000			03287nam a22004095i 4500
001			978-94-6091-609-0
003			DE-He213
005			20140220083837.0
007			cr nn 008mamaa
008			120118s2011 ne | s |||| 0|eng d
020			_a9789460916090 _9978-94-6091-609-0
024	7		_a10.1007/978-94-6091-609-0 _2doi
050		4	_aLB5-3640
072		7	_aJNT _2bicssc
072		7	_aJMRL _2bicssc
072		7	_aEDU009000 _2bisacsh
072		7	_aEDU044000 _2bisacsh
082	0	4	_a371.3 _223
100	1		_aBoddington, Anne. _eeditor.
245	1	0	_aRe-Shaping Learning: A Critical Reader _h[electronic resource] : _bThe Future of Learning Spaces in Post-Compulsory Education / _cedited by Anne Boddington, Jos Boys.
264		1	_aRotterdam : _bSensePublishers, _c2011.
300			_aXXII, 237p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
520			_aLearning Spaces is an emerging field, fuelled by a growing interest in the relationships between learning and spaces in which it takes place, whether conceptual, personal, social, physical and/or virtual. It is concerned with making learning spaces that can better meet the needs of 21st century learners, academics and other related publics. In post-compulsory education this has opened up many interesting and important issues. There remains a lack of any theoretical understanding as to how such spaces should be conceived or designed; and hardly any critical discussion about effective frameworks for either the development of contemporary learning spaces or for assessing their impact on learning, teaching and research. At the same time, there is much debate about what the purposes of post-compulsory education should be, as well as concerns about where and by whom it should be provided. We therefore need to urgently improve our understanding of the interactions between learning and space. It is essential that we not only share perspectives, theories and methodologies but also critically reflect on our own different assumptions, and work together to build better models for post-compulsory education in the future. To help in this process this book is designed as a ‘critical reader’ that can enable researchers, academics, students and managers involved in Learning Spaces to share and engage with some key ideas, issues and texts. A central aim is to bring together some of the best research from across the many different disciplines concerned with learning spaces, including education, architecture, anthropology, human-computer interaction, estate planning and museum studies. Reshaping Learning is thus intended for anyone interested in, and wanting to think more about, learning spaces whether as users, clients or managers; or who are want to better understand interactions between the social and the spatial.
650		0	_aEducation.
650	1	4	_aEducation.
650	2	4	_aLearning & Instruction.
700	1		_aBoys, Jos. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
856	4	0	_uhttp://dx.doi.org/10.1007/978-94-6091-609-0
912			_aZDB-2-SHU
999			_c109690 _d109690