Integración de diseño de espacios para el aprendizaje con dispositivos tecnológicos imitando principios ecológicos
Palavras-chave:
Design, educação
Resumo
Esta pesquisa teórica explora a integração inovadora do design de espaços de aprendizagem com dispositivos tecnológicos, inspirando-se em princípios ecológicos fundamentais, como biótopo, biocenose, relações ecológicas, habitat, nicho ecológico e bioma.
Referências
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
Como 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
Seção
Artículos
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