The emphasis today is on active construction of knowledge by the
learner. The importance of prior experience, the fitting of knowledge
into existing schema or the establishment of new schema, and the active
processing of information are all components of this model that
emphasize high learner involvement. Environments that provide
experience, stimulate the senses, encour-age the exchange of
information, and offer opportunities for rehearsal, feedback,
application, and transfer are most likely to support learning.
Spaces that are harmonious with learning theory and the needs of current
students reflect several elements: Flexibility. A group of learners
should be able to move from listening to one speaker (traditional
lecture or demonstration) to working in groups (team or project-based
activities) to working independently (reading, writing, or access-ing
print or electronic resources). While specialized places for each kind
of activity (the lecture hall, laboratory, and library carrel) can
accommodate each kind of work, the flow of activities is often
immediate. It makes better sense to construct spaces capable of quick
reconfiguration to support different kinds of activity
Decenteredness. Emphasizing the principles of socioconstructivism,
spaces must convey co-learning and co-construction of knowledge.
Implications for architecture include thinking of the whole campus as a
learning space rather than emphasizing classrooms
The key, therefore, is to provide a physical space that supports
multidisciplinary, team-taught, highly interactive learning unbound by
traditional time constraints within a social setting that engages
students and faculty and enables rich learning experiences
real community, however, exists only when its members interact in a
meaningful way that deepens their understanding of each other and leads
to learning. Many equate learning with the acquisition of facts and
skills by students; in a community, the learn-ers—including faculty—are
enriched by collective meaning-making, mentorship, encouragement, and an
understanding of the perspectives and unique qualities of an
increasingly diverse membership.
that in a world where wireless connectivity is increasingly
ubiquitous, and with wireless devices that enable navigating a
proverbial sea of digital resources, practically anywhere but the
classroom is an informal learning space. The majority of space on any
wirelessly networked college or university campus is informal learning
space. On campuses not fully wirelessly enabled, the preponderance of
informal learning spaces still exists, but the potential for them to be
recognized and “activated” depends on the disposition of the digital
learners and the tasks they wish to accomplish.
The learning commons is human-centered. The term learning signals a
significant change: the focus is not just finding information but
applying that information in productive ways to deepen and strengthen
learning as well as to construct knowledge
If people aren't comfortable and don't have a sense of well-being,
they become distracted. We must first consider what will make people
feel comfortable, freeing their brains and bodies for learning.
Social, community space. Learning is a social activity. Community and
social space connects individuals with other people and other
activities. Students and faculty participate in a mutual
endeavor—learning—and forge connections that reinforce learning and
create a sense of belonging.
People learn from other people. If the environment limits random
encounters, discourages conversation, or provides no comfortable place
to sit, learning opportunities are lost.
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