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Thematische Bibliographien / The learning space / Zeitschriftenartikel

Zeitschriftenartikel zum Thema „The learning space“

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Autor: Grafiati

Veröffentlicht am 23. Juni 2021

Zuletzt aktualisiert am 5. Februar 2022

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1

Talbert, Robert, und Anat Mor-Avi. „A space for learning: An analysis of research on active learning spaces“. Heliyon 5, Nr. 12 (Dezember 2019): e02967. http://dx.doi.org/10.1016/j.heliyon.2019.e02967.

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2

Fabisch, Alexander, Yohannes Kassahun, Hendrik Wöhrle und Frank Kirchner. „Learning in compressed space“. Neural Networks 42 (Juni 2013): 83–93. http://dx.doi.org/10.1016/j.neunet.2013.01.020.

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3

Sedlmeier, Andreas, und Sebastian Feld. „Learning indoor space perception“. Journal of Location Based Services 12, Nr. 3-4 (02.10.2018): 179–214. http://dx.doi.org/10.1080/17489725.2018.1539255.

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4

Martland, Rebecca. „Space to lead learning“. Early Years Educator 21, Nr. 11 (02.03.2020): 18–20. http://dx.doi.org/10.12968/eyed.2020.21.11.18.

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5

Williamson, Andy, und Carolyn Nodder. „Extending the learning space“. ACM SIGCAS Computers and Society 32, Nr. 3 (30.09.2002): 1. http://dx.doi.org/10.1145/644618.644620.

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6

Prade, Henri, und Mathieu Serrurier. „Bipolar version space learning“. International Journal of Intelligent Systems 23, Nr. 10 (Oktober 2008): 1135–52. http://dx.doi.org/10.1002/int.20310.

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7

Hughes, Billie, Barry Kort und Jim Walters. „Virtual space learning MariMUSE“. ACM SIGCUE Outlook 22, Nr. 2 (April 1994): 17–22. http://dx.doi.org/10.1145/182815.182817.

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8

Wible, B. „Learning to Share Space“. Science 331, Nr. 6020 (24.02.2011): 988. http://dx.doi.org/10.1126/science.331.6020.988-a.

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9

Guan, Renchu, Xu Wang, Maurizio Marchese, Mary Qu Yang, Yanchun Liang und Chen Yang. „Feature space learning model“. Journal of Ambient Intelligence and Humanized Computing 10, Nr. 5 (09.05.2018): 2029–40. http://dx.doi.org/10.1007/s12652-018-0805-4.

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10

Hillstrom-Svercek, Sandra. „Space: A learning center“. Day Care & Early Education 12, Nr. 4 (Juni 1985): 31–36. http://dx.doi.org/10.1007/bf01619854.

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11

Boers-Visker, Eveline. „Learning to use space“. Sign Language and Linguistics 24, Nr. 2 (11.06.2021): 285–94. http://dx.doi.org/10.1075/sll.00062.boe.

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12

Gibau, Gina Sanchez, Francia Kissel und Modupe Labode. „Starting with the Space: Integrating Learning Spaces and Technologies“. Journal of Teaching and Learning with Technology 8, Nr. 1 (06.08.2019): 17–32. http://dx.doi.org/10.14434/jotlt.v8i1.26743.

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Teaching introductory courses to college freshmen requires innovative pedagogies, which are often powered by new advanced technologies. In addition to the potential for increased student engagement promised by new technologies, instructors may also plan and deploy active learning strategies that first consider the physical spaces in which learning will take place. Effective pedagogies acknowledge both the impact that space has on student learning and the utility of both “low” and “high” technologies to facilitate such learning, merging the inherent power of each. The following case study provides the example of a themed learning community (TLC) as a vehicle through which instructors may maximize technologies and spaces to enhance the teaching and learning process. The case study highlights both the use of physical learning spaces (e.g., cutting-edge Mosaic classrooms; traditional classrooms; the off-campus settings of museums) and learning technologies (e.g., high technology tools such as image sharing software versus low tech white boards and paper-based pop-up museum exhibits) to illustrate the ways in which instructional teams collaborate to intentionally design meaningful learning experiences for their students.

13

Kayama, Mizue, und Toshio Okamoto. „Collaborative Learning in the Internet Learning Space“. Industry and Higher Education 16, Nr. 4 (August 2002): 249–59. http://dx.doi.org/10.5367/000000002101296360.

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The purpose of this study is to support learning activity in the Internet learning space. In this paper, the authors examine knowledge management and the presentation of information for collaborative learning support. RAPSODY-EX (Remote and Adaptive Educational Environment: A Dynamic Communicative System for Collaborative Learning) is a remote learning support environment organized as a learning infrastructure. RAPSODY-EX can effectively carry out collaborative learning support in asynchronous and synchronous learning modes. Remote learning is a learning style in which both individual and collaborative learning are carried out via a multimedia communication network. In the remote learning environment, the arrangement and integration of information are designed to support the decision making of learners and mediators. The aim of the project is to construct a continuously growing digital portfolio database. In addition, the architecture required for the learning environment which includes such a database is examined.

14

Garay-Rondero, Claudia Lizette, Ericka Zulema Rodríguez Calvo und David Ernesto Salinas-Navarro. „Experiential learning at Lean-Thinking-Learning Space“. International Journal on Interactive Design and Manufacturing (IJIDeM) 13, Nr. 3 (18.05.2019): 1129–44. http://dx.doi.org/10.1007/s12008-019-00578-3.

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15

Newton, Clare Louise. „Space and Learning: High Performing Green Learning Environments“. International Journal of Environmental, Cultural, Economic, and Social Sustainability: Annual Review 3, Nr. 6 (2007): 97–102. http://dx.doi.org/10.18848/1832-2077/cgp/v03i06/54433.

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16

Wahlstedt, Ari, Samuli Pekkola und Marketta Niemelä. „From e-learning space to e-learning place“. British Journal of Educational Technology 39, Nr. 6 (November 2008): 1020–30. http://dx.doi.org/10.1111/j.1467-8535.2008.00821_1.x.

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17

Wheeler, Steve. „Learning Space Mashups: Combining Web 2.0 Tools to Create Collaborative and Reflective Learning Spaces“. Future Internet 1, Nr. 1 (13.07.2009): 3–13. http://dx.doi.org/10.3390/fi1010003.

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18

Byers, Terry, Wesley Imms und Elizabeth Hartnell-Young. „Making the Case for Space: The Effect of Learning Spaces on Teaching and Learning“. Curriculum and Teaching 29, Nr. 1 (01.01.2014): 5–19. http://dx.doi.org/10.7459/ct/29.1.02.

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19

Sandbach, Katrina. „Magnetic Learning Space through Design“. International Journal of Design Education 8, Nr. 3-4 (2015): 17–28. http://dx.doi.org/10.18848/2325-128x/cgp/v08i3-4/38482.

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20

Hollandsworth, Bobby. „Assessing library space for learning“. Technical Services Quarterly 35, Nr. 3 (17.05.2018): 316–17. http://dx.doi.org/10.1080/07317131.2018.1456878.

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21

Xu, Chang, Dacheng Tao und Chao Xu. „Multi-View Intact Space Learning“. IEEE Transactions on Pattern Analysis and Machine Intelligence 37, Nr. 12 (01.12.2015): 2531–44. http://dx.doi.org/10.1109/tpami.2015.2417578.

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22

Walsh, Steve, und Li Li. „Conversations as space for learning“. International Journal of Applied Linguistics 23, Nr. 2 (15.01.2013): 247–66. http://dx.doi.org/10.1111/ijal.12005.

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23

Hemingway, Judy, und Felicity Armstrong. „Space, place and inclusive learning“. International Journal of Inclusive Education 16, Nr. 5-6 (Juni 2012): 479–83. http://dx.doi.org/10.1080/13603116.2012.655502.

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24

Xue, Zhe, Guorong Li, Shuhui Wang, Weigang Zhang und Qingming Huang. „Bilevel Multiview Latent Space Learning“. IEEE Transactions on Circuits and Systems for Video Technology 28, Nr. 2 (Februar 2018): 327–41. http://dx.doi.org/10.1109/tcsvt.2016.2607842.

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25

Branch, James. „Learning from Networked Public Space“. Cultural Politics 14, Nr. 1 (01.03.2018): 129–31. http://dx.doi.org/10.1215/17432197-4313041.

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26

Grzegorczyk, Grzegorz. „The Learning Space in Tutoring“. Chinese Semiotic Studies 15, Nr. 4 (26.11.2019): 589–626. http://dx.doi.org/10.1515/css-2019-0031.

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Abstract Following the relational turn that has been observed in the areas of therapy and medical care (cf. Dinis 2010), a similar trend is beginning to develop in education. One didactic manifestation is in academic tutoring, and can be considered as a prototype of personalized education, which is founded on interactivity, dialogicality, and languaging. In our text, we focus on the phenomenon of interactivity and, predominantly, languaging as the substrate for the emergence of a special domain. Here, the learning space is defined as “a cognitive situation where a learner attunes in his/her own epistemic change.” We observe that a learning space occurs as a teacher/tutor engages with aspects of the student’s/tutee’s epistemic frame by questioning, commenting on, or perspectivizing the utterances of the student. It follows that a learning space can be necessary but not sufficient for effective learning. As we show, some research into tutoring excessively idealizes it as an effective teaching tool. In the course of our brief scrutiny we find that success of the learning process also draws on factors like: being prepared being good at hearing and using hints being willing to improvise a learning trajectory allowing some degree of interdependence with the tutor using many kinds of first-order activity

27

Prüser, Jan. „Adaptive learning from model space“. Journal of Forecasting 38, Nr. 1 (28.09.2018): 29–38. http://dx.doi.org/10.1002/for.2549.

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28

Anderson, Melissa. „Assessing Library Space for Learning“. Public Services Quarterly 14, Nr. 1 (31.01.2018): 55–56. http://dx.doi.org/10.1080/15228959.2018.1415508.

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29

Karimi, Amirhossein, Luigia Ripani und Tryphon T. Georgiou. „Statistical Learning in Wasserstein Space“. IEEE Control Systems Letters 5, Nr. 3 (Juli 2021): 899–904. http://dx.doi.org/10.1109/lcsys.2020.3006965.

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30

Edenius, Mats, und Ali Yakhlef. „Space, Vision and Organizational Learning“. Management Learning 38, Nr. 2 (April 2007): 193–210. http://dx.doi.org/10.1177/1350507607075775.

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31

Samuelson, Larissa K., Linda B. Smith, Lynn K. Perry und John P. Spencer. „Grounding Word Learning in Space“. PLoS ONE 6, Nr. 12 (14.12.2011): e28095. http://dx.doi.org/10.1371/journal.pone.0028095.

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32

Szijarto, Barbara, und J. Bradley Cousins. „Making Space for Adaptive Learning“. American Journal of Evaluation 40, Nr. 2 (15.07.2018): 160–76. http://dx.doi.org/10.1177/1098214018781506.

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This article reports findings from a research program exploring the role of mediation in an “adaptive learning” process through study of developmental evaluation (DE). Our study focuses on how mediators might influence the relationships between components of a social learning system and the implications for adaptive learning. Specifically, we focused on evaluators making space for the interrogation of ideas and choices, why this is important, what strategies are used, and what challenges present. Data from a multiple case study of four DEs revealed multiple drivers behind a need to make space, including new trust factors, uncertainty and anxiety, and learning-related norms. Strategies that were employed included turning down the heat, seeking balance among competing needs, normalizing evaluation practice, and legitimizing DE. Results are discussed in terms of implications for evaluation capacity building in adaptive learning contexts. Questions for future inquiry are posed.

33

Xiaofei, He, und Lin Binbin. „Tangent space learning and generalization“. Frontiers of Electrical and Electronic Engineering in China 6, Nr. 1 (14.01.2011): 27–42. http://dx.doi.org/10.1007/s11460-011-0124-4.

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34

Jacobs, W. Jake, Kevin G. F. Thomas, Holly E. Laurance und Lynn Nadel. „Place Learning in Virtual Space“. Learning and Motivation 29, Nr. 3 (August 1998): 288–308. http://dx.doi.org/10.1006/lmot.1998.1008.

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35

Sam Lemonick. „Machine learning maps reaction space“. C&EN Global Enterprise 99, Nr. 5 (08.02.2021): 6. http://dx.doi.org/10.1021/cen-09905-scicon2.

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36

HUFF, Kelly A. „Space vs. place for learning“. Bulletin of the Transilvania University of Brașov, Series IV: Philology. Cultural Studies 13 (62), Nr. 2 (15.12.2020): 27–34. http://dx.doi.org/10.31926/but.pcs.2020.62.13.2.3.

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"COVID-19 has and will forever change educational practices. It is time to review, reflect upon, and implement new ways of teaching to best engage students that will integrate place-based education and project-based learning with in-person instruction, no matter the environment. Returning to the “old teaching practices” will not suffice in a post-pandemic society. This paper explores the difference in creating a mere space for learning and the profoundness of creating a place for all learners through lived experiences."

37

Harrison, Michelle. „Space as a tool for analysis: Examining digital learning spaces“. Open Praxis 10, Nr. 1 (22.02.2018): 17. http://dx.doi.org/10.5944/openpraxis.10.1.782.

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Over the past decade we have seen a rise in the adoption and proliferation of social technologies, and along with these a move to build on the capacity to embrace new pedagogies and practices that can open our boundaries for both teaching and learning. How do we determine what we mean by space specifically in online environments and how can we examine whether our intentions for learning in them are effective? How can these spaces be enacted as learning spaces and how do we design for them? We will need to develop new methods and frameworks for analysis which takes into consideration how we conceive, perceive and enact our digital spaces and how this impacts on our practices and approaches to teaching and learning within these spaces. This paper will explore how we envision space, how a spatial perspective might be used to help assess and design these spaces, and will provide an analytical framework to examine the tensions we encounter when teaching and learning in open digital spaces.

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Ellis, R. A., und P. Goodyear. „Models of learning space: integrating research on space, place and learning in higher education“. Review of Education 4, Nr. 2 (11.02.2016): 149–91. http://dx.doi.org/10.1002/rev3.3056.

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39

Chang, Xiaobin, Yongxin Yang, Tao Xiang und Timothy M. Hospedales. „Disjoint Label Space Transfer Learning with Common Factorised Space“. Proceedings of the AAAI Conference on Artificial Intelligence 33 (17.07.2019): 3288–95. http://dx.doi.org/10.1609/aaai.v33i01.33013288.

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In this paper, a unified approach is presented to transfer learning that addresses several source and target domain labelspace and annotation assumptions with a single model. It is particularly effective in handling a challenging case, where source and target label-spaces are disjoint, and outperforms alternatives in both unsupervised and semi-supervised settings. The key ingredient is a common representation termed Common Factorised Space. It is shared between source and target domains, and trained with an unsupervised factorisation loss and a graph-based loss. With a wide range of experiments, we demonstrate the flexibility, relevance and efficacy of our method, both in the challenging cases with disjoint label spaces, and in the more conventional cases such as unsupervised domain adaptation, where the source and target domains share the same label-sets.

40

Duh, Henry B. L., und Eric Klopfer. „Augmented reality learning: New learning paradigm in co-space“. Computers & Education 68 (Oktober 2013): 534–35. http://dx.doi.org/10.1016/j.compedu.2013.07.030.

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41

L. H. Chan, Diana, und Edward Spodick. „Space development“. New Library World 115, Nr. 5/6 (06.05.2014): 250–62. http://dx.doi.org/10.1108/nlw-04-2014-0042.

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Purpose – The purpose of this case study is to describe the space transformation of the Hong Kong University of Science and Technology Library (HKUST Library) into a learning commons and how learning activities have been substantially multiplied by engaging academic and supporting units. This experience is used to posit a number of anticipated directions for library space planning. Design/methodology/approach – This paper focuses on the design elements of the learning commons and how these elements have created an effective platform for a variety of learning activities. It outlines an assessment study on how students liked the transformed space and viewed its added values. Findings – In the digital era, academic libraries can be transformed for new, effective and collaborative use. By integrating technology and flexible design, the new space excites existing scholars and attracts a broad range of new users. Students, faculty and administrators react positively to the new space, as it offers effective learning ambience. By engaging and co-creating with university partners, the new space functions as an active facilitator of learning – a hub that supports interaction and an effective platform to support pedagogy towards team projects, multimedia work and whole-person development. Future library spaces need to exhibit characteristics tailored to various user groups and their specific usage needs. Originality/value – The experience of the HKUST library will have broader implications for other academic libraries embracing their mission-critical nature and assets. It shows that libraries can embrace challenges in the digital and virtual world by creative and innovative use of their physical space.

42

Montiel, Isabel, Asunción M. Mayoral, Jose Navarro-Pedreño und Silvia Maiques. „Transforming Learning Spaces on a Budget: Action Research and Service-Learning for Co-Creating Sustainable Spaces“. Education Sciences 11, Nr. 8 (10.08.2021): 418. http://dx.doi.org/10.3390/educsci11080418.

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Transforming learning spaces has become a priority for many schools, not only for implementing emerging methodologies but also for sanitary reasons due to the COVID-19 pandemic. Schools struggle to find solutions for the lack of space in order to respect the required safety distance, especially public schools with a very tight budget and many administrative barriers to overcome. From participatory action research, findings confirmed that expanding and refurbishing indoor and outdoor space in many public high schools is urgent. Then, an opportunity emerged to develop a new learning space in one of the high schools in touch with the research team at Miguel Hernandez University working on educational spaces since 2017. This article describes the action research (AR) carried out, its main results regarding needs and deficiencies in public high schools in our surroundings, and a subsequent Service-Learning experience promoted by the research group as a solution for upgrading and extending educational spaces and simultaneously developing students’ soft skills, empowering youth, participation, local partnerships and other sustainable development goals meeting 2030 Agenda.

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Jankowski, Norbert. „Graph-based generation of a meta-learning search space“. International Journal of Applied Mathematics and Computer Science 22, Nr. 3 (01.09.2012): 647–67. http://dx.doi.org/10.2478/v10006-012-0049-y.

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Abstract Meta-learning is becoming more and more important in current and future research concentrated around broadly defined data mining or computational intelligence. It can solve problems that cannot be solved by any single, specialized algorithm. The overall characteristic of each meta-learning algorithm mainly depends on two elements: the learning machine space and the supervisory procedure. The former restricts the space of all possible learning machines to a subspace to be browsed by a meta-learning algorithm. The latter determines the order of selected learning machines with a module responsible for machine complexity evaluation, organizes tests and performs analysis of results. In this article we present a framework for meta-learning search that can be seen as a method of sophisticated description and evaluation of functional search spaces of learning machine configurations used in meta-learning. Machine spaces will be defined by specially defined graphs where vertices are specialized machine configuration generators. By using such graphs the learning machine space may be modeled in a much more flexible way, depending on the characteristics of the problem considered and a priori knowledge. The presented method of search space description is used together with an advanced algorithm which orders test tasks according to their complexities.

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Eickholt, Jesse, Vikas Jogiparthi, Patrick Seeling, Quintrese Hinton und Matthew Johnson. „Supporting Project-Based Learning through Economical and Flexible Learning Spaces“. Education Sciences 9, Nr. 3 (09.08.2019): 212. http://dx.doi.org/10.3390/educsci9030212.

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Project-based learning often centers learning experiences around projects and is characterized by the application of knowledge, management of resources, and self-directed learning. In recent years, newer classroom designs have been developed to facilitate communication, classroom interaction and active learning but the cost of such spaces can be prohibitive. Here we present two economical options for flexible learning spaces that support the aims of project-based learning and cost much less than typical active learning classroom models. In a quasi-experimental study, one of our economical active learning environments was paired with a traditional classroom and a prototypical active learning classroom. These learning environments were used in a CS2 course that employed a group-based, active learning pedagogy centered on in-class projects. Students’ perceptions were gathered on the classrooms and their supporting technology. Between the economy and prototypical active learning environment, no significant differences were found in students’ perceptions of the space as it related to collaboration and supporting learning. Results from accompany focus groups indicates that the space was conducive to their learning and helped them engage with peers. These economical and flexible options support the aims of project-based learning at a reduced cost.

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Sandström, Ida. „Learning to Care, Learning to Be Affected: Two Public Spaces Designed to Counter Segregation“. Urban Planning 5, Nr. 4 (12.11.2020): 171–82. http://dx.doi.org/10.17645/up.v5i4.3296.

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In response to social fragmentation and segregation, public space is increasingly conceived of as an instrument for fostering openness towards differences. Drawing on two recent public spaces—Superkilen in Copenhagen, Denmark, and Jubileumsparken in Gothenburg, Sweden—this article explores the ethical potential of two different design approaches to the sharing of public space—designing for<em> </em>an<em> ethics of care</em> and an <em>ethics of affect</em>. Although different in terms of design, Superkilen and Jubileumsparken are both influenced by artistic approaches in their aspiration to make people connect emotionally to the space. In their design, the two spaces display contrasting approaches to community: Jubileumsparken invites its visitors to join shared projects, suggesting that community is a potential that may be realised through processes of collective care—it is a space in which we learn to care<em> </em>when working together. Superkilen works in an almost opposite way, confronting its visitors with transnational formations, diversity and designed fragmentation leading to situations, or moments, in which we may learn to be affected by distant atmospheres and faraway people and places. When studied together, the two spaces display a range of everyday situations in which the personal, or even the intimate, may be experienced along with the deeply collective—be it through shared work or the exposure to those or that different from you. It is finally argued that this palette of everyday situations, in which we learn to care and learn to be affected, holds an ethical potential of expanding the notion of community beyond sameness and unity, as seen in Superkilen and Jubileumsparken.

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Kellock, Anne, und Julia Sexton. „Whose space is it anyway? Learning about space to make space to learn“. Children's Geographies 16, Nr. 2 (03.06.2017): 115–27. http://dx.doi.org/10.1080/14733285.2017.1334112.

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47

Ismail, Hartini. „Investigating Student’s Learning Difficulties in Shape and Space Topic: A Case Study“. International Journal of Psychosocial Rehabilitation 24, Nr. 5 (20.04.2020): 5315–21. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020238.

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48

Lockett, Nigel, Carla Quesada-Pallarès, Karen Williams-Middleton, Antonio Padilla-Meléndez und Sarah Jack. „‘Lost in space’“. Industry and Higher Education 31, Nr. 2 (16.03.2017): 67–80. http://dx.doi.org/10.1177/0950422217693962.

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While entrepreneurship education increasingly uses various means to connect students to the ‘real world’, the impact of social networking on learning remains underexplored. This qualitative study of student entrepreneurs in the United Kingdom and Sweden shows that their entrepreneurial journey becomes increasingly complex, requiring skills and knowledge not solely developed through formal or non-formal learning. Social networks, and associated informal learning, are shown to be critical in developing social capital important to a student’s entrepreneurial progress. This study exposes a key value of social networking and encourages educators to embed in the curriculum activities that facilitate informal learning.

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Lippincott, Joan K., und Kim Duckett. „Library Space Assessment: Focusing on Learning“. Research Library Issues, Nr. 284 (18.12.2013): 12–21. http://dx.doi.org/10.29242/rli.284.3.

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Baum, Edward J. „Learning Space Design and Classroom Behavior“. International Journal of Learning, Teaching and Educational Research 17, Nr. 9 (30.09.2018): 34–54. http://dx.doi.org/10.26803/ijlter.17.9.3.

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