Developing a Conceptual Framework for Participatory Design of Psychosocial and Physical Learning Environments

Autor/inn/en	Mäkelä, Tiina; Helfenstein, Sacha
Titel	Developing a Conceptual Framework for Participatory Design of Psychosocial and Physical Learning Environments
Quelle	In: Learning Environments Research, 19 (2016) 3, S.411-440 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-016-9214-9
Schlagwörter	Physical Environment; Educational Environment; Participatory Research; Individual Development; Mixed Methods Research; Concept Formation; Instructional Design; Usability; Educational Quality; Cross Cultural Studies; Design Requirements; Vocational Education; Educational Practices; Foreign Countries; Finland; Spain + Suchen Sie Ihr Suchwort? Natürliche Umwelt; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Forschungstätigkeit; Individuelle Entwicklung; Concept learning; Begriffsbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Quality of education; Bildungsqualität; Cultural comparison; Kulturvergleich; Design preferences; Gestaltungsmittel; Ausbildung; Berufsbildung; Bildungspraxis; Ausland; Finnland; Spanien
Abstract	The present study shows how the mixed-methods approach can be used in capturing and organising learning environment (LE) characteristics for the participatory design of psychosocial and physical LEs involving learners. Theoretical constructs were tested and further elaborated on in the analysis of two similar educational design research studies: one conducted with 7- to 14-year-old learners in Finland (n = 80); and the other in Spain (n = 76). Cross-analysis of the numeric, visuospatial and verbal data collected, combined with theoretical and practical considerations, was used to develop a conceptual framework for LE co-design, which draws attention to the importance of balancing communality with individuality, comfort with health, and novelty with conventionality. In line with other studies, in this conceptualisation, flexibility and functionality are seen as central enablers for quality twenty-first century LEs. The knowledge exchange between two countries and the constructs developed in this cross-cultural analysis contribute to the creation of shared content-related design principles for future learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01