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As we have come to accept the duality of physical and virtual
learning spaces as a permanent feature of our educational
landscape, we begin to question its validity. Is this really a
dichotomy, or is it a continuum? Should this be the primary
dimension around which we cluster educational experiences - how
does it intersect and interact with other axes, such as
formal-informal, vocational-recreational, open-closed,
teacher-student? How do we adapt, as teachers, learners, designers,
policy makers, to this changing landscape? How do we shape it to
offer an optimal learning experience? Such questions led us to
conduct a series of academic and professional events on the theme
of Hybrid Learning Spaces (HLS) - spaces which challenge and defy
the dichotomies above. This edited book collates some of the
products of that endeavor, offering a multi-vocal,
interdisciplinary approach to hybridity in education. It connects
practical examples, design directives and theoretical analysis,
combining perspectives from technology research and development,
educational theory and practice, architecture and space and product
design. This book addresses researchers, practitioners, innovators
and policy makers in education, technology and design, offering
broad perspectives and then distilling practical insights in the
form of design principles and patterns, pedagogical models, and
predictions of future trends.
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