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Abstract

Information Handout
This poster presents a blended learning course for a design studio, at the Autonomous University of Aguascalientes (Mexico), to highlight the importance of the relationships between the knowledge and experience of an expert, seen as the first teacher with the collaboration of students, pears that are considered the “second teachers” and the environment conceived by the educational infrastructure, which could be physical or virtual, calling it “the third teacher” (OWP/P Architects, et al, 2010). Therefore, blended learning is not only a mixture of learning environments, but it’s an “Educational Cocktail” (Serrato-Combe, 2008) where the “third teacher” should be a social catalyst.
EDUCAUSE Learning Initiative

Blended Learning
an EDUCATIONAL COCKTAIL
Social interaction in a mixture of learning environments

From the Autonomous University of Aguascalientes Mexico PRESENTS Alejandra Torres Landa López. PhD

Alejandra Torres Landa López E-mail: atorresl@correo.uaa.mx

New Orleans, Louisiana February 3-5, 2014

Connected Learning: Opening Pathways, Enabling Collaborations

Blended Learning an EDUCATIONAL COCKTAIL
Social interaction in a mixture of learning environments INTRODUCTION: This poster uses as an excuse, a blended learning course designed for an architecture design studio at the Autonomous University of Aguascalientes (AUA), Mexico to highlight the importance of the relationship between teacher, students and learning environment, calling it an Educational Cocktail (Serrato-Combe, 2008). Although learning is a personal and internal process, at the formal educational system, this process is affected by the expert of a subject, whom is the first teacher; but sometimes we learn more from other students, our mates, our pears, that’s why they are considered the second teachers; but it’s also demonstrate that learning is affected by learning environments (Strange & Banning, 2001; Shneider, 2002; Ficher, 2005; Brown & Long, 2006; O’Neill, 2009, Robinson, 2011). Environment that can be, either physical or virtual, that is conceived by the educational infrastructure., considered as the “third teacher” (OWP/P Architects, et al, 2010). First teacher Second teacher Third teacher Physical: Classrooms, workshops, laboratories, libraries, hallways, gardens, etc. Virtual: Blogs, LMS, videos, audios, multimedia, social networks, the cloud, etc., etc., etc. A BLANDED LEARNING COURSE: The design studio integrates knowledge, skills and attitudes students have learned throughout the curricula, in order to propose meaningful designs. Students present projects that are a common ground for open discussion where teachers and students are invited to offer constructive criticism and exchange opinions, knowledge, techniques and experiences; this discussions are enriched by online activities. SOCIAL INTERACTION: School is a place where a student interact with teachers, other students and the space conceived by the educational infrastructure in order to build new knowledge, that is why we talk about three teachers: 1. The expert of a subject - the first teacher; 2. Other students, our mates, our pears - the second teachers; 3. The learning environments (physical or virtual), conceived by an educational infrastructure - the “third teacher” (OWP/P Architects, et al, 2010).

CONCLUSIONS: It seems that the learning environments at many of our Higher Educational Institutes (Torres Landa, 2013) are not responding to new educational paradigms and are not prepared to incorporate emerging technology, creating an anthropic conflict1 that becomes a barrier to learning.

BIBLIOGRAFÍA:
Egenter, N. (1995) “Antropología arquitectónica: un nuevo enfoque antropológico” en Hacia una antropología arquitectónica, México: U de G. Rapoport A. (1972) Vivienda y Cultura, Barcelona: G. Gili. Serrato - Combe, A. (2008). Digital Cocktail, en 26 Conference on Education and Research in Computer Aided Architectural Design in Europe, pp. 145152. Bélgica. Torres Landa L., A. (2013) Un conflicto antrópico en las Instituciones de Educación Superior Mexicanas. Problemas y Retos en la infraestructura educativa para la enseñanza—aprendizaje de la Historia de la Arquitectura. Tesis doctoral. México: UAA. OWP/P Architects & VS Furniture & Bruce Mau Design, (2010). The third Teacher. 79 ways you can use design to transform teaching & learning. China: Ed. Abrams

How do these teachers interact?
THE THIRD TEACHER:

Does the third teacher help to build new knowledge?

1. Understanding an Anthropic Conflict as the physical, documentary and technological obsolescence of an educational infrastructure that does not c r e a t e m u l t i d i m e n s i on a l environments suitable for learning, being a barrier for the acquisition of knowledge, skills and attitudes.