Human rights assured whole population of equal education opportunity across the world by means of inclusive education, which provides non-discriminated and non-stigmatizing educational environment for the disabled students and their peers. Inclusive education proposes to increase participation and integration of disabled students in educational environments through support spaces. In Turkey, SERÇEV (Children with Cerebral Palsy Association) has encouraged 'life center unit' as a support space at primary level inclusive education school, which is called Gokkusagi Primary School in Ankara. The aim is to support disabled students' relationships with other students and users in the school environment. Establishment of life center unit brings out a fact that there is a spatial necessity for social integration in inclusive education schools, which is open to all population to respond their daily needs, especially for disabled students. According to this purpose, interviews were conducted with parents of students to find out the needs related with the usage of life center unit. In this paper, Gokkusagi Primary School will be taken as an example to find out user's expectations and needs for defining a base related to design criteria of the life center unit. Site visits and, interviews at site visits help define user type, type of use, period of use and spatial requirements of life center unit in inclusive education environments. This study aims to create a base for design criteria of the life center unit in order to utilize for further implementations through universal design principles.
Design schools consist of three main axes; courses that provide knowledge in various fields of design, studio courses and internships. Besides, the indisputable fact is the importance of design competitions and informal workshops that feed the designer candidate to gain experience in different fields of the discipline. In addition, another importance of informal workshops is the contribution of researchers in this field to the development of design education. The effects and potentials of Information and Communication Technologies (ICTs) are also another area of research on design education, in particular design studio courses. The use of ICTs in the field of design education has led gamification to come to the fore as an ascending concept. A series of methodologies and tools have been developed, such as gamification, as well as the different kinds of Virtual Learning Environments to ensure the motivation of students and avoid the lack of attention in online courses. In this study, an online workshop, "Gamification and Space", is investigated as a case study. The contribution of the concept of gamification to design education has been evaluated in line with the observations and experiences gained. The data was gathered from the workshop presentations held on the last day and the final manuscripts of the workshops. The collected data was analyzed by the workshop coordination team, and classifications were made regarding the aspects of the gamification used during the workshop. In addition, it is aimed to discuss the potentials of ICTs in design courses. The observations show that the use of gamified elements has the potential to enrich instructional methods, especially when we consider online education, virtual learning environments and visual collaboration tools.
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