Helping students connect: architecting learning spaces for experiential and transactional reflection

2.50
Hdl Handle:
http://hdl.handle.net/10547/335882
Title:
Helping students connect: architecting learning spaces for experiential and transactional reflection
Authors:
Weinstein, Daniel J.; Park, Gloria
Abstract:
Given the complex and varied contexts that inform students’ consciousness and occasion their learning, learning spaces are more than physical and virtual spaces. Learning spaces are also a range of situations sedimented in our continuum of experiences that shape our philosophical orientations. As such, this article, written from the perspectives of two faculty members in an English department at a four-year public university, describes our efforts to do the following. First, to draw upon models of instructional design we have experienced in our own educational backgrounds; and equally importantly, to develop learning spaces that support learning that is continuous, situated, and personal. Specifically, we critique the ways in which learning has been segregated from the rest of our life contexts for us throughout our educational histories. The irony is that this de-segregation has motivated us to create diverse learning spaces that provide our students with a more realistic set of tools and techniques for integrative life-long learning.
Affiliation:
Indiana University of Pennsylvania
Citation:
Weinstein, D.J., Park, G. (2014) 'Helping students connect: architecting learning spaces for experiential and transactional reflection' Journal of pedagogic development 4 (3)
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
Nov-2014
URI:
http://hdl.handle.net/10547/335882
Additional Links:
http://www.beds.ac.uk/jpd/volume-4-issue-3/helping-students-connect-architecting-learning-spaces-for-experiential-and-transactional-reflection
Type:
Article
Language:
en
Series/Report no.:
Volume 4; Issue 3
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorWeinstein, Daniel J.en
dc.contributor.authorPark, Gloriaen
dc.date.accessioned2014-11-20T12:25:39Z-
dc.date.available2014-11-20T12:25:39Z-
dc.date.issued2014-11-
dc.identifier.citationWeinstein, D.J., Park, G. (2014) 'Helping students connect: architecting learning spaces for experiential and transactional reflection' Journal of pedagogic development 4 (3)en
dc.identifier.issn2047-3265-
dc.identifier.urihttp://hdl.handle.net/10547/335882-
dc.description.abstractGiven the complex and varied contexts that inform students’ consciousness and occasion their learning, learning spaces are more than physical and virtual spaces. Learning spaces are also a range of situations sedimented in our continuum of experiences that shape our philosophical orientations. As such, this article, written from the perspectives of two faculty members in an English department at a four-year public university, describes our efforts to do the following. First, to draw upon models of instructional design we have experienced in our own educational backgrounds; and equally importantly, to develop learning spaces that support learning that is continuous, situated, and personal. Specifically, we critique the ways in which learning has been segregated from the rest of our life contexts for us throughout our educational histories. The irony is that this de-segregation has motivated us to create diverse learning spaces that provide our students with a more realistic set of tools and techniques for integrative life-long learning.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.ispartofseriesVolume 4en
dc.relation.ispartofseriesIssue 3en
dc.relation.urlhttp://www.beds.ac.uk/jpd/volume-4-issue-3/helping-students-connect-architecting-learning-spaces-for-experiential-and-transactional-reflectionen
dc.subjectmultiple learning spacesen
dc.subjectcontextualized learningen
dc.subjectcollege writingen
dc.subjectintegrative life-long learningen
dc.subjectexperiential reflective teaching and learningen
dc.titleHelping students connect: architecting learning spaces for experiential and transactional reflectionen
dc.typeArticleen
dc.contributor.departmentIndiana University of Pennsylvaniaen
dc.identifier.journalJournal of pedagogic developmenten
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