University of Hertfordshire

Role of technology in the design of learning environments

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Role of technology in the design of learning environments. / Casanova, Diogo; Huet, Isabel; Garcia, Fabiane; Pessoa, Teresa.

In: Learning Environments Research, Vol. 23, No. 3, 01.10.2020, p. 413-427.

Research output: Contribution to journalArticlepeer-review

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Author

Casanova, Diogo ; Huet, Isabel ; Garcia, Fabiane ; Pessoa, Teresa. / Role of technology in the design of learning environments. In: Learning Environments Research. 2020 ; Vol. 23, No. 3. pp. 413-427.

Bibtex

@article{77a6720350464fd2bff1d1ceac9afeec,
title = "Role of technology in the design of learning environments",
abstract = "The design of learning environments is being increasingly investigated, largely as a result of higher-education providers being challenged by both societal and technological developments. These providers are becoming more aware that the quality of learning environments affects students{\textquoteright} approaches to learning and satisfaction. This paper presents an alternative to more-traditional methods for designing learning environments that is driven by input of their main stakeholders: students and teachers. By using this method, we were able to explore stakeholders{\textquoteright} insights into learning spaces design and how learning technologies can be integrated in such spaces. Qualitative research was conducted with the aim of guiding the redesign of technology-enhanced learning environments. For this particular research, we used {\textquoteleft}sandpits{\textquoteright}, which are creative and design-thinking workshops, in which participants are encouraged to redesign provocative concepts of a large and a small technology-enhanced learning environment. Thirteen {\textquoteleft}sandpits{\textquoteright} were delivered involving 32 teachers and 25 students. Through these design-thinking workshops, students and teachers reflected on and discussed the role of technology in face-to-face learning and teaching and proposed new design solutions for technology-enhanced learning environments.",
keywords = "Co-design, Learning environments, Participatory design, Technology-enhanced learning",
author = "Diogo Casanova and Isabel Huet and Fabiane Garcia and Teresa Pessoa",
year = "2020",
month = oct,
day = "1",
doi = "10.1007/s10984-020-09314-1",
language = "English",
volume = "23",
pages = "413--427",
journal = "Learning Environments Research",
issn = "1387-1579",
publisher = "Springer Netherlands",
number = "3",

}

RIS

TY - JOUR

T1 - Role of technology in the design of learning environments

AU - Casanova, Diogo

AU - Huet, Isabel

AU - Garcia, Fabiane

AU - Pessoa, Teresa

PY - 2020/10/1

Y1 - 2020/10/1

N2 - The design of learning environments is being increasingly investigated, largely as a result of higher-education providers being challenged by both societal and technological developments. These providers are becoming more aware that the quality of learning environments affects students’ approaches to learning and satisfaction. This paper presents an alternative to more-traditional methods for designing learning environments that is driven by input of their main stakeholders: students and teachers. By using this method, we were able to explore stakeholders’ insights into learning spaces design and how learning technologies can be integrated in such spaces. Qualitative research was conducted with the aim of guiding the redesign of technology-enhanced learning environments. For this particular research, we used ‘sandpits’, which are creative and design-thinking workshops, in which participants are encouraged to redesign provocative concepts of a large and a small technology-enhanced learning environment. Thirteen ‘sandpits’ were delivered involving 32 teachers and 25 students. Through these design-thinking workshops, students and teachers reflected on and discussed the role of technology in face-to-face learning and teaching and proposed new design solutions for technology-enhanced learning environments.

AB - The design of learning environments is being increasingly investigated, largely as a result of higher-education providers being challenged by both societal and technological developments. These providers are becoming more aware that the quality of learning environments affects students’ approaches to learning and satisfaction. This paper presents an alternative to more-traditional methods for designing learning environments that is driven by input of their main stakeholders: students and teachers. By using this method, we were able to explore stakeholders’ insights into learning spaces design and how learning technologies can be integrated in such spaces. Qualitative research was conducted with the aim of guiding the redesign of technology-enhanced learning environments. For this particular research, we used ‘sandpits’, which are creative and design-thinking workshops, in which participants are encouraged to redesign provocative concepts of a large and a small technology-enhanced learning environment. Thirteen ‘sandpits’ were delivered involving 32 teachers and 25 students. Through these design-thinking workshops, students and teachers reflected on and discussed the role of technology in face-to-face learning and teaching and proposed new design solutions for technology-enhanced learning environments.

KW - Co-design

KW - Learning environments

KW - Participatory design

KW - Technology-enhanced learning

UR - http://www.scopus.com/inward/record.url?scp=85085045307&partnerID=8YFLogxK

U2 - 10.1007/s10984-020-09314-1

DO - 10.1007/s10984-020-09314-1

M3 - Article

AN - SCOPUS:85085045307

VL - 23

SP - 413

EP - 427

JO - Learning Environments Research

JF - Learning Environments Research

SN - 1387-1579

IS - 3

ER -