%0 Journal Article %1 Gibau_2019 %A Gibau, Gina Sanchez %A Kissel, Francia %A Labode, Modupe %D 2019 %I IUScholarWorks %J Journal of Teaching and Learning with Technology %K education environment hybrid learning levinst space teaching technology %N 1 %P 17-32 %R 10.14434/jotlt.v8i1.26743 %T Starting with the Space: Integrating Learning Spaces and Technologies %U https://doi.org/10.14434%2Fjotlt.v8i1.26743 %V 8 %X Teaching introductory courses to college freshmen requires innovative pedagogies, which are often powered by new advanced technologies. In addition to the potential for increased student engagement promised by new technologies, instructors may also plan and deploy active learning strategies that first consider the physical spaces in which learning will take place. Effective pedagogies acknowledge both the impact that space has on student learning and the utility of both “low” and “high” technologies to facilitate such learning, merging the inherent power of each. The following case study provides the example of a themed learning community (TLC) as a vehicle through which instructors may maximize technologies and spaces to enhance the teaching and learning process. The case study highlights both the use of physical learning spaces (e.g., cutting-edge Mosaic classrooms; traditional classrooms; the off-campus settings of museums) and learning technologies (e.g., high technology tools such as image sharing software versus low tech white boards and paper-based pop-up museum exhibits) to illustrate the ways in which instructional teams collaborate to intentionally design meaningful learning experiences for their students.

@article{Gibau_2019, abstract = {Teaching introductory courses to college freshmen requires innovative pedagogies, which are often powered by new advanced technologies. In addition to the potential for increased student engagement promised by new technologies, instructors may also plan and deploy active learning strategies that first consider the physical spaces in which learning will take place. Effective pedagogies acknowledge both the impact that space has on student learning and the utility of both “low” and “high” technologies to facilitate such learning, merging the inherent power of each. The following case study provides the example of a themed learning community (TLC) as a vehicle through which instructors may maximize technologies and spaces to enhance the teaching and learning process. The case study highlights both the use of physical learning spaces (e.g., cutting-edge Mosaic classrooms; traditional classrooms; the off-campus settings of museums) and learning technologies (e.g., high technology tools such as image sharing software versus low tech white boards and paper-based pop-up museum exhibits) to illustrate the ways in which instructional teams collaborate to intentionally design meaningful learning experiences for their students.}, added-at = {2022-05-11T10:55:27.000+0200}, author = {Gibau, Gina Sanchez and Kissel, Francia and Labode, Modupe}, biburl = {https://www.bibsonomy.org/bibtex/20c158f3fb606997f3f721abe9d9ee54c/yish}, description = {Starting with the Space: Integrating Learning Spaces and Technologies | Journal of Teaching and Learning with Technology}, doi = {10.14434/jotlt.v8i1.26743}, interhash = {4e811c3d98a7549e231e64d0b672efae}, intrahash = {0c158f3fb606997f3f721abe9d9ee54c}, journal = {Journal of Teaching and Learning with Technology}, keywords = {education environment hybrid learning levinst space teaching technology}, month = aug, number = 1, pages = {17-32}, publisher = {{IUScholarWorks}}, timestamp = {2022-05-11T10:55:27.000+0200}, title = {Starting with the Space: Integrating Learning Spaces and Technologies}, url = {https://doi.org/10.14434%2Fjotlt.v8i1.26743}, volume = 8, year = 2019 }