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Helping students connect: architecting learning spaces for experiential and transactional reflection

  • Daniel J. Weinstein
    ,
  • Gloria Park
  • Indiana University of Pennsylvania
Research Output:
Contribution to journal
Article
 Peer-review

Open access

Abstract

Given the complex and varied contexts that inform students’ consciousness and occasion their learning, learning spaces are more than physical and virtual spaces. Learning spaces are also a range of situations sedimented in our continuum of experiences that shape our philosophical orientations. As such, this article, written from the perspectives of two faculty members in an English department at a four-year public university, describes our efforts to do the following. First, to draw upon models of instructional design we have experienced in our own educational backgrounds; and equally importantly, to develop learning spaces that support learning that is continuous, situated, and personal. Specifically, we critique the ways in which learning has been segregated from the rest of our life contexts for us throughout our educational histories. The irony is that this de-segregation has motivated us to create diverse learning spaces that provide our students with a more realistic set of tools and techniques for integrative life-long learning.

Publication Information

Output type

Research Output:
Contribution to journal
Article
 Peer-review

Original language

English

Journal (Volume, Issue Number)

Journal of pedagogic development (Volume 4.0, Issue 3.0)

Publication milestones

  • Published - 11/2014

Publication status

Published - 11/2014

ISSN

2047-3265

Publication IDs

  • handle.net: 10547/335882

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