This paper discusses the evolution of pedagogies used in technology enhanced learning spaces and their intersection with the principles of Universal Design for Learning (UDL). It also argues that as the next generation of computer... more
This paper discusses the evolution of pedagogies used in technology enhanced learning spaces and their intersection with the principles of Universal Design for Learning (UDL). It also argues that as the next generation of computer integrated classrooms are built we must not forget to design for inclusion. UDL provides a framework for developing course content that can be effective for all students including those from various equity students in a technology rich environment. This paper discusses these factors and outlines some elements of a pilot project at the University of South Australia as it completes construction of a new seven-storey learning centre – the Jeffrey Smart building. The paper in part explores the linkages between the flipped classroom model and UDL and argues for the principles of universal design as a solution to the current pressures within higher education to teach effectively in technology rich environments and the need to be inclusive.
This paper explores the debate on experimental laboratories related to media and technology as promoters of collaborative, open and transdisciplinary research practices. Thus, discussing different arrangements of this specific lab... more
This paper explores the debate on experimental laboratories related to media and technology as promoters of collaborative, open and transdisciplinary research practices. Thus, discussing different arrangements of this specific lab concept, the paper presents an ongoing experience about an interface between a hackerspace and an educational laboratory within the Department of Architecture and Urbanism at the Federal University of Santa Catarina.
Higher education institutions are increasingly exploring how they can use emerging technologies to develop and enhance the learning experiences offered to students. These activities have mainly focused on developing student-centred... more
Higher education institutions are increasingly exploring how they can use emerging technologies to develop and enhance the learning experiences offered to students. These activities have mainly focused on developing student-centred facilities. The University of Warwick has taken the next step by developing a space (the Teaching Grid) specifically designed to meet the needs of teaching staff across the institution. This paper describes how the Teaching Grid supports teachers by providing a flexible experimental space together with a rich collection of established and new technologies, and with comprehensive staff support. We analysed the use of the facility during the first 30 months of operation, using data collected from 119 case studies, in order to present a perspective on how they have used the technologies and how this has impacted on their teaching practice. We present a taxonomy that provides a concrete framework to support future analysis of and comparisons between such spaces.
ABSTRACT Higher education institutions are increasingly exploring how they can use emerging technologies to develop and enhance the learning experiences offered to students. These activities have mainly focused on developing... more
ABSTRACT Higher education institutions are increasingly exploring how they can use emerging technologies to develop and enhance the learning experiences offered to students. These activities have mainly focused on developing student‐centred facilities. The University of Warwick has taken the next step by developing a space (the Teaching Grid) specifically designed to meet the needs of teaching staff across the institution. This paper describes how the Teaching Grid supports teachers by providing a flexible experimental space together with a rich collection of established and new technologies, and with comprehensive staff support. We analysed the use of the facility during the first 30 months of operation, using data collected from 119 case studies, in order to present a perspective on how they have used the technologies and how this has impacted on their teaching practice. We present a taxonomy that provides a concrete framework to support future analysis of and comparisons between such spaces.
