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Book part
Publication date: 21 January 2022

Ruth Cheung Judge, Matej Blazek and Ceri Brown

The phrase ‘out-of-school’ inherently refers to the whereabouts of learning. This chapter thus discusses the role of place in learning itself and in its research. The idea of place

Abstract

The phrase ‘out-of-school’ inherently refers to the whereabouts of learning. This chapter thus discusses the role of place in learning itself and in its research. The idea of place does not envelop only physical locations, but rather how these integrate with social dynamics, personal meanings and attachments and with the matter of power and inequalities. Reflecting on the case studies presented in the book, the chapter focusses on two issues. First, it considers what role place plays in the constitution of different forms of learning. It questions where ‘out-of-school’ learning actually takes place (at home, in the community, in other institutionalised environments) and how these places differ in terms of relationships between children and adults as well as among children themselves, in terms of materialities and embodied activities and in terms of rules and expectations facilitating the learning process. It also considers how places like home, community and school are connected, revealing patterns of power and agency that foster and transform children's learning experiences. Second, the chapter notes that place also influences the process of researching out-of-school learning, showing that researchers' emplacement is critical for the form and scope of knowledge research can produce. Examples in the chapter show the importance of where the research activities are located, where researchers engage with their participants, how their presence sits with the pre-existing power dynamics that constitute the place itself and how the question of emplacement has both epistemological and ethical implications in research on children's learning.

Details

Repositioning Out-of-School Learning
Type: Book
ISBN: 978-1-78769-739-3

Keywords

Article
Publication date: 12 March 2024

Ariel Cornett and Erin Piedmont

Place-based, social studies teaching and learning has the potential to foster engaged citizens connected and committed to improving their communities. This study explored the…

Abstract

Purpose

Place-based, social studies teaching and learning has the potential to foster engaged citizens connected and committed to improving their communities. This study explored the research question, “In what ways do classroom and field-based experiences prepare teacher candidates (TCs) to make connections between place-based education and elementary social studies education?”

Design/methodology/approach

This qualitative case study examined how elementary TCs learned about, researched, curated and created place-based social studies educational resources related to community sites. Data collection included TCs’ Pre- and Post-Course Reflections as well as Self-Evaluations, which were analyzed using an inductive approach and multiple rounds of concept coding. Several themes emerged through data analysis.

Findings

The authors organized their findings around three themes: connections (i.e. place becomes personal), immersion (i.e. learning about place to learning in place) and bridge building (i.e. local as classroom). The classroom and field-based experiences in the elementary social studies methods course informed the ways in which TCs learned about and connected to the concept of place, experienced place in a specific place (i.e. downtown Statesboro, Georgia), and reflected upon the myriad ways that they could utilize place in their future elementary social studies classrooms.

Originality/value

TCs (as well as in-service teachers and teacher educators) must become more informed, connected and committed to places within their local communities in order to consider them as resources for elementary social studies teaching and learning.

Details

Social Studies Research and Practice, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1933-5415

Keywords

Book part
Publication date: 5 June 2011

Catherine Closet-Crane

The professional discourse on academic library planning and design is examined. A critical realist philosophical stance and a constructionist perspective constitute the…

Abstract

The professional discourse on academic library planning and design is examined. A critical realist philosophical stance and a constructionist perspective constitute the theoretical framework that, paired with Fairclough's methodology for critical discourse analysis, is used to examine the constitution of interpretative repertoires and of a discourse constructing the academic library as a learning place. The information commons, learning commons, and library designed for learning repertoires are described and the effects of discursive activity are analyzed. Three types of effects are presented: (1) the production by the LIS community of discourse on academic libraries of a sizable body of literature on the information commons and on the learning commons, (2) the construction of new types of libraries on the commons model proposed by Beagle, and (3) the metaphorization of the library as business. The study concludes that the existing discourse takes a facilities management perspective dominated by concerns with technology, equipment, and space requirements that does not address the physical, psychological, and environmental qualities of library space design. Consequently, it is suggested that architectural programming techniques should be used in library planning and design that consider the architectural features and environmental design factors contributing to the making of a place where learning is facilitated.

Details

Advances in Library Administration and Organization
Type: Book
ISBN: 978-1-78052-014-8

Keywords

Article
Publication date: 10 May 2013

Farid Mokhtar Noriega, Stephen Heppell, Nieves Segovia Bonet and Julliette Heppell

The purpose of this paper is to describe the relevant role of users/learners as designers/creators of meaningful and effective learning places and spaces in both digital and

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Abstract

Purpose

The purpose of this paper is to describe the relevant role of users/learners as designers/creators of meaningful and effective learning places and spaces in both digital and virtual worlds.

Design/methodology/approach

The paper is based on research and observation of changing trends in users' behavior in physical and digital collaborative workplaces and spaces all over the world.

Findings

In this third millennium, the new spirit of knowmadic workers and learners is breaking down old design concepts and rules. The progressively more subtle frontier between virtual and physical learning environments and working environments is changing the use by, and the behavior of, learners in these places and spaces. In this context, the transversal‐thinking, designer‐guided paradigm is rendered effectively useless. The era of user‐led design has started. User‐oriented design is an old trend; it has changed over time. In societies and economies based on learning, reflection and constant collaboration, the individualistic design guru has no place.

Originality/value

This paper discusses the evolving strategic role of users/learners as designers and co‐creators of their own places. Traditional design criteria and theories are outdated. The role of the designer as master/creator is not compatible with the collegiate and collaborative, reflective spirit of knowmadic learners. A consequence is a requirement for new strategies and a redefinition of the designer's role in the creation of space. The axis of design control has shifted.

Article
Publication date: 3 July 2018

Wendelin Küpers and Desmond Wee

Walking is considered as a particular relationship for rhythmic moving in cityscapes and as method for understanding. The purpose of this paper is to explore the significance of…

Abstract

Purpose

Walking is considered as a particular relationship for rhythmic moving in cityscapes and as method for understanding. The purpose of this paper is to explore the significance of an embodied way of sensing and making sense, of knowing and learning that is relevant for tourism education and studies and other forms of experiential learning.

Design/methodology/approach

The paper uses a conceptual, discursive and research-based approach based on a phenomenological understanding of embodied learning. Empirical “data” from two educational tours (Edutour) in Lisbon and Shanghai are presented, contextualized and interpreted.

Findings

Walking through cityscape related to projects is an “effective” embodied practice of learning in which senses “make sense.” The empirical material and experiences that emerged during Edutour demonstrated the significance of walking as form of embodied knowing, learning and interrelating to place and paces of a tourist city.

Originality/value

The idea of walking as method within tourist cities is hardly explored. Hence, this constitutes a unique, innovative and interpretative event in which new approaches, such as “fielding” and “reflactions” “in the feeld”, defy more traditional concepts. It emphasizes the role of the city as a medium and remains a valuable contribution for tourism and education research.

Details

International Journal of Tourism Cities, vol. 4 no. 3
Type: Research Article
ISSN: 2056-5607

Keywords

Article
Publication date: 14 February 2019

Malin Backman, Hannah Pitt, Terry Marsden, Abid Mehmood and Erik Mathijs

This paper aims to critically reflect the current specialist discourse on experiential approaches to higher education for sustainable development (HESD). Limitations to the…

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Abstract

Purpose

This paper aims to critically reflect the current specialist discourse on experiential approaches to higher education for sustainable development (HESD). Limitations to the current discourse are identified, and as a result, an alternative approach to the study of experiential education (EE) within HESD is suggested.

Design/methodology/approach

Three research questions are addressed by analysing the literature on EE and experiential learning (EL) within HESD in specialist academic journals.

Findings

There is a consensus among authors regarding the appropriateness of experiential approaches to HESD. However, limitations to the current discourse suggest the need for an alternative approach to studying EE within HESD. Therefore, this paper proposes the application of the learning landscape metaphor to take a more student-centred and holistic perspective.

Originality/value

The learning landscape metaphor has previously not been applied to EE within HESD. This alternative conceptualisation foregrounds student perspectives to experiential initiatives within HESD. The holistic approach aims to understand the myriad influences on students learning, while allowing examination of how experiential approaches relate to other educational approaches within HESD.

Details

International Journal of Sustainability in Higher Education, vol. 20 no. 1
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 8 May 2009

Cynthia L. Uline, Megan Tschannen‐Moran and Thomas DeVere Wolsey

Accompanying the recent concern for the quality of our nation's educational infrastructure, a growing body of research connects the quality of school facilities to both student…

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Abstract

Purpose

Accompanying the recent concern for the quality of our nation's educational infrastructure, a growing body of research connects the quality of school facilities to both student outcomes including achievement, behavior, and attitude as well as to teacher attitude and behavior. Less is known about the mechanisms of these relationships. This paper aims to examine the link between school building quality and student outcomes through the mediating influence of school climate. Results build upon those of a recent study that confirmed a link between the quality of school facilities and student achievement in both English and Mathematics, as well as the mediating role of school climate. This qualitative follow‐up study explores the complicated intricacies of how a school building's physical properties influence teaching and learning.

Design/methodology/approach

The study is structured according to a collective, instrumental case study design. Individual, focus group, walk‐through and photo‐interviews, as well as observations inform the inquiry. Two high‐poverty schools are identified from the earlier quantitative study because the ratings of the quality school facilities by their faculties fall within the upper quartile. These two schools, one urban and one rural, are selected purposefully for this study, maximizing learning from cases rich in information.

Findings

Results of the research indicate that ongoing interactions between the original design, the day‐to‐day reality of the built environment, and the occupants of that environment help to define the learning climate of these schools. Reciprocally, the climate helps to shape the interactions that take place, fostering environmental understanding, competence and control and supporting academic learning. From the data, several broad themes related to building quality emerge as central to this interaction between the built environment and building occupants, including movement, aesthetics, play of light, flexible and responsive classrooms, elbow room, and security.

Originality/value

Through the stories told by occupants of these two schools, we gain further understanding of the interactions between certain building conditions and design features and how these reinforce and enhance the social environment of school, helping to foster a sense of belonging within a place, a sense of control and competence, and a sense of collective commitment to the place and its purposes. As school designers balance considerations of durability with flexibility, the voices of these occupants may serve to argue for the inclusion of design features that allow occupants some measure of control over comfort and use factors. The broad themes related to building quality that emerge from the data include movement, aesthetics, the play of light, flexible and responsive classrooms, elbow room, as well as safety and security.

Details

Journal of Educational Administration, vol. 47 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 13 April 2015

Mari Carmen Gil Ortega and Liz Falconer

Distance learning (DL) programmes are becoming increasingly popular in higher education. Overcoming feelings of isolation that may occur due to the reduced support available, the…

Abstract

Purpose

Distance learning (DL) programmes are becoming increasingly popular in higher education. Overcoming feelings of isolation that may occur due to the reduced support available, the few possibilities of social interaction and the non-existent campus atmosphere in online courses, have become one of the major challenges of designers and instructors of DL programmes. The paper aims to discuss these issues.

Design/methodology/approach

This paper provides an example of how the authors can create and use virtual world (VW) learning spaces that not only match the face-to-face learning experience, but also enhance it. Innovation@UWE Island in Second Life, home of the MA education in virtual worlds, is an example of pedagogical innovation that capitalises on what VWs have to offer to social aspects of teaching and learning. In this programme the authors use a three-dimensional virtual space to provide postgraduate students – physically located in diverse geographical areas of the world – with a sense of community and connectedness that matches the sense of belonging that often accompanies the on-campus learning experience.

Findings

The paper provides examples of students engaging in an environment where traditional conceptions of both “teaching” and “learning” do not apply, where the four-walled classroom is not the only setting where learning happens, where everyone in the group can potentially be an instructor or a peer, an expert or a novice, and learn from each other in a meaningful way.

Originality/value

This paper introduces the rationale behind the choice of architecture of the learning environment as well as the instructional design of the programme to enhance co-presence and place presence, to build a true community of practice and to foster collaboration for reflective learning.

Details

Journal of Applied Research in Higher Education, vol. 7 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 11 January 2016

Sabina Brandt and Gudrun Bachmann

This paper summarises the outcomes of the exploratory project of the Department of Educational Technologies at the University of Basel published in Lernumgebungen an der…

Abstract

Purpose

This paper summarises the outcomes of the exploratory project of the Department of Educational Technologies at the University of Basel published in Lernumgebungen an der Hochschule. Auf dem Weg zum Campus von morgen [Learning environments at university. On the way to the campus of tomorrow.] (Škerlak et al., 2014) in a review paper and supplement these in a particular consideration of the role of university libraries. This project examined what “the campus of tomorrow” might look like and which steps will take us there.

Design/methodology/approach

Together with users of university premises and designers of learning environments, this project looked at “the campus of today” and drafted collective propositions “for the campus of tomorrow” within the scope of five workshops and subsequent studies, interviews and dicsussion.

Findings

In the process, it became clear in which fields of tension between different needs and requirements the university is moving with respect to designing its space and services. Knowing the poles of these fields of tension, making deliberate decisions and finding a campus-wide balance together with future users, appears to be fundamental to new building, service and campus concepts. During this development of spaces and concepts, it is particularly worthwhile to consider individual institutions, such as the library, more within the context of the campus as a whole and to intensify the cooperation of different stakeholders of the university for this purpose.

Originality/value

During this development of spaces and concepts, it is particularly worthwhile to consider individual institutions, such as the library, more within the context of the campus as a whole and to intensify the cooperation of different stakeholders of the university for this purpose. This holistic approach and the suggestion of specific fields of tension within which the university has to develop its learning spaces offers new perspectives on campus and library development.

Book part
Publication date: 15 December 2016

Ardis Hanson and John Abresch

Libraries can be seen as the collective identity of its employees engaged in providing a myriad of services to a community of patrons. Libraries can also exist in virtual…

Abstract

Purpose

Libraries can be seen as the collective identity of its employees engaged in providing a myriad of services to a community of patrons. Libraries can also exist in virtual settings, defined with descriptive parameters, described by a wider user group external to the library environment. The diverse nature of what constitutes libraries is illustrated by researchers, such as Marino and Lapintie (2015), who use the term “meta-meeting place” when describing its environs. Whatever model is used to describe contemporary libraries, the library environment usually has numerous needs and demands coming from a variety of stakeholders, from administrators to patrons. This chapter examines how we, as librarians, with users, co-construct library as both space and place.

Methodology/approach

We used a theoretical framework (social constructionism) to show how library identity is established by its users in the space planning process to address their needs and expectations and provided a case study of the main library at the University of South Florida.

Findings

We found that libraries are reflective of the vision and values of a diverse community and the social-political milieu in which they are housed. Librarians used a number of innovative methods and frames to create best/evidence-based practice approaches in space planning, re-envisioning library functions, and conducting outcomes/programmatic assessment. For librarians to create that sense of place and space for our users requires effective and open conversations and examination of our own inherent (and often unacknowledged) contradictions as to what libraries are or should be as enduring structures with evolving uses and changing users. For example, only a few of the studies focused on the spatial use and feel of libraries using new technologies or methodologies, such as social network analysis, discourse analysis, or GPS, to map the use of physical and virtual space.

Practical implications

First, new ways of working and engaging require reexamination of assessment and evaluation procedures and processes. To accomplish this, we must develop a more effective culture of assessment and to use innovative evaluation measures to determine use, user paths, and formal and informal groupings. Changes that affect patron and staff perceptions of library as place/third space may be difficult to assess using quantitative surveys, such as LibQual, that may not provide an opportunity for respondents to provide specifics of what “place” means to them. Second, it is important to have effective communication among all members of the library (patrons, library staff, and university administration) so that we design spaces/places that enhance the relationships among users, technology, pedagogy, and learning spaces, not just the latest “thing” in the literature.

Originality/value

This value of this review is to provide a social constructionist perspective (frame) on how we plan library space. This approach provides opportunities to truly engage our patrons and administration in the co-construction of what “our library” should be since it provides insight to group, place, and social dynamics.

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