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Phil Wood, Paul Warwick, and Derek Cox

Consideration of the physical environment in which learning takes place has become a growing area of academic interest over the past decade. This study focuses on the experiences and perceptions of academic staff and students who used three refurbished, and innovative, learning spaces at the University of Leicester. The results suggest that the physical environment can have an impact on the emotional and motivational experiences of students and staff. However, there is some suggestion that learning space development should not be at the expense of approaches to pedagogy which do not foreground the use of technologies.

The analysis of the users' experiences leads to the proposition of a theoretical model for the apt design of future learning spaces in Higher Education. The DEEP learning space framework outlines the need for careful consideration being given to dynamic, engaging, ecological and participatory (DEEP) dimensions within the twenty-first century learning space.

Open access

Daring spaces

Creating multi-sensory learning environments

Sabine Krajewski and Matthew Khoury

into online learning, but it has also revealed many shortcomings because of the digital divide, unfulfilled expectations and obstacles impossible to prepare for. Dreaming of flexible physical learning spaces might be daring in times where virtual spaces

Open access

Transculturality in higher education

Supporting students’ experiences through praxis

Heidi A. Smith

reason to value in a globalising world’ ( Killick 2017: 223 ). More recently, Hannah Soong (2018) has proposed an approach to pedagogy for transcultural learning spaces that focuses on diversity, human rights, civic engagement and a commitment to

Open access


Walking on the edge: Educational praxis in higher education

Lill Langelotz, Kathleen Mahon, and Giulia Messina Dahlberg

higher education. We (the guest editors) have been discussing these issues amongst ourselves for some time. In 2018, we decided to advance our discussions by creating a ‘communicative learning space’ ( Sjølie et al. 2018 ) where otherwise overwhelming

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Hans Karl Peterlini and Mary Brydon-Miller

issues such as research ethics, partnership development and the application of research to policy and practice. And finally, Catherine Etmanski outlines the ways in which the arts can deepen pedagogy in her chapter ‘Creating the Learning Space: Teaching

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Creating Space for Protest and Possibility

Nimbin, Australia, from 1973

Rob Garbutt

environment through ‘polite’ forms of campaigning” ( Bible 2018: 87 ). While the arrival of bulldozers called for direct action, this action was developed through long deliberation in consensus decision-making circles (52). In this learning space, [t

Free access

Introduction: World Knowledge and Non-European Space

Nineteenth Century Geography Textbooks and Children’s Books

Andreas Weiß

growing concern that led to the academic revolution in geography, out of which emerged Carl Ritter’s famous definition of geography as the “science of space” and of history as the “science of time.” 1 This period also saw a change in learning spaces. New

Open access

“Talking Critically Yet Harmoniously”

It's In Our Bloodlines As Moana Oceania Peoples

Lagi-Maama Academy and Consultancy

subject experts of our cultures—some who have gone through Western learning institutions and are part of the movement to spread and create awareness through their respective work within these Western learning spaces. But we also have our “living treasures

Open access

Gil Hizi

emotion pedagogies, the concept I introduce emphasizes the momentary quality of learning spaces, where participants experience a shared potential of exceeding social circumstances. Pedagogies of affect are not contingent on a coherent shift toward becoming

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Relocalising academic literacy

Diversity, writing and collective learning in an international Master’s programme

Nana Clemensen and Lars Holm

. Creating a collective learning space While students tended to perceive their disciplinary backgrounds as distinct and somewhat contradictory discursive domains, many of them emphasised the disciplinary variety among them as a positive aspect of the