Helping students connect: architecting learning spaces for experiential and transactional reflection
Affiliation
Indiana University of PennsylvaniaIssue Date
2014-11Subjects
multiple learning spacescontextualized learning
college writing
integrative life-long learning
experiential reflective teaching and learning
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Show full item recordAbstract
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.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 BedfordshireJournal
Journal of pedagogic developmentAdditional Links
http://www.beds.ac.uk/jpd/volume-4-issue-3/helping-students-connect-architecting-learning-spaces-for-experiential-and-transactional-reflectionType
ArticleLanguage
enSeries/Report no.
Volume 4Issue 3
ISSN
2047-3265Collections
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