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Educators, researchers and students are discovering the benefits and advantages of cooperative, active and engaged learning.Classroom spaces that support such a shift in teaching and learning have lagged behind. A significant opportunity exists for maximising learning opportunities and creating meaningful experiences by rethinking the classroom experience.

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In dieser Reihe werden nicht nur didaktisch-methodische Settings vorgestellt, sondern auch die organisatorische, bauliche und digitale Gestaltung von Lernräumen. Unter den Perspektiven Lernen, Lehren und Wissensgenerierung entsteht so ein ganzheitliches Verständnis von Lernwelten.", "series": "Lernwelten Series", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2020", "publisher": "Walter de Gruyter GmbH", "place": "Berlin", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "225", "ISBN": "978-3-11-066228-3", "DOI": "", "citationKey": "", "url": "https://books.google.de/books?id=R5luzQEACAAJ", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Lernwelt Makerspace: Perspektiven im öffentlichen und wissenschaftlichen Kontext", "language": "deutsch", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "48H9J7ZR", "5XISB5ZX", "6F6HWEKH", "6PU94K7G", "83NXKVGW", "BI9G2VCR", "HHI3KUIR", "PEQ7NDAS", "UK9QAGI4" ], "relations": {}, "dateAdded": "2020-08-25T21:25:30Z", "dateModified": "2020-08-25T21:25:30Z" } }, { "key": "6JKT54D4", "version": 18521, "library": { "type": "group", "id": 167031, "name": "Learning Spaces - Lernwelten. 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Die räumliche und teilweise auch organisatorische Zusammenführung von Bibliotheken, Volkshochschulen und andere Institutionen ist wissenschaftliche noch nicht aufbereitet. Anhand von 10-15 Beispielen werden Entwicklung und Angebot, organisatorische und räumliche Strukturen sowie Konzepte der Zusammenarbeit vorgestellt.", "series": "Lernwelten", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "1", "date": "2021", "publisher": "De Gruyter Saur", "place": "Berlin, Boston", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "220", "ISBN": "978-3-11-050111-7", "DOI": "", "citationKey": "", "url": "https://www.degruyter.com/view/title/523480", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Bildungs- und Kulturzentren als kommunale Lernwelten", "language": "deutsch", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "392RMXGB", "83NXKVGW", "9UMRCBRI", "BI9G2VCR", "BN5XJNJM", "PEQ7NDAS", "UK9QAGI4" ], "relations": {}, "dateAdded": "2020-08-25T21:00:10Z", "dateModified": "2020-08-25T21:00:10Z" } }, { "key": "AKA2K3HK", "version": 18516, "library": { "type": "group", "id": 167031, "name": "Learning Spaces - Lernwelten. 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Whilst dominant narratives of change often suggest that alterations in the designed environment for learning will result in changed practice, on the ground educators are struggling to align their pedagogical models with new spaces for learning, direct instruction is still common, and technologically deterministic narratives mask a failure to engage with the materiality of learning. This article argues for a non-deterministic theory of things in educational research and calls for a deeper understanding of the flows of matter, information and human–thing dependence, which will render visible the heterogeneous entanglements characteristic of innovative spaces for learning. It highlights that educational designers (e.g. teachers, space planners, architects, instructional designers) are in pressing need of analytical tools capable of supporting their work in ways that promote correspondence between (a) pedagogy, place and people and (b) theory, design and practice. In response, we introduce an analytical approach to framing learning entanglement that accounts for the artefacts, resources and tools available to learners; the choice of tasks and pedagogical models and the social roles and divisions of labour governing any given learning situation. Finally, we practically demonstrate how this approach aids in identifying correspondence or dissonance across dimensions of design and scale levels, in both the analysis and design of complex environments for learning.", "publicationTitle": "British Educational Research Journal", "publisher": "", "place": "", "date": "2018", "volume": "44", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "1120-1137", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1002/berj.3483", "citationKey": "", "url": "https://onlinelibrary.wiley.com/doi/abs/10.1002/berj.3483", "accessDate": "2019-06-16T17:09:57Z", "PMID": "", "PMCID": "", "ISSN": "1469-3518", "archive": "", "archiveLocation": "", "shortTitle": "Framing learning entanglement in innovative learning spaces", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "© 2018 British Educational Research Association", "extra": "", "tags": [ { "tag": "design for learning", "type": 1 }, { "tag": "educational design", "type": 1 }, { "tag": "entanglement", "type": 1 }, { "tag": "innovative learning spaces", "type": 1 } ], "collections": [ "34ZZ7BG4", "48H9J7ZR", "5XISB5ZX", "6AHU4RSD", "9E37IF5V", "AJ5G4AV7", "ERDC9NU4", "HHI3KUIR", "R78UZ56C", "TF7BMZB9", "WH3455SF", "ZGMN4NKI" ], "relations": {}, "dateAdded": "2019-06-16T17:09:57Z", "dateModified": "2019-06-16T17:09:57Z" } }, { "key": "V3RSTBC3", "version": 18498, "library": { "type": "group", "id": 167031, "name": "Learning Spaces - Lernwelten. 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When integrated into teaching, DTs served as an additional interaction channel between teachers and their students. However, the \nlevel of integration among teachers was uneven due to significant differences in \nperceived benefits. Further, the findings showed that the availability of the DTs \nto students did not automatically translate into motivation of use and engagement. Thus, it is recommended that teachers identify and employ strategies and share their experiences to facilitate learning with the DTs. The current and future anticipated needs of teachers identified in this study should be also considered by the developers. 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An international research database.", "links": { "alternate": { "href": "https://www.zotero.org/groups/learning_spaces_-_lernwelten._an_international_research_database.", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/167031/items/GXRQJUP2", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/learning_spaces_-_lernwelten._an_international_research_database./items/GXRQJUP2", "type": "text/html" } }, "meta": { "createdByUser": { "id": 4801284, "username": "lenapopp", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/lenapopp", "type": "text/html" } } }, "creatorSummary": "Hammer", "parsedDate": "2018-08-21", "numChildren": 1 }, "data": { "key": "GXRQJUP2", "version": 18495, "itemType": "book", "title": "Lebenslanges Lernen in der Mediengesellschaft: Eine diskursanalytische Untersuchung", "creators": [ { "creatorType": "author", "firstName": "Edith", "lastName": "Hammer" } ], "abstractNote": "Edith Hammer analysiert aus wissenssoziologischer Perspektive die Verbreitung des lebenslangen Lernens als bildungspolitisches Leitprinzip. 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