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(2005). Study on How Innovative Technologies are Influencing the Design of Physical Learning Spaces in the Post-16 Sector. Birmingham : University of Birmingham. En ligne : <http://www.ldu.bham.ac.uk/espaces/index.htm>. 
Added by: Laure Endrizzi (01 Jan 1970 01:00:00 Europe/Paris)
Resource type: Report/Documentation
BibTeX citation key: anon2005s
Categories: TICE
Keywords: apprentissage nomade, architecture scolaire, Grande Bretagne, TIC
Publisher: University of Birmingham (Birmingham)
Views: 2449/5496
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URLs     http://www.ldu.bha ... /espaces/index.htm
Abstract     
The efficient and effective use of physical learning spaces is a major issue for many educational institutions. Organisations all face pressure to deliver higher standards of education, to greater numbers of students, with tight financial restrictions, but still need to provide facilities that will attract students in a competitive educational market. Learning spaces are expensive to build, maintain and support and must be suitable for an ever widening range of learning scenarios. Making long-term decisions is difficult in any area, but with the pace of technological development this is particularly challenging and decisions will seriously impact upon the future direction and success of an institution. The outcomes of the study are intended to help senior managers to understand and manage the risks involved in projects to develop learning spaces.
The need for this study came from a recognition that most, if not all, nstitutions are now integrating learning technologies into the design of new buildings and the refurbishment of existing ones.
Managed learning environments, mobile computing, wireless LANs (local area networks) and broadband are just a few of the technologies that are influencing how we design, use and manage our learning spaces. This study has brought together examples of the wide range of current practice, based on a comprehensive survey, and includes a set of guidelines for senior managers and possible scenarios for the future.
Added by: Laure Endrizzi  
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