Integración de diseño de espacios para el aprendizaje con dispositivos tecnológicos imitando principios ecológicos
Palabras clave:
Diseño, educación
Resumen
Esta investigación teórica explora la integración innovadora del diseño de espacios para el aprendizaje con dispositivos tecnológicos, inspirándose en principios ecológicos fundamentales como biotopo, biocenosis, relaciones ecológicas, hábitat, nicho ecológico y bioma.
Citas
Damşa, C., Nerland, M., & Andreadakis, Z. E. (2019). An ecological perspective on learnerconstructed learning spaces. British Journal of Educational Technology, 50(5), 2075–2089. https://doi.org/10.1111/bjet.12855
Hogan, K. (2002). Small groups’ ecological reasoning while making an environmental management decision. Journal of Research in Science Teaching, 39(4), 341–368. https://doi.org/10.1002/tea.10025
Istance, D., & Kools, M. (2013). OECD Work on Technology and Education: innovative learning environments as an integrating framework.
Lockrey, S., & Bissett Johnson, K. (2013). Designing pedagogy with emerging sustainable technologies. Journal of Cleaner Production, 61, 70–79. https://doi.org/10.1016/j.jclepro.2013.05.005
Sclater, M. (2016). Beneath Our Eyes: An Exploration of the Relationship between Technology Enhanced Learning and Socio-Ecological Sustainability in Art and Design Higher Education. International Journal of Art and Design Education, 35(3), 296–306. https://doi.org/10.1111/jade.12125
Scott, E. E., Wenderoth, M. P., & Doherty, J. H. (2020). Design-based research: A methodology to extend and enrich biology education research. CBE Life Sciences Education, 19(3), 1–12. https://doi.org/10.1187/cbe.19-11-0245
Tarng, W., Ou, K. L., Yu, C. S., Liou, F. L., & Liou, H. H. (2015). Development of a virtual butterfly ecological system based on augmented reality and mobile learning technologies. Virtual Reality, 19(3–4), 253–266. https://doi.org/10.1007/s10055-015-0265-5
Wake, S. J., & Eames, C. (2013). Developing an “ecology of learning” within a school sustainability co-design project with children in New Zealand. Local Environment, 18(3), 305–322. https://doi.org/10.1080/13549839.2012.748723
Hogan, K. (2002). Small groups’ ecological reasoning while making an environmental management decision. Journal of Research in Science Teaching, 39(4), 341–368. https://doi.org/10.1002/tea.10025
Istance, D., & Kools, M. (2013). OECD Work on Technology and Education: innovative learning environments as an integrating framework.
Lockrey, S., & Bissett Johnson, K. (2013). Designing pedagogy with emerging sustainable technologies. Journal of Cleaner Production, 61, 70–79. https://doi.org/10.1016/j.jclepro.2013.05.005
Sclater, M. (2016). Beneath Our Eyes: An Exploration of the Relationship between Technology Enhanced Learning and Socio-Ecological Sustainability in Art and Design Higher Education. International Journal of Art and Design Education, 35(3), 296–306. https://doi.org/10.1111/jade.12125
Scott, E. E., Wenderoth, M. P., & Doherty, J. H. (2020). Design-based research: A methodology to extend and enrich biology education research. CBE Life Sciences Education, 19(3), 1–12. https://doi.org/10.1187/cbe.19-11-0245
Tarng, W., Ou, K. L., Yu, C. S., Liou, F. L., & Liou, H. H. (2015). Development of a virtual butterfly ecological system based on augmented reality and mobile learning technologies. Virtual Reality, 19(3–4), 253–266. https://doi.org/10.1007/s10055-015-0265-5
Wake, S. J., & Eames, C. (2013). Developing an “ecology of learning” within a school sustainability co-design project with children in New Zealand. Local Environment, 18(3), 305–322. https://doi.org/10.1080/13549839.2012.748723
Publicado
2024-05-27
Cómo citar
Sánchez Micheas, R., & Hernandez Ulloa, D. (2024). Integración de diseño de espacios para el aprendizaje con dispositivos tecnológicos imitando principios ecológicos. Cuadernos Del Centro De Estudios De Diseño Y Comunicación, (225). https://doi.org/10.18682/cdc.vi225.11263
Sección
Artículos
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