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Architecture and InteractionSupporting Fluid Transitions in Innovative Learning Spaces: Architectural, Social and Technological Factors

Architecture and Interaction: Supporting Fluid Transitions in Innovative Learning Spaces:... [Innovative learning spaces (ILS) are a response to the ubiquity of technologies in our everyday lives and a shift towards a student-centered pedagogical approach in higher education. As an inhabited, technologically enriched architectural space, ILS embody multi-purpose agendas that are intended to support a variety of activities, often simultaneously. Yet, we know very little about the everyday lived experiences of those who use and inhabit them, and whether they are used as anticipated by their creators. This chapter reports on three ethnographic investigations into ILS. Our analytic themes provide an account of the everyday interactions in these spaces focusing on how diverse activities coexisted, how people collaborated and socialized and identify factors that were found to mediate user interactions, and support – or obstruct – fluid transitions in these spaces. The three factors are: (i) Legibility (infrastructural and social) (ii) Legitimacy and sense of ownership (iii) Customisation and appropriation.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Architecture and InteractionSupporting Fluid Transitions in Innovative Learning Spaces: Architectural, Social and Technological Factors

Part of the Human–Computer Interaction Series Book Series
Editors: Dalton, Nicholas S.; Schnädelbach, Holger; Wiberg, Mikael; Varoudis, Tasos
Pantidi, Nadia
Architecture and Interaction — Jun 10, 2016
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26 pages

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Publisher
Springer International Publishing
Copyright
© Springer International Publishing Switzerland 2016
ISBN
978-3-319-30026-9
Pages
57 –83
DOI
10.1007/978-3-319-30028-3_4
Publisher site
See Chapter on Publisher Site

Abstract

[Innovative learning spaces (ILS) are a response to the ubiquity of technologies in our everyday lives and a shift towards a student-centered pedagogical approach in higher education. As an inhabited, technologically enriched architectural space, ILS embody multi-purpose agendas that are intended to support a variety of activities, often simultaneously. Yet, we know very little about the everyday lived experiences of those who use and inhabit them, and whether they are used as anticipated by their creators. This chapter reports on three ethnographic investigations into ILS. Our analytic themes provide an account of the everyday interactions in these spaces focusing on how diverse activities coexisted, how people collaborated and socialized and identify factors that were found to mediate user interactions, and support – or obstruct – fluid transitions in these spaces. The three factors are: (i) Legibility (infrastructural and social) (ii) Legitimacy and sense of ownership (iii) Customisation and appropriation.]

Published: Jun 10, 2016

Keywords: Architectural Design; Technological Infrastructure; Pedagogical Agenda; Physical Layout; Fluid Transition

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