德克萨斯代写Assignment:学习空间

2017-09-16 23:55

学习空间有许多不同的背景——学校空间、大学空间、虚拟空间，但本研究的兴趣领域是学生从中学环境中的创新学习空间向第三环境中的创新空间的过渡。在研究和收集信息时，前提是空间（自然和建筑环境）在教学和学习中形成实践和结果，特别是从中学到第三环境的学生。据该（2006）、关系和社会实践，使学习空间的教学，告知学习结果的复杂关系的一个方面。然而，一个学习的空间，可以改善条件和调解的关系，提高学生的学习和身体，心理和认知指标（该2006）。学习空间的使用和效果，特别是物理学习的空间往往是相关的教学法和组织在任何时间点的使用和需求的变化。阿诺特和雷伊（2007）讨论了一个例子，任何一个特定的空间可用于单独的路径规划、团队教学、个性化学习、团队合作、解决问题，以社区为基础的学习，这都可以在开放的多功能的学习空间，链接到真实世界的环境教育。布鲁克纳（1997）和（2004）的状态，此时Nespor是如何组织的关键因素，教师和学生新的学习空间的响应时间。
德克萨斯代写Assignment:学习空间
Learning spaces have many different contexts - school spaces, university spaces, virtual spaces, however the area of interest for this study is the transition of students from an innovative learning space in a secondary school environment to an innovative space in a tertiary environment. When researching and gathering information, the premise is that space (natural and built environments) shapes practices and outcomes in teaching and learning, in particular with students moving from secondary to tertiary environments. According to Oblinger (2006), the relationship and social practices that make up learning spaces are only one aspect of the complex relationships of teaching that inform learning outcomes. However, a learning space can improve conditions and mediate relationships that improve student learning along with the physical, mental and cognitive indicators (Oblinger 2006). The use and effect of learning spaces, particularly physical learning spaces are often related pedagogically and organisationally to changes in use and demands in any point of time. Arnot and Reay (2007) discuss an example any one particular space could be used for individual pathway planning, team teaching, personalised learning, teamwork, problem solving, community based learning, which can all be done in open multipurpose learning spaces that link the education to the real world environment. Bruckner (1997) and Nespor (2004) state that temporality is a key factor in how organisations, teachers and students respond to new learning spaces over time.

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