As the physical learning rooms are replaced by virtual learning platforms and communicative web 2.0 solutions, the complexity of the learning room is challenged when it comes to retention of collaborative, exploratory and experimental learning processes that support a link between practice and reflection. A learning environment includes different subjects, different ways of being students, different work hours, and these differences are what creates a vibrant and flexible physical environment. The learning space, therefore, occurs in the interaction between people, activities and the physical environment where the material and social are closely linked. It is therefore problematic if the "physical learning room" is replaced by web 2.0 learning platforms or learning management systems, where 2D interfaces are dominant. The article will discuss how virtual learning platforms changed the social interaction dynamics by appearing as reduced representations of reality's physical and social learning space, and why inspiration from computer games can be the solution. The empirical point of departure for the article is constituted by a series of photos from face-to-face learning. These photos are elucidated and discussed from a theoretical perspective.
|Titel||EdMedia : World Conference on Educational Media and Technology|
|Forlag||Association for the Advancement of Computing in Education|
|Status||Udgivet - 2018|
- Læring, pædagogik og undervisning