Type of Document Dissertation Author Elmasry, Sarah Khalil Author's Email Address firstname.lastname@example.org URN etd-09232007-220306 Title Integration Patterns of Learning Technologies Degree PhD Department Architecture Advisory Committee
Advisor Name Title Jones, James R. Committee Chair Dunlap, Daniel R. Committee Member Earthman, Glen I. Committee Member Jones, Dennis B. Committee Member Schubert, Robert P. Committee Member Keywords
- Learning Environments
- Pattern Language
- Architectural Systems' Integration
Date of Defense 2007-09-10 Availability unrestricted AbstractThis research proposes sets of design patterns of learning environments as an innovative approach towards an intelligent architectural design process. These patterns are based on teachers’ spatial and pedagogical use of their learning environments.
The study is based in the desired condition that learning environments are expected to host learning technologies efficiently, to adapt to the fact that its life span is much longer than that of any technology within it, and to accommodate a variation of teaching modes and learning styles. In an effort to address these issues; calls for designing flexible learning spaces have emerged, as well as recommendations for alternative layouts. Yet, more challenging questions emerge; how efficiently do these technologies integrate with other systems in the classroom space? What should architects and facility planners consider for a successful systems’ integration which incorporates learning technologies in the design of the classroom space? And how can these spaces support variations in pedagogical practice. This study attempts to answer these questions by developing a pattern language to support the early design phases of a technology-rich learning environment.
The study is qualitative in nature, and based on interviews with a sample of teachers at academic year Governor’s science and technology schools in Virginia. The researcher attempts to capture problems and challenges related to occupants’ performance within the physical boundaries of the classroom when learning technologies are in use. The variation of teaching-learning modes is taken into consideration.
In this process, the researcher focuses on integration patterns of learning technologies with the envelope and the interior systems. The findings are then translated into the design language in the form of a pattern language at the building systems scale.
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