Casanova, Diogo ORCID: https://orcid.org/0000-0002-8586-0370 and Mitchell, Paul (2017) The ‘Cube’ and the ‘Poppy Flower’: Participatory approaches for designing technology-enhanced learning spaces. Journal of Learning Spaces, 6 (3). pp. 1-12. ISSN 21586195

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Abstract

This paper presents an alternative method for designing learning spaces that is driven by the input of its users. An exploratory study was undertaken at an English university with the aim of redesigning technology-enhanced learning spaces. Two provocative concepts were presented to the participants as concepts of future learning spaces. Through participatory design workshops, students and teachers reflected and discussed the values of technology and provided insight into how to effectively embed technology in learning space design. The findings provide a set of recommendations for how to integrate technology in learning spaces and present alternative designs for each given concept.

Item Type:	Article
Subjects:	Education Education > Higher education > HE pedagogies Education > Higher education Education > Teaching and learning Education > Teaching and learning > Technology-enhanced learning
Related URLs:	Publisher
Depositing User:	Diogo Casanova
Date Deposited:	07 Mar 2018 16:44
Last Modified:	06 Feb 2024 15:56
URI:	https://repository.uwl.ac.uk/id/eprint/4541

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