Location based learning: FabLab, internship, field research, fairs, events, exhibitions ALTERNATIVE CLASSROOM

SPACES WITH MEMORY

BLENDED LEARNING

TOOLS FOR REAL-TIME CAPTURING AND EDITING

INTERACTIVE ENVIRONMENTS LEARNING BY DOING

Crossing media: School environment, social media networks, blended learning, online study

Progress through dialogue: designLAB, critical thinking, interactive white board, Dropbox
MARCO GHEZZI, STEFANIJA NAJDOVSKA, TAMER ASLAN, JESSICA BALA, ABEL KORSMIT

The design based synergy created between the corporate, the research and the educational institutes give rise to opportunities that can greatly enrich and enhance the situated learning process. On a very simple level, by converging technologies through design, the

spaces can be loaded with more functionality to help the participants. An example issue regarding this topic is the capturing
and editing of the content flow in the location. Until recently, the approaches in the educational systems have been rather classical; the content production has been coming after the actual learning process instead of going parallel with. This has been forming a bigger limitation especially in the design education, as it is essential for the people involved to produce content, constructing the idea of learning by doing. Fortunately, as design driven approaches become more potent by providing tools for real-time capturing and editing of content , environments are becoming much more supportive as well. The changes in the interactivity of the environment can be summarized in three categories: Emergence of interactive

LEARNING LABORATORY
As the contemporary design scene is having a transformational period because of the innovational currents, its relationships with different institutes are becoming greatly affected as well. One of these important intersections is with education and the learning processes; and in this section, the notion of educational spaces is specifically explored.

surfaces, easy and transparent information capture, and spaces with memory. Although these provide new and innovational solutions for design education, they also bring up
the issue of carefully designing the environments and tools. So, the problem becomes how situated learning and the other emergent interaction models can be co-designed to enrich the learning process, making it the basis of this research. The investigation takes the relationship between the design scene and the educational spaces as its base, and tries to scan and analyze existing work to find leads for potentialities. However, instead of directly focusing on the issue of space, it follows a deductive method starting from the broader notion of learning in design education. Later, the focus is narrowed down to situated learning and the concept of learning laboratory. Before building up the research maps, the three paradigms of learning - behaviorism, cognitivism and constructivism - were analyzed to choose a theoretical basis for the structure. It was seen that constructivist approach was successful in understanding and explaining the contemporary design education. Constructivisms essence, which suggests that learning is based on interactions of experiences, is in fact quite coherent with learning through doing approach of design education. After setting the theoretical background; the main branches of the map are structured, starting with the input relationships that exist in the process. When looked at the contemporary scene, it was seen that different characters are becoming involved in the learning process, making it necessary to understand and use these relations. Also, the nature of created material is included to understand the output structure. Another important aspect is the time span of the learning process, evaluating if the process is temporary, long-term or real-time.

TRADITIONAL CLASSROOM

For understanding the methods and the media employed, the term blended learning has been quite helpful. Blended learning considers mixing of different environments like situated learning and e-learning, as well as merging synchronous and asynchronous instruction. Therefore, the media and methods were investigated considering this approach specifically. Finally, the notion of space is analyzed to understand possible contexts the potentialities can lay within. Having structured a basis map, the next step focuses on laying three possible directions on top of this map, matching the properties of these potentialities with the terms structured. The first focal point is the multi-platform, where blended learning approach is applied to create environments that support interactivity and information layers. The second focal point considers the activity and workshop areas which can suggest better fabrication, prototyping and teamwork modalities. The last one draws from need for replicating the in-class experience in other spaces, so that the quality obtained in the actual environment can be carried to distances. Finally, based on these focal points, possible future scenarios were formed.

STUDENT GENERAT ED CONTEN T

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ENRICHING LAYER OF N INFORMATIO

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LEARNING LABORATORY

EXPERIENCE AND PRACTICE COLLECT RELEVANT KNOWLEDGE EXPLORE AND EXPERIMENT E ENGAGION IN ACT

LOCATION BASED LEARNING

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SS OCECY PR EN R NSPA TRA I G UMENTRNSS DOC PROG E BRAINSTORM WORK AND EVALUATE TOGETHER BRIDGE PL TFO AND COMPATEN RMS E CIES

ACE SP
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INPUT
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LEARNING LABORATORY
Our reference
Crossing knowledge

MARCO GHEZZI, STEFANIJA NAJDOVSKA, TAMER ASLAN, JESSICA BALA, ABEL KORSMIT

Revision table
Progress through dialogue

External classroom
Location based learning

Our reference is a tablet and laptop application for in-class environment. It is enhancing the learning process, by bringing up relative contents and analyzing the interest of the students. The lecture is sound and video recorded, and stored on the school server, accessible by the whole community, inside and outside the insitution. Simultaneously, keywords are generated from the speech and displayed on the personal devices of the students, along with relative links. The students, make their notes by adding keywords, comments, or attaching other content. All these inputs create relevant notebook, where every item has a time stamp linked to the lecture, to be refferenced even later by the student. Looking at the time stamps, an interest graph showing the amount of activity is generated. As all individual plots are combined, a collective class interest plot is achieved. This can either be used to evaluate the lecture for feedbacks, or be displayed in school common areas to create a flow of knowledge way beyond the classroom walls. eg. youtube videos sticky notes

Revision table is a classroom set up for improved work reviews and discussions. The driving force behind it comes from the need to easily follow, capture and share the project, or work process. With people logging in to the table before work, their personal files related to the project, are brought on the table - creating a physical Dropbox. Familiar gestures are associated with operations like highlighting, pointing, moving, zooming, or grouping and saving. As the movements and changes in the documents are recorded along with sound, scanning through the work progress, and creating a narration path, are made possible. From this, a presentation document is recorded by merging the table contents in a workflow, enriched with an audio from the discussion. In this way, each project progress can be stored and shared in a much more dynamic format.

The External Classroom aims to tie the learning environment outside the school institution with its body, by utilizing the students personal mobile technologies. When a workshop is going to be performed outside the institution, students can add it on the digital calendar, for others to participate or follow. Between those participating in the workshop, a mobile application is distributed, enabling them to share the workshop material within the group, and to turn the group into content creators. In this way, through the group members point of view, the action is recorded and broadcasted live online. For those in the main institution following the workshop, these streams are displayed, enabling them to switch between point of views and access the workshop contents in a much richer way. As all material is archived, this will create student experience-generated library for further reference and use.

eg. http://www.youtube.com/ watch?v=0U05WeXPGlk

eg. http://www.ted.com/

LEARNING LABORATORY
Our reference
Crossing knowledge

MARCO GHEZZI, STEFANIJA NAJDOVSKA, TAMER ASLAN, JESSICA BALA, ABEL KORSMIT

Our reference is a tablet and laptop application for in-class environment. It is enhancing the learning process, by bringing up relative contents and analyzing the interest of the students. The lecture is sound and video recorded, and stored on the school server, accessible by the whole community, inside and outside the insitution. Simultaneously, keywords are generated from the speech and displayed on the personal devices of the students, along with relative links. The students, make their notes by adding keywords, comments, or attaching other content. All these inputs create relevant notebook, where every item has a time stamp linked to the lecture, to be refferenced even later by the student. Looking at the time stamps, an interest graph showing the amount of activity is generated. As all individual plots are combined, a collective class interest plot is achieved. This can either be used to evaluate the lecture for feedbacks, or be displayed in school common areas to create a flow of knowledge way beyond the classroom walls. eg. youtube videos sticky notes

LEARNING LABORATORY
Revision table
Progress through dialogue

MARCO GHEZZI, STEFANIJA NAJDOVSKA, TAMER ASLAN, JESSICA BALA, ABEL KORSMIT

The External Classroom aims to tie the learning environment outside the school institution with its body, by utilizing the students personal mobile technologies. When a workshop is going to be performed outside the institution, students can add it on the digital calendar, for others to participate or follow. Between those participating in the workshop, a mobile application is distributed, enabling them to share the workshop material within the group, and to turn the group into content creators. In this way, through the group members point of view, the action is recorded and broadcasted live online. For those in the main institution following the workshop, these streams are displayed, enabling them to switch between point of views and access the workshop contents in a much richer way. As all material is archived, this will create student experience-generated library for further reference and use.

eg. http://www.ted.com/

LEARNING LABORATORY
External classroom
Locationbased learning

MARCO GHEZZI, STEFANIJA NAJDOVSKA, TAMER ASLAN, JESSICA BALA, ABEL KORSMIT

Revision table is a classroom set up for improved work reviews and discussions. The driving force behind it comes from the need to easily follow, capture and share the project, or work process. With people logging in to the table before work, their personal files related to the project, are brought on the table - creating a physical Dropbox. Familiar gestures are associated with operations like highlighting, pointing, moving, zooming, or grouping and saving. As the movements and changes in the documents are recorded along with sound, scanning through the work progress, and creating a narration path, are made possible. From this, a presentation document is recorded by merging the table contents in a workflow, enriched with an audio from the discussion. In this way, each project progress can be stored and shared in a much more dynamic format.

eg. http://www.youtube.com/ watch?v=0U05WeXPGlk