent computerized learning systems i.e., Intelligent Tutoring System (ITS) and Affective Tutoring System (ATS). An ITS is one of the training software systems, which use intelligent technologies to provide personalized learning content to students based on their learning needs with the aim of enhancing the individualized learning experience. Recently, researchers have demonstrated that the affect or emotional states of a student have an impact on the overall performance of his/her learning, which introduces a new trend of ITS development termed as ATS, which is the extended research of the previous one. Although there have been several studies on these tutoring systems, however, none of them has comprehensively analyzed both systems, particularly the transition from ITS to ATS. Therefore, this study examines these two tutoring systems more inclusively with regards to their architectures, models, and techniques and approaches used by taking into consideration the related researches conducted between 2014 to 2019. A crucial finding from the study is that ATS can be a promising tutoring system for the next generation learning environment by affiliating proper emotion recognition channels, along with computational intelligence approaches. Finally, this study concludes with research challenges and possible future directions and trends.

"Professional Learning on Steroids”: Implications for Teacher Learning Through Spatialised Practice in New Generation Learning Environments.

There is growing interest in innovative educational space design and the relationality of spatialised teaching practices. This paper addresses the characteristics of spatialised professional learning in newly redesigned or purpose built new generation learning environments (NGLE). The case study is situated within Aotearoa/New Zealand context, a country where there has been considerable policy focus and investment in NGLE. Data from principals who have established NGLE in their schooling settings is analysed, with consideration given to the preparation of teachers to take up spatialised practices. The study highlights key characteristics of spatialised PLD practice – fostering spatial literacy; professional cross-pollination; co-teaching and peer coaching; deprivatisation and bespoke professional learning design. The value of this research lies in its contribution to researchers and practitioners in the schooling sector as they consider approaches to professional learning in NGLE.

Plug n Play: Future Prefab for Smart Green Schools

While relocatable, prefabricated learning environments have formed an important component of school infrastructure in Australia, prefabrication for permanent school buildings is a new and emerging field. This review of prefabrication for schools is timely. In 2017, Australia’s two largest state education departments committed to prefabrication programs for permanent school infrastructure. In this paper we examine the recent history of prefabrication for Australian school buildings in the context of prefabrication internationally. We explore the range of prefabrication methods used locally and internationally and introduce evaluation indicators for school infrastructure. Traditional post-occupancy evaluation (POE) tools measure indicators such as indoor environment quality (IEQ), cost benefit, life cycle performance, and speed of delivery. In response to a shift towards more student-centred learning in a digitally rich environment, recently developed POE tools now investigate the ability of new generation learning environments (NGLEs) to support optimum pedagogical encounters. We conclude with an argument for departments of education to consider how prefabrication provides opportunities for step changes in the delivery, life-cycle management and occupation of smart green schools rather than a program of simply building new schools quicker, better, and cheaper.

Pokémon Go: An Unexpected Inspiration for Next Generation Learning Environments

Pokémon Go: An Unexpected Inspiration for Next Generation Learning Environments

A typology of agency in new generation learning environments: emerging relational, ecological and new material considerations

The impetus to move to a new generation learning environments places a spotlight on the relational dynamics of classroom spaces. A key feature is the notion of learner agency. A complex notion, learner agency involves both compliance with and resistance to classroom norms and therefore is far more sophisticated than acting in acquiescence to expectations. This article traces a taxonomy of agency in education settings. The taxonomy details: sovereign agency of self-determination theory, relational agency linked with sociocultural theory, ecological agency -a temporally embedded process of social engagement, and emerging new material agency. Although the latter is starting to gain traction in Education research, it is yet to be explicitly recognised as an important consideration for educational practice. Consideration is given to this typology in light of case study data from school leaders who comment on learner agency in the context of new generation learning environments.

Transforming the twenty-first-century campus to enhance the net-generation student learning experience: using evidence-based design to determine what works and why in virtual/physical teaching spaces

The twenty-first century has seen the rapid emergence of wireless broadband and mobile communications devices which are inexorably changing the way people communicate, collaborate, create and transfer knowledge. Yet many higher education campus learning environments were designed and built in the nineteenth and twentieth centuries prior to wireless broadband networks. Now, new learning environments are being re-engineered to meet these emerging technologies with significant challenges to existing pedagogical practices. However, these next generation learning environments (NGLEs) have not been evaluated thoroughly to see if they actually work as they are scaled up across the higher education system. Whilst there have been a range of NGLEs designed globally – with Australia leading in the past five years or so – it is timely that a more rigorous research methodology drawing from health facility evidence-based design is taken to evaluate their effectiveness in improving the student experience and learning outcomes.

A multilevel analysis of the effects of external rewards on elementary students' motivation, engagement and learning in an educational game

This study investigated the effects of external rewards on fifth graders' motivation, engagement and learning while playing an educational game. We were interested in exploring whether the feedback-rich environment of the game could mitigate the predicted negative effects of external rewards. Data of students' engagement and learning were collected and analyzed at multiple levels. A quasi-experimental design was used to examine the effect of external rewards in one group (n = 50) compared to a control group without such rewards (n = 56). According to the results, the external rewards did not undermine students' motivation (e.g., at proximal and distal levels), however they did not foster disciplinary engagement. On the other hand, students in the reward condition showed significantly larger gains in conceptual understanding (proximal) and non-significantly larger gains in achievement (distal). These results suggest that the predicted negative consequences of external rewards may be addressed in this new generation of learning environments. Future research and contributions of the study are provided.

LASyM: A Learning Analytics System for MOOCs

Nowadays, the Web has revolutionized our vision as to how deliver courses in a radically transformed and enhanced way. Boosted by Cloud computing, the use of the Web in education has revealed new challenges and looks forward to new aspirations such as MOOCs (Massive Open Online Courses) as a technology-led revolution ushering in a new generation of learning environments. Expected to deliver effective education strategies, pedagogies and practices, which lead to student success, the massive open online courses, considered as the linux of education, are increasingly developed by elite US institutions such MIT, Harvard and Stanford by supplying open/distance learning for large online community without paying any fees, MOOCs have the potential to enable free university-level education on an enormous scale. Nevertheless, a concern often is raised about MOOCs is that a very small proportion of learners complete the course while thousands enrol for courses. In this paper, we present LASyM, a learning analytics system for massive open online courses. The system is a Hadoop based one whose main objective is to assure Learning Analytics for MOOCs' communities as a mean to help them investigate massive raw data, generated by MOOC platforms around learning outcomes and assessments, and reveal any useful information to be used in designing learning-optimized MOOCs. To evaluate the effectiveness of the proposed system we developed a method to identify, with low latency, online learners more likely to drop out. Keywords—Cloud Computing; MOOCs; Hadoop; Learning

The Web in education

The Web has spurred our imagination as to how education could be radically transformed and enhanced through the adoption of Information and Communication Technologies (ICTs). While there have been many significant innovations and successes over the last decade there have also been many unrealised aims. Beliefs in technology-driven change for education have been countered by shortcomings in technological understanding by educationalists and in turn by shortcomings in the understanding of educational theories and learning concepts by technologists. The use of the Web in education has revealed issues such as the distinction between formal and informal learning; the packaging and formatting of learning materials for online distribution and use; the management of learning materials and processes in virtual and managed learning environments; solutions offered by the semantic Web; and how the quality of experience in interactive learning environments relates to the quality of the Internet infrastructure. A comparison between the performance of early and current Web technologies from a user perspective is given for an interactive learning environment which has been in use for over a decade. Client, server, network and protocol components which contribute to the quality of experience for the end user are presented and analysed. In summary, this paper examines the use of the Web in education to date and looks forward to new challenges and aspirations such as MOOCs (massively online open coursewares) and the immersive 3D Web as the basis for the next generation of learning environments.

Developing Curriculum-Led Human-Centred Spatial Design Briefs for Next Generation Learning Environments in Higher Education

Visual Action Research Methods, Curriculum-Led, Transformative Processes, Participatory design and play, Learning Environments, Photo elicitation

Learning in 3D virtual worlds and current situation in Turkey

One of the promising innovations in information and communication technologies is three-dimensional virtual world platforms like Second Life, Dreamworld and Active Worlds. 3D virtual worlds have a considerable importance and potential for creation of next generation learning environments. The main purpose of this descriptive study is to evaluate the educational capabilities of 3D virtual worlds and determines the educational usage of 3D virtual worlds in Turkey. For these purposes, features of 3D virtual worlds were evaluated in educational purpose, current educational usage of 3D virtual worlds in Turkey was investigated, and recommendations were presented with advantages and disadvantages. © 2010 Published by Elsevier Ltd.

Virtual worlds and the learner hero

Participation in expansive video games called `virtual worlds' has become a mainstream leisure activity for tens of millions of people around the world. The growth of this industry and the strong motivational appeal of these digital worlds invite a closer examination as to how educators can learn from today's virtual worlds in the development of next generation learning environments. Self-determination theory (SDT; Ryan and Deci, 2000) has shown value in explaining both the motivational dynamics of learning (Deci et al., 1994), as well as the strong motivational pull of video games and virtual worlds (Ryan et al., 2006). As such, SDT provides a framework that can bridge the gap between education and consumer virtual worlds and be applied to new research and development in how to best build virtual worlds for learning. The concept of the `learner hero' is introduced as a potentially useful unifying concept in considering how to leverage the high motivational appeal of commercial virtual worlds in building digital learning environments.

Mobile e-Learning for Next Generation Communication Environment

This article develops an environment for mobile e-learning that includes an interactive course, virtual online labs, an interactive online test, and lab-exercise training platform on the fourth generation mobile communication system. The Next Generation Learning Environment (NeGL) promotes the term “knowledge economy.” Inter-networking has become one of the most popular technologies in mobile e-learning for the next generation communication environment. This system uses a variety of computer embedded devices to ubiquitously access multimedia information, such as smart phones and PDAs. The most important feature is greater available bandwidth. The learning mode in the future will be an international, immediate, virtual, and interactive classroom that enables learners to learn and interact.

Creating next generation blended learning environments using mixed reality, Video Games and Simulations

The goal of this article has been to discuss next generation learning environments and next generation training technologies as well as the learning and design challenges faced in using these. Specifically, we discuss theoretical and design principles of constructivist learning environments and how advanced technologies can potentially support meeting these principles as well as the challenges they may pose to various types of designers, instructional, game, graphic and programming. To address methods for designing complex environments, we also address the use of methodologies and authoring systems with various tools to support the design process. In this context, to illustrate how tools can be used to help instructional design teams manage the complexities of developing for these environments. As an example, we discuss one tool,IIPI CREATE, that supports this process and organizes the development process