Universität Wien
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190062 SE Professionalisation and Professionalism in Pedagogical Professions (2024W)

Exploring Learning Environments in the Light of Teaching Practices

5.00 ECTS (2.00 SWS), SPL 19 - Bildungswissenschaft
Continuous assessment of course work
Moodle

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 25 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

  • Friday 04.10. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
  • Friday 18.10. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
  • Friday 15.11. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
  • Friday 29.11. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
  • Friday 13.12. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
  • Friday 10.01. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
  • Friday 24.01. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG

Information

Aims, contents and method of the course

This 5 ECTS course is designed to provide an advanced exploration of learning environments in education, to design dynamic learning environments that foster student engagement, achievement, and well-being. Emphasizing the critical role of teachers and educators as architects of learning spaces, this course will delve into principles, research-based strategies, and innovative practices for creating inclusive, flexible, and learner-centered shaping the design and management of educational environments. Students will develop clear understanding of inclusive, effective, and technology-enhanced learning environments to meet the diverse needs of 21st-century learners. This course will empower learners to enhance their professionalism and effectiveness in creating optimal learning environments, thereby fostering student engagement, achievement, and well-being. Through reflective and collaborative learning, this course will contribute to learners’ professionalism and self-development for the continuous improvement of educational practices.

Students who complete the course will be able to:
- explore the concept of learning environment and its impact on teaching and learning outcomes.
- examine research-based principles and best practices for creating inclusive, flexible, and learner-centered learning environments.
- develop competencies in utilizing technology, space design, and instructional strategies to optimize learning environments.
- explore and develop strategies for future-proofing learning environments in response to rapid technological changes and evolving global learner needs.
- engage in collaborative inquiry and reflective practice to enhance professional growth and development as designers of innovative and inclusive learning environments.

Course themes are:
- Foundations of learning environments
- Psychological, social and health dimensions of learning environments
- Architecture and design and its impact on learning outcomes and experiences
- Inclusive learning environments
- Emerging technologies and future directions in learning spaces
- Reflective practice and continuous improvement

Methods to be used: In-depth theoretical concepts, historical perspectives, and foundational principles will be conveyed through lectures and presentations. Analyzing real-world case studies will provide students with practical insights into the challenges and successes of learning space design in relation to teaching and learning practices. Hands-on-application and evidence-based design will allow students to put their theory in the practice. Collaborative and reflective work will contribute to professional development and empower them with the necessary skills.

Assessment and permitted materials

- Oral presentation during the course on one of the topics of the course (30 points)
- Design and presentation of a learning environment at a selected education level (20 points)
- Final Paper (40 points)
- Participation in the discussion and activities in the seminar (10 points).

60 points are required for a positive assessment of the course.

1 (very good) 100-90 points
2 (good) 89-81 points
3 (satisfactory) 80-71 points
4 (sufficient) 70-60 points
5 (not sufficient) 59-0 points

Minimum requirements and assessment criteria

- Compulsory attendance, students are allowed two unexcused absences.
- The presentation is compulsory.
- Design of learning environment projects is compulsory
- Seminar paper is compulsory.

Examination topics

All content covered in the course. Supporting material will be provided by the lecturer on Moodle.

Reading list

Meyer, A., Rose, D.H., & Gordon, D. (2014). Universal design for learning: Theory and Practice. Wakefield, MA: CAST Professional Publishing
Barrett, P., Davies, F., Zhang, Z., & Barrett, L. (2015). The impact of classroom design on pupils' learning: Final results ofaholistic, multi-level analysis, Building and Environment, Volume 89, pp. 118-133.
Berman, N. (2020). A critical examination of informal learning spaces. Higher Education Research & Development, 39(1), 127-140. https://doi.org/10.1080/07294360.2019.1670147
Brooks, D. C. (2011). Space matters: The impact of formal learning environments on student learning. British Journal of Educational Technology, 42(5), 719-726. https://doi.org/10.1111/j.1467-8535.2010.01098.x
Ellis, R. A., & Goodyear, P. (2016). Models of learning space: Integrating research on space, place and learning in higher education. Review of Education, 4(2), 149-191. https://doi.org/10.1002/rev3.3056
Oblinger, D. O. & Oblinger, J. L. (2006). Learning Spaces. Publisher: Educause
Radcliffe, D., Wilson, H., Powell, D., & Tibbetts, B. (2009). Learning Spaces in Higher Education: Positive Outcomes by Design. The University of Queensland.
Wilson, H. (2009). The Process of Creating Learning Space. In Learning Spaces in Higher Education: Positive Outcomes by Design. The University of Queensland.
Wilson, H. K., & Cotgrave, A. (2016). Factors that influence students’ satisfaction with their physical learning environments. Structural Survey, 34(3), 256-275. https://doi.org/10.1108/SS-01-2016-0004
Yang, D., & Mak, C. M. (2020). Relationships between indoor environmental quality and environmental factors in university classrooms. Building and Environment, 186, 107331. https://doi.org/10.1016/j.buildenv.2020.107331

Association in the course directory

M5.2

Last modified: We 25.09.2024 11:26