The concept of smart learning environments (SLE) has a developing process, and there is no generally accepted definition by consensus. As for the importance of constructing and running well the learning environment, it intends to have more comprehensive understanding. With a wide perceptive vision, this paper identifies four kinds of people's arguments which affect the design of SLE in school. An analysis framework EMAT integrated with four roles' perspectiveseducator, manager, architect, and technicianis formed to descript their relative focal points. Considering these four different perceptives, this paper depicts relative design principles and concerned factors involving in the construction of SLE in school, which combines most of the perspectives relative to pedagogy, management, learning spaces, and technology of context-aware and adaptive learning. In order to have more positive effect, good interaction between teaching, environment, and learning is necessary. Then the learning design especially learning activity should be paid more attention. Based on the previous studies, this paper presents five typical cases of schools to carry out innovative learning activities displaying the concerns and the cooperation of the stakeholders in the learning environment. Finally, this paper discusses the meaning of smart learning environment and analyzes the relationship of different stakeholders to reach consensus and promote their cooperation. In the end, this paper proposes progressive learning environment and transformative learning environment and discusses the generating characters toward the smart learning environment.
Knowledge of Rotational Kinetic Energy (RKE) is always difficult for students to understand using traditional teaching methods. In this study, we designed an inquiry-based activity in which students can explore influence factors of RKE with a car built by LEGO, according to the scaffolds provided on the activity sheet. Then an experiment of the activity was carried out in a high school in Beijing. Through qualitative and quantitative analysis of the data, we concluded that the inquiry-based activity with LEGO can: 1) help students gain a deeper understanding of RKE; 2) significantly increase students' learning interest towards physics according to sign test results; 3) be considered as effective tool for students in the physics classroom.
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