Smart Learning Environments in School: Design Principles and Case Studies

Abstract

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.

A framework of online-merge-offline (OMO) classroom for open education

“…However, considering practical situations in open-education courses, some scholars stated that it would be hard to ensure students' engagement in learning when just heavily relying on online activities (Lee, 2018;Yang et al, 2018). That points to a gap between accepted theoretical ideas of effective online learning 135 A framework of OMO classroom for open education and actual pedagogical practices in most of higher-education institutions that are providing online/blended courses to the public (Lee, 2018;Zhang et al, 2016).…”

“…In open learning environment, learning activity is a context-dependent exercise that is invariably grounded in the situation, environment and culture. In this kind of culture, new knowledge is realised, acquired and used appropriately (Kasvio, 2011; Zhang et al , 2016). The development of virtual (online) and physical (offline) learning environment has allowed learners at all levels of schooling to access to global communications and various resources.…”

“…traditional students) of content (Seely and Adler, 2008). Therefore, the school environments should be more open, adaptable and flexible for teachers and students (Yang et al , 2018; Zhang et al , 2016; Zhu, 2016). Design of school and classroom is not just a concept of architect, it can and should also care about students’ learning needs, teachers’ practical necessities and expectations of communities (OECD, 2015).…”

“…In open education, with the emergence of smart classroom (e.g. live classroom and broad-casting), schools can use a live-broadcasting classroom for multi-campus teaching, urban and rural teaching, give full play to the role of outstanding teachers, enable the share of outstanding teaching resources and solve the problem of unbalanced resource distribution and unreasonable allocation (Xie, 2018; Zhang et al , 2016).…”