Please use this identifier to cite or link to this item: https://scholarbank.nus.edu.sg/handle/10635/222292
Title: PEDAGOGY, ICT AND ARCHITECTURE : A STUDY OF INFORMAL COLLABORATIVE LEARNING SPACES
Authors: LADOUCE NICOLAS
Keywords: Architecture
Tan Beng Kiang
Collaborative learning spaces
Informal learning
Information and communication technology (ICT)
New learning theories
Issue Date: 8-Oct-2009
Citation: LADOUCE NICOLAS (2009-10-08T08:46:07Z). PEDAGOGY, ICT AND ARCHITECTURE : A STUDY OF INFORMAL COLLABORATIVE LEARNING SPACES. ScholarBank@NUS Repository.
Abstract: Successful universities of tomorrow will be planned for collaborative learning where technology will be ubiquitous, unobtrusive and supportive of the space and working style of the students. As new learning theories promote “learning anytime and anywhere”, it becomes clear that today, the whole campus is potentially a learning space. It is thus also essential to look at the design of informal learning spaces in light of today’s changing views on learning and Information and Communication Technology (ICT). This study aims to develop basic design principles for informal collaborative environments in campus that is a result of a new learning theory consistent with the needs of tertiary institutions of Singapore and the digital age. The study focuses on theoretical and applied studies. The theoretical study consists of recent literature reviews, particularly on conference proceedings and white papers as well as some experimental case studies to have a comprehensive grasp of the rapid changes occurring in both the pedagogical and technological fields. Two styles of learning are identified and selected for the study: group-based and individual learning. The applied study consists of direct interviews of potential users of such informal learning spaces at the National University of Singapore (NUS) as well as an evaluation of existing learning environment spaces. The combined theoretical and applied studies form the basis for a conceptual model of a future collaborative learning space. Such design principles based on emerging theories and technologies enhances and support collaborative learning in the digital age. Subsequently, these principles are categorized into architectural strategies which are then illustrated at the macro and micro level through an existing building on campus and a future student space at the University Town. The ultimate goal of this paper is to provide an insight for educators, architects and space planners as to how informal collaborative spaces might be designed to accommodate the variety of working styles, support their varied requirements and promote interaction in future tertiary institutions.
URI: https://scholarbank.nus.edu.sg/handle/10635/222292
Appears in Collections:Master's Theses (Restricted)

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