After successful completion of the course, students are able to...
...In this elective seminar of the bachelor's degree in architecture, students can acquire basic skills of scientific work. The research unit of the Real Estate Development (RED) organizes such an elective seminar every two years in connection with current research projects in the research area. In the summer semester of 2022, we will use a 250 square meter test area for "active learning environments for vocational schools," which we are currently setting up for the city of Vienna. As part of the seminar, you will learn, for example, in small teams, to "participate in observing" the lessons in this "real laboratory" and thus "accompany scientifically" the learning spaces. And you will learn to distinguish the real laboratory from other research designs and participant observation from other research methods.
Learning goals:
After successful completion of the course, students are able to...
read a short scientific text and excerpt essential aspects
- outline research approaches
- practice research methods
- to interpret research results
In addition, the students will know and understand
- essential learning concepts
- essential learning space concepts
- the importance of the organization as a third educator
- the concept of integrated design
...and to apply this knowledge in the development of learning space organizations.
The subject of the "real laboratory active learning environment for vocational schools" and thus of the elective seminar is learning (didactics), space (design), and organization and their interaction.
Learning forms, learning spaces, and the organization of learning and the use of space must be developed together/integrated so that they support each other. Prof. Katja Ninnemann used the term "learning space organization" for this "whole" in her dissertation in the project development research department. The term implies: the school building/learning space architecture/learning spaces are not an end in themselves. Physical and virtual learning environments, as they are called today, are inextricably linked to different, partly new, didactic concepts (to learning). And as a third educator, the organization – the organization of learning and the use of virtual and physical spaces – comes into play in the research projects. The design of learning spaces is an example of integrated design. Integrated architectural design requires an examination of the use - here with learning - and the organization of the use.
As part of the elective seminar, after a short input phase, you will read and excerpt an academic text of your choice, e.g., on didactics or learning spaces. You can find the selection below. [work in pairs or alone]
Choice of scientific texts: by Monday, March 7th. | via TUWEL
Monday, March 7th | 09–11 am | Input, among other things, on the elective seminar, on vocational schools, on the central vocational school building project, on the ZBG participation process, on the test areas, on excerpts. Location: Vienna University of Technology (hybrid)
Monday, March 28th | 9 am-12 pm | Workshop 1: Input for scientific work. With the support of the lecturers, you will develop research approaches in a workshop and get to know scientific methods. Work in groups. Location: Test area Prinzgasse 3, 1220 Vienna
Monday, April 4th | 9 am - 12 pm | Lectures on the scientific texts. Location: Vienna University of Technology (hybrid)
Students practice the "participant observation" method during the semester and take part in vocational school lessons in the "real laboratory active learning environment for vocational schools" of the City of Vienna. They document their research results. Work in groups. Dates: by arrangement
With the support of the lecturers, they evaluate the collected research results in a workshop and develop suitable forms of research documentation. Work in groups.
23.5. | 9 am-12 pm | Workshop 2: Exchange on the results of the participatory observation. Discussion of research documentation, etc.
They document the research results. Work in groups.
Monday, June 27th | 9 am-12 pm | seminar completion. Presentation of the work results. Work in groups.
Submission of the documentation of the research results by the end of the semester
The concept method of the elective seminar is constructivist didactics.
Scientific texts (short titles):
Bachmann, Gudrun: „Passt der traditionelle Campus zum Studieren von heute?“
Barrett, Peter et al.: “The impact of classroom design on pupils' learning: Final results of a holistic, multi-level analysis”
Baticulon, Ronnie E. et al.: Barriers to Online Learning in the Time of COVID‑19: A National Survey of Medical Students in the Philippines [plus Supplement]
de Borba, Gustavo Severo et al.: How Learning Spaces Can Collaborate with Student Engagement and Enhance Student-Faculty Interaction in Higher Education
Brandt, Sabina: „Räume für Vielfalt Diversity auf dem Campus von morgen“
Brooks, D. Christopher: Space and Consequences: The Impact of Different Formal Learning Spaces on Instructor and Student Behavior
Deslauriersa, Louis et al.: Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom
Ellis, R. A. und Goodyear, P.: Models of learning space: integrating research on space, place and learning in higher education
Higgins, Steve et al.: The Impact of School Environments: A literature review
Hill, Mary C. und Epps, Kathryn K.: The Impact of Physical Classroom Environment on Student Satisfaction and Student Evaluation of Teaching in the University Environment
Kärnä, Sami und Julin, Päivi: A framework for measuring student and staff satisfaction with university campus facilities
McArthur, John A.: Matching Instructors and Spaces of Learning: The impact of space on behavioral, affective and cognitive learning
Ninnemann, Katja und Jahnke, Isa: Den dritten Pädagogen neu denken. Wie CrossActionSpaces Perspektiven der Lernraumgestaltung verändern
Ninnemann, Katja et al.: Campuses are hybrid environments
Ninnemann Katja, et al.: Zur Relevanz der Verknüpfung von Lernen, Raum und Organisation
Ninnemann Katja: Corporate Learning Architecture. Wie die Integration der User-Experience-Perspektive Hochschularchitekturen verändert
Ninnemann Katja: Zur Kausalität von gebauter Umwelt
Ninnemann Katja: Onlife Learning Spaces. Handlungsperspektiven hybrider Lernumgebungen an Hochschulen
Sankari, Inka et al.: A call for co-working - users’ expectations regarding learning spaces in higher education
Sivunen, M. et al.: Evidence-Based Design in Learning Environments: A Practical framework for project briefing
