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Principles of Effective Learning Environment Design

Principles of Effective Learning Environment Design

Stephen R. Quinton
Copyright: © 2010 |Pages: 26
ISBN13: 9781615206780|ISBN10: 1615206787|ISBN13 Softcover: 9781616922214|EISBN13: 9781615206797
DOI: 10.4018/978-1-61520-678-0.ch019
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MLA

Quinton, Stephen R. "Principles of Effective Learning Environment Design." Looking Toward the Future of Technology-Enhanced Education: Ubiquitous Learning and the Digital Native, edited by Martin Ebner and Mandy Schiefner, IGI Global, 2010, pp. 327-352. https://doi.org/10.4018/978-1-61520-678-0.ch019

APA

Quinton, S. R. (2010). Principles of Effective Learning Environment Design. In M. Ebner & M. Schiefner (Eds.), Looking Toward the Future of Technology-Enhanced Education: Ubiquitous Learning and the Digital Native (pp. 327-352). IGI Global. https://doi.org/10.4018/978-1-61520-678-0.ch019

Chicago

Quinton, Stephen R. "Principles of Effective Learning Environment Design." In Looking Toward the Future of Technology-Enhanced Education: Ubiquitous Learning and the Digital Native, edited by Martin Ebner and Mandy Schiefner, 327-352. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-678-0.ch019

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Abstract

New thinking on the design and purpose of learning solutions is needed where the focus is not only on what to learn, but also the strategies and tools that enhance students’ capacity to learn and construct knowledge. The vision underpinning this chapter is to extend the notion of advanced learning environments that support learners’ to construct and apply knowledge to include the capacity to understand how and why they learn as individuals. Whenever conceptual change occurs as a result of active cognitive processing, higher order thinking emerges, which is further enhanced through discursive interaction with other individuals and groups. A shift in the focus of learning from the passive accumulation of information and knowledge to learning as a life changing experience that is augmented by active, collaborative engagement in the learning process provides direction as to how the complex tasks of learning and creative knowledge construction can be supported in the design of advanced learning environments. The purpose of this chapter is not to argue the need for ‘virtual’ learning environments – the literature abounds with positive endorsement for such applications. Instead, the strategies and factors that afford learners greater opportunities to engage in rewarding, productive learning experiences are examined with a view to laying down the groundwork and design principles to inform the development of a model for devising educationally effective, multi-modal (face-to-face and online) learning environments.

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