000			02907nam a22002895i 4500
001			403199
003			ES-MaUEC
005			20240603113733.0
007			cr nn 008mamaa
008			230822s2023 si | o |||| 0|eng d
020			_a9789811987496
024	7		_a10.1007/978-981-19-8749-6 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC
050		4	_aLB1060-1077 _b2023 EB
245	1	0	_aCreating Dynamic Places for Learning : _bAn Evidence Based Design Approach _cedited by Peter C Lippman, Elizabeth A Matthews
250			_a1st ed. 2023
264		1	_aSingapore _bSpringer International Publishing _c2023
300			_a1 recurso en línea
336			_atexto _btxt _2rdacontent
337			_aelectrónico _bc _2rdamedia
338			_arecurso electrónico _bcr _2rdacarrier
505	0		_aIntroduction -- Part 1: Visioning process -- School designs for personalising and co-constructing the learning journey -- Working in non-western cultures: A framework for functional school design -- Pedagogy matters: Cultivating independent learning in college classrooms -- Part 2: Research in context -- The school security environment and adolescents' feelings of safety and academic performance -- Making the transition from teacher-centred teaching to students' active learning: developing transformative agency -- Out of the box: Lessons from the Covid-19 school lockdowns for future learning environments -- Virtual learning in university settings is not a new modality. Though old and new challenges continue to arise in recent years?- Part 3: Design -- Creating dynamic school buildings that activate the learner and the learning process -- Affordance theory as a framework for 21st century learning principles -- An ecological approach for creating dynamic learning environments -- Not buying into the hype of contemporary or new school learning spaces: One school's attempt at interrogating their "actual" impact on teaching and learning -- Conclusion.
520			_aThis book showcases how an evidence-based design approach can be utilized in the planning of learning environments, by acknowledging the interconnectedness of research, practice, and theory as core considerations in the design of learning environments. Toward this end, this volume explores a multi-disciplinary perspective that draws upon modern learning theories, and empirical research from the fields of environmental psychology education, and architectural practice. By presenting this information in an accessible manner, it enables researchers, educators and designers to take actionable steps needed to re-imagine their settings and create dynamic places for learning.
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-981-19-8749-6 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE
988			_aSpringer_Psychology_2023
999			_c403199 _d403199