Reports on E-learning, Media and Education Meetings
Vol 8 (2020): Learning, Competencies and Human Resources
EMEMITALIA2019 Peer Reviewed Papers

Il Modello "Pedagogy-Space-Technology" come Framework strategico a supporto dell'innovazione didattica

PDF
  • Daniela Casiraghi,
  • Susanna Sancassani,
  • Alessandra Tomasini,
  • Paola Corti,
  • Federica Brambilla
Daniela Casiraghi
Politecnico di Milano
Susanna Sancassani
METID - Politecnico di Milano
Alessandra Tomasini
METID - Politecnico di Milano
Paola Corti
METID - Politecnico di Milano
Published January 13, 2020
Keywords
  • MOOC,
  • PST,
  • Blended Learning,
  • Formazione docenti,
  • spazi innovativi per la didattica,
  • spazi innovativi per l'apprendimento
    • ...More
    Less
How to Cite
Casiraghi, D., Sancassani, S., Tomasini, A., Corti, P., & Brambilla, F. (2020). Il Modello "Pedagogy-Space-Technology" come Framework strategico a supporto dell’innovazione didattica. Reports on E-Learning, Media and Education Meetings, 8(1), 64-69. Retrieved from https://je-lks.org/ojs/index.php/R-EMEM/article/view/1135110

Copyright (c) 2020 Reports on E-learning, Media and Education Meetings

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Abstract

L’articolo presenta come il modello “Pedagogy-Space-Technology” possa costituire un punto di riferimento per lo sviluppo di un ecosistema favorevole alla generazione di processi di innovazione didattica in ambito universitario.

PDF

References

  1. Churchman, C.W. (1971). The Design of Inquiring System. New York: Basic Books.
  2. Cleveland, B., & Fisher, K. (2014). The Evaluation of Physical Learning Environments: a Critical Review of the Literature. Learning Environ Res (17), 28.
  3. Fraser, K. (2014). The convergence of technology, pedagogy and space can lead to exciting models of campus interactions.
  4. Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., Wenderoth, M. P. (2014). Active learning increases student performance across STEM disciplines. Proceedings of the National Academy of Sciences of the United States of America, 11(23), 8410–8415.
  5. Ivory, J., & Gean, S. (1991). A paradigmatic Analysis of Contemporary IT development. European Journal of IT, 1(4), 249-272.
  6. Oblinger, D. (2005). Leading the Transition from Classrooms to Learning Spaces. In: Educause Quarterly, 28(1), 14-18.
  7. Radcliffe, D. (2009). A Pedagogy-space-technology (PST) framework for designing and evaluating
  8. learning places. In D. Radcliffe, H. Wilson, D. Powell, & B. Tibbetts (Eds.). Learning spaces in higher education: Positive outcomes by design. Brisbane, Qld: The University of Queensland and the Australian Learning and Teaching Council.
  9. Sparrow, J., & Whitmer, S. (2014). Transforming the Student Experience through Learning Space Design. In K. Fraser (Ed.), The Future of Learning and Teaching in Next Generation Learning Spaces (Vol. 12, pp. 299-315). Bingley, UK: Emerald Group Publishing Limited.
  10. Temple, P. (2014). The Physical University: Contours of Space and Place in Higher Education. London: Routledge.
  11. White, B., Williams, G., & England, R. (2014). Diverse Pictures of Learning, The Hidden Work of Shaping Next Generation Learning Spaces. In K. Fraser (Ed.), The Future of Learning and Teaching in Next Generation Learning Spaces (Vol. 12, pp. 23-46). Bingley, UK: Emerald Group Publishing Limited.