Abstract
Technological-enhanced physical environments, as well as learner-centred educational methodologies, are increasing their presence within learning spaces. The spread of physical learning environments grounded on the pedagogy-technology-space and innovative learning environments led to an increase of studies and researches on this field. We argue that physical learning environments and innovative learning environments can be approached through a multidimensional space perspective, which includes social, cultural, technological/digital and architectural dimensions. In our research, we intend to create an interior design strategy for an inclusive physical learning environments. This article presents our multidimensional space approach to innovative learning environments and physical learning environments followed by some results from in-depth interviews applied to key agents involved in Portuguese innovative learning environments. The results reveal the Euclidean space as an important factor perceived by interviewees, but the space social dimension presents a significant role for the participants, followed by the space technological/digital dimension.
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Notes
- 1.
Creative workshops/interviews with NEET and Migrants in order to understand their perception and conception regarding PhLE as well as video analysis of classes in ILE’s context enabling the understanding of how students and teachers occupy these spaces.
- 2.
Nevertheless, social and cultural dimension were analysed separately, in order to better understand each one.
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Sardinha, L., Almeida, A.M.P., Pedro, N. (2020). A Multidimensional Space Approach to Innovative Learning Environments. In: Rehm, M., Saldien, J., Manca, S. (eds) Project and Design Literacy as Cornerstones of Smart Education. Smart Innovation, Systems and Technologies, vol 158. Springer, Singapore. https://doi.org/10.1007/978-981-13-9652-6_10
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