Moving from pedagogical challenge to ergonomic challenge:  Translating epistemology into the built environment for learning

Ashmore, Nathan

doi:10.14742/ajet.4502

Cited by 12 publications

(6 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Overall, our study adds to the evidence that supports the need for considering the characteristics of the physical learning space as a relevant aspect of comprehensive learning design processes (Goodyear & Carvalho, 2014; Yeoman & Ashmore, 2018). The evidence is clearer in the case of elementary school students and further research is needed in the case of older learners.…”

Section: Discussionsupporting

confidence: 55%

“…Learning is a complex process and the subject of study in a number of multidisciplinary research areas. Previous research has already explored the physical facilitators of learning activities; however, the empirical evidence is limited (Keppell, Souter, & Riddle, 2011; Yeoman & Ashmore, 2018), especially when considering different active learning methods (Bennett, 2011; Lippman, 2015). This paper investigates the potential of multimodal learning analytics (MMLA) and uses new analytical methods and new data sets to study the impact of these contextual factors in the domain of collaborative learning and in terms of particular characteristics regarding its learning design (table shape and group sizes) and the educational levels involved.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Round or rectangular tables for collaborative problem solving? A multimodal learning analytics study

Vujović¹,

Hernández‐Leo²,

Tassani³

2020

Brit J Educational Tech

View full text Add to dashboard Cite

The current knowledge of the effects of the physical environment on learners’ behaviour in collaborative problem‐solving tasks is underexplored. This paper aims to critically examine the potential of multimodal learning analytics, using new data sets, in studying how the shapes of shared tables affect the learners’ behaviour when collaborating in terms of patterns of participation and indicators related to physical social interactions. The research presented in this paper investigates this question considering the potential interplay with contextual aspects (level of education) and learning design decisions (group size). Three dependent variables (distance between students, range of movement and level of participation) are tested using quantitative and qualitative analyses of data collected using a motion capture system and video recordings. Results show that the use of round tables (vs rectangular tables) leads to higher levels of on‐task participation in the case of elementary school students. For university students, different table shapes seem to have a limited impact on their levels of participation in collaborative problem solving. The analysis shows significant differences regarding the relationship between group size and the distance between students, but there is no substantial evidence that group size affects the level of participation. The findings support previous research highlighting the importance of studying the role of the physical environment as an element of learning design and the potential of multimodal learning analytics in approaching these studies.

show abstract

Section: Discussionsupporting

confidence: 55%

Section: Introductionmentioning

confidence: 99%

Round or rectangular tables for collaborative problem solving? A multimodal learning analytics study

Vujović¹,

Hernández‐Leo²,

Tassani³

2020

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Recently, Charteris, Anderson, and Page discussed the psychological safety of Innovative Learning Environments (ILEs). Despite ILEs being positively regarded for their “ elegant spatial resolutions to complex future-oriented pedagogical problems ,” their very nature can adversely affect students and instructors. Using interview data from staff and students in a newly constructed, special education setting in an Australian secondary school, it was found that the new building featuring large glass walls and large open spaces adversely impacted their teaching and learning experiences.…”

Section: Research On Sensory Overloadmentioning

confidence: 99%

The Chemistry Teaching Laboratory: A Sensory Overload Vortex for Students and Instructors?

Flaherty

2022

J. Chem. Educ.

View full text Add to dashboard Cite

Engaging in laboratory practical activities, developing laboratory practical skills, and, to a degree, even wearing laboratory protective equipment such as safety coats and goggles are all quintessential components of chemistry education. It is becoming quite common for institutions to invest in large-scale chemistry teaching laboratories, filling them with cutting-edge technology, chemicals and apparatus, digital learning tools and laboratory furniture. It is also becoming quite common for educators to develop and execute well considered, research-based approaches to learning and teaching in the laboratory. However, despite such grand and admirable commitments and ambitions, there seems to be little acknowledgment of just how difficult it can be for some to be a room that is so noisy, bright, odorous and surrounded by hazards, risks, chemicals, glassware, electricity, gas, naked flames, eye washes, body showers, fume hoodsthe list goes on. While sensory overload issues were once associated with psychiatric mental disorders such as Autism, Schizophrenia, and Attention Deficit Hyperactivity Disorder, it is now becoming known that anyone, regardless of whether they have a psychiatric mental disorder, can experience sensory issues for a variety of reasons. As such, while the chemistry teaching laboratory and all its sense-demanding intricacies might be manageable for some, for other students and instructors akin who experience sensory overload issues, it can be a most-unnerving environment to be in, let alone to think about chemical concepts. The purpose of this Article is to review literature on the concept of sensory overload, consider some research on sensory overload, and identify how this may implicate chemistry laboratory education.

show abstract

“…Lo anterior se convierte en un común denominador de todas las investigaciones que no contemplaron a la Ingeniería de Software como una metodología de desarrollo de software. Esas investigaciones utilizan únicamente algunos principios, mas no buscan aplicar una metodología de desarrollo de software de manera estricta, puesto que proponen que hacer esto podría generar nuevos problemas, como relegar el aspecto pedagógico de la tecnología educativa, aumentando la brecha de conocimiento existente entre estos conceptos (Area-Moreira et al, 2016;Bennett et al, 2012;Squires & Preece, 1999;Yeoman & Ashmore, 2018).…”

Section: Aplicación De Los Principios De Ingeniería De Softwareunclassified

Metasíntesis sobre la aplicación de principios de Ingeniería de Software en el desarrollo de plataformas de tecnología educativa

Ibarra-Corona

Nahón

2021

RIITE

View full text Add to dashboard Cite

Debido a la creciente presencia de la tecnología digital en los entornos educativos formales, las aplicaciones digitales que apoyan los procesos de enseñanza-aprendizaje son cada día más sofisticados y los docentes están tomando parte activa en el diseño de esas aplicaciones. Uno de los aspectos que más ha evolucionado es el desarrollo de software para el diseño de plataformas de tecnología educativa. Este aspecto ha sido motivo de diversas investigaciones científicas, pero no existen publicaciones que den cuenta de cómo han sido considerados los principios de la Ingeniería de Software por parte de los docentes en el desarrollo de software para el diseño de plataformas de tecnología educativa. Para cumplir con lo anterior, se realizó una revisión sistemática de la literatura especializada publicada en los últimos cinco años con el método de investigación documental propio de la metasíntesis. La obtención de información se realizó en las bases de datos científicos Springer Link, Science Direct, ERIC y CONRICyT con la siguiente fórmula: "Software Engineering" AND ("Instructional Design" OR "Educational Technology"). Fueron analizados en total 69 artículos escritos en inglés o español. Tras una interpretación hermenéutica de los resultados, el hallazgo más relevante sugiere que, aunque los principios de Ingeniería de Software sí son contemplados y aplicados por la mayoría de los docentes, existe una brecha entre la teoría y la práctica referente a la tecnología educativa, misma que deriva de la complejidad de empatar la pedagogía con el desarrollo tecnológico. Finalmente, se sugiere el desarrollo de un modelo que facilite aplicar los principios de la Ingeniería de Software en el proceso de diseño de las plataformas, que a su vez facilitaría el proceso de desarrollo de software educativo. Due to the growing presence of digital technology in formal educational environments, digital applications that support teaching-learning processes are becoming more sophisticated and teachers are taking an active part in its design. One of the aspects that has evolved the most is the development of software for the design of educational technology platforms. This aspect has been the subject of various scientific research, but there are no publications that account for how the principles of software engineering have been considered by teachers in the development of software for the design of educational technology platforms. To comply with the above, a systematic review of the specialized literature published in the last five years was carried out with the documentary research method of meta-synthesis. The information was obtained in the scientific databases Springer Link, Science Direct, ERIC and CONRICyT with the following formula: "Software Engineering" AND ("Instructional Design" OR "Educational Technology"). A total of 69 articles written in English or Spanish were analyzed. After a hermeneutical interpretation of the results, the most relevant finding suggests that, although the principles of software engineering are contemplated and applied by most of the teachers, there is a gap between theory and practice regarding educational technology, which derives from the complexity of matching pedagogy with development. Finally, the development of a model that facilitates the application of software engineering principles in the platform design process is suggested, which in turn would facilitate the educational software development process.

show abstract

Moving from pedagogical challenge to ergonomic challenge: Translating epistemology into the built environment for learning

Cited by 12 publications

References 19 publications

Round or rectangular tables for collaborative problem solving? A multimodal learning analytics study

Round or rectangular tables for collaborative problem solving? A multimodal learning analytics study

The Chemistry Teaching Laboratory: A Sensory Overload Vortex for Students and Instructors?

Metasíntesis sobre la aplicación de principios de Ingeniería de Software en el desarrollo de plataformas de tecnología educativa

Contact Info

Product

Resources

About