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澳洲迪肯论文代写:学生准备工作

Keywords:澳洲迪肯论文代写

重大投资已经在关于学习空间和参与和保留学生的大学和学校过去十年以及学生准备工作的教育系统之外的世界。学习空间是指教师和学生从事学习,其中一个任务是发现和采用新的方式来看世界的能力是理解。研究学习空间与建筑和教育之间的相互作用,表明有一个断开的学习空间和那些教在学习空间设计之间。学生的反馈对学习空间的成功不是经常考虑或是从学校的学习空间环境对大学/第三学习空间环境的学生过渡。学习空间有许多不同的环境-学校空间,学校空间、虚拟空间,但是在这项研究中感兴趣的区域是在一次学校环境创新的学习空间的学生在三环境创新空间的过渡。在研究和收集信息,前提是空间(自然和建筑环境)教学和学习中的做法和结果在形状,特别是学生从中学到大学的环境中。据该(2006)、关系和社会实践,使学习空间的教学,告知学习结果的复杂关系的一个方面。然而,一个学习的空间,可以改善条件和调解的关系,提高学生的学习和身体,心理和认知指标(该2006)。学习空间的使用和效果,特别是物理学习的空间往往是相关的教学法和组织在任何时间点的使用和需求的变化。阿诺特和雷伊(2007)讨论了一个例子,任何一个特定的空间可用于单独的路径规划、团队教学、个性化学习、团队合作、解决问题,以社区为基础的学习,这都可以在开放的多功能的学习空间,链接到真实世界的环境教育。布鲁克纳(1997)和(2004)的状态,此时Nespor是如何组织的关键因素,教师和学生新的学习空间的响应时间。
澳洲迪肯论文代写:准备工作
Significant investment has been made in the past ten years in universities and schools in regard to learning spaces and engagement and retention of students as well as preparing students for the world of work outside of the education system. A learning space is one where the teacher and student engage in learning, where a task is realised and the ability to adopt new ways of seeing the world are understood. Research looking at learning spaces and the interaction between architecture and education, show that there is a disconnect between the designing of the learning space and those that teach in the learning space. Student feedback on the success of the learning space is not often considered or is the transition of the students from a school learning space environment to a university/tertiary learning space environment.Learning spaces have many different contexts - school spaces, university spaces, virtual spaces, however the area of interest for this study is the transition of students from an innovative learning space in a secondary school environment to an innovative space in a tertiary environment. When researching and gathering information, the premise is that space (natural and built environments) shapes practices and outcomes in teaching and learning, in particular with students moving from secondary to tertiary environments. According to Oblinger (2006), the relationship and social practices that make up learning spaces are only one aspect of the complex relationships of teaching that inform learning outcomes. However, a learning space can improve conditions and mediate relationships that improve student learning along with the physical, mental and cognitive indicators (Oblinger 2006). The use and effect of learning spaces, particularly physical learning spaces are often related pedagogically and organisationally to changes in use and demands in any point of time. Arnot and Reay (2007) discuss an example any one particular space could be used for individual pathway planning, team teaching, personalised learning, teamwork, problem solving, community based learning, which can all be done in open multipurpose learning spaces that link the education to the real world environment. Bruckner (1997) and Nespor (2004) state that temporality is a key factor in how organisations, teachers and students respond to new learning spaces over time.

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