响应式设计在中介学习和动机中的作用
雷切尔·德威特
日期
2016年5月2日
In order to guide the design of next generation 学习 environments, architects 和 planners must be knowledgeable of several 学习 theories. 近年来, the rise of evidence-based design throughout multiple industries has led school designers to engage in research on what it takes to 创造一个成功的学习环境. 响应式设计可以吗 a 学习 environment motivate a student to learn? Furthermore, can it help eliminate anxiety 和 give a sense of identity to the learner.
While many of our known 学习 theories argue that the building or space in which 学习 occurs is simply a backdrop for 学习, practice theory is often said to be the theory of focus for responsive designers. 今天, many designed school buildings are a product of resistant design that neglects to emphasize the importance of teaching, 学习 和 学习环境 同样 影响个体学习者. Practice theory sees both the learner 和 the environment as active. This is partially due to the idea within this theory that states 学习 requires three levels of dynamic participation: peripheral, 引导和全面参与.
“The designers who embrace practice theory may be described as responsive, for they underst和 that human beings develop 和 acquire knowledge from their transactions with their environments.——彼得·C. 利普曼
A designer underst和ing these issues fundamentally acknowledges that a student’s transactions influences their own environment. 因此，环境也会影响学生. 但如何?
The responsive designer underst和s Maslow’s hierarchy of needs, first 和 foremost. Successful 学习 environments must provide varied spaces to meet physiological 和 safety needs at a minimum. 当谈到学生的焦虑时, 从一所学校到另一所学校的大规模过渡可能会带来麻烦. 大多数时候, the idea of leaving a nurturing environment of an elementary school to enter into a new, 令人不安的环境, 比如初中, 焦虑会导致学生成绩下降吗. 教育al village concepts have been seen as a growing trend among designers because of this notion.
不同于抵抗设计师的细胞和铃的设计, 响应式设计师还将提供支持的空间 多种学习方式 在传统的讲座形式之外(i.e. independent study, collaboration, one-on-one 学习, naturalist 学习, etc.). Recent evidence-based design research has shown that the responsive designer can make great strides to improve student engagement 和 reduce anxiety just by creating 不同类型的空间 that respond to the learner’s needs for stimulation, naturalness 和 safety. 通过创造促进选择的环境, 灵活性和连接性, the responsive designer can appeal to a student’s need for relatedness while still promoting autonomy.
最终, it takes both passive 和 active 学习 environments to engage students, 和潜在的, 激励他们. While the responsive designer can help create an environment that will lessen student anxiety 和 help mediate 学习, 同时也有助于激励学习者, student voice in the design process is the missing ingredient in creating a truly motivating 学习 environment. Student voice in the design process has the potential to increase motivation in 学习 because it gives the learner a sense of identity. 如果我们设计学习环境来吸引学习者, 为什么不在设计过程中包含它们呢?
