![](https://editlib-media.s3.amazonaws.com/sources/jelks.jpg)
Smart Environments design: The SPLASH project case
ARTICLE
Rosaria Pace, Universit degli Studi di Foggia ; Anna Dipace, Universit degli Studi di Bari
Journal of e-Learning and Knowledge Society Volume 10, Number 3, ISSN 1826-6223 e-ISSN 1826-6223 Publisher: Italian e-Learning Association
Abstract
This paper describes the process of collaborative design of a Smart Environment created for the school context. The Living Lab project entitled "SPLASH" ("Smart platform for learning and active social habitat") will be presented. We will describe all the phases of the platform design: from the implementation of the structure and functionality of the digital environment, up to the stage of experimentation in the classroom. The research team composed mainly by an ICT company, secondary school teachers and students and academic researchers, was involved in a complex process of collaborative design, in order to create a smart, social, innovative learning environment. Finally, assessment tools provided within the environment will be described. They have been co-constructed with teachers and students of the schools involved in the project.
Citation
Pace, R. & Dipace, A. (2014). Smart Environments design: The SPLASH project case. Journal of e-Learning and Knowledge Society, 10(3),. Italian e-Learning Association. Retrieved August 8, 2024 from https://www.learntechlib.org/p/150737/.
References
View References & Citations Map- Anderson T., Shattuck J. (2012), Design-based research: A decade of progress in education research?, Educational Researcher, 41 (1), 16-25.
- Barab S., Squire K. (2004), Design-Based Research: Putting a Stake in the Ground, Journal of the Learning Sciences, 13 (1), 1-14.
- Boud D., Cohen R., Sampson, J., eds (2014), Peer learning in higher education: Learning from and with each other, London e New York, Routledge.
- Brown A.L. (1992), Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings, The Journal of the Learning Sciences, 2 (2), 141-178.
- Chang C.C., Tseng K.H., Lou S.J. (2012), A comparative analysis of the consistency and difference among teacher-assessment, student self-assessment and peerassessment in a Web-based portfolio assessment environment for high school students, Computers& Education, 58 (1), 303-320.
- Colazzo S., ed (2008), Progettazione e valutazione dell’intervento formativo, Milano, McGraw-Hill.
- Collins A. (1992), Toward a Design Science of Education, In E. Scanlon e T.O’Shea, eds, New directions in educational technology (pp. 15-22), New York, SpringerVerlag.
- Cope, B., Kalantzis, M., McCarthey, S., Vojak, C., & Kline, S. (2011), Technology-mediated writing assessments: Principles and processes. Computers and Composition, 28(2), 79-96.
- Cope B., Kalantzis M., Olmanson J., Abrams S.S., Kline, S., Letofsky, K. (2013), Towards a New Learning: the Scholar social knowledge workspace in theory and practice, Education, 10 (4).
- Design-Based Research Collective. (2003), Design-based research: An emerging paradigm for educational inquiry, Educational Researcher, 32 (1), 5-8.
- Falchikov N. (2013), Improving assessment through student involvement: Practical solutions for aiding learning in higher and further education, London e New York, Routledge.
- Fishman B.J., Penuel W.R., Allen A.-R., Cheng B.H., Sabelli N. (2013), Design-Based Implementation Research: An Emerging Model for Transforming the Relationship of Research and Practice. In B.J. Fishman e W.R. Penuel, eds, National Society for the Study of Education, Design Based Implementation Research, 112, 136-156.
- Harteis C., Andreas R., Jürgen S. (2014), Discourses on Professional Learning: On the Boundary Between Learning and Working, Discourses on Professional Learning, Springer Netherlands.
- Hattie J. (2013), Visible learning: A synthesis of over 800 meta-analyses relating to achievement, London e New York, Routledge.
- Hattie J., Timperley H. (2007), The power of feedback. Review of educational research, 77 (1), 81-112.
- Herrington, J. (2006), Authentic E-Learning in Higher Education: Design Principles for Authentic Learning Environments and Tasks. In T. Reeves& S. Yamashita (Eds.), Proceedings of World Conference on E-Learning inCorporate, Government, Healthcare, and Higher Education 2006 (pp. 3164-3173). Chesapeake, VA: AACE.
- Kelly A.E. (2004), Design research in education: Yes, but is it methodological?, Journal of the Learning Sciences, 13 (1), 115-128.
- Kelly A.E., Lesh R.A., Baek J.Y., eds (2008), Handbook of design research methods in education, New York, Routledge.
- Kollar I., Fischer F. (2010), Peer assessment as collaborative learning: A cognitive perspective, Learning and Instruction, 20 (4), 344-348.
- Parmigiani D. (2014), Il disegno della ricerca. In Parmigiani D.,ed, L’aula scolastica. Come si insegna, come si impara, Milano, Franco Angeli.
- Pellerey M. (2005), Verso una nuova metodologia di ricerca educative: La Ricerca basata su progetti (Design Based Research), Orientamenti Pedagogici, 52 (5), 721737.
- Penuel W.R., Fishman B., Cheng B.H., Sabelli N. (2011), Organizing research and development at the intersection of learning, implementation, and design, Educational Researcher, 40, 331-337.
- Roschelle J., Knudsen J., Hegedus S. (2010), From new technological infrastructures to curricular activity systems: Advanced designs for teaching and learning. In M.J. Jacobson e P. Reimann eds, Designs for Learning Environments of the Future: International Perspectives from the Learning Sciences, New York, Springer, 233262.
- Van Zundert M., Sluijsmans D., Van Merriënboer J. (2010), Effective peer assessment processes: Research findings and future directions, Learning and Instruction, 20 (4), 270-279.
- Wang F., Hannafin M.J. (2005), Design-Based Research and Technology-Enhanced Learning Environments, Educational Technology Research and Development, 53 (4), 5-23.
- Wiggins G.P., McTighe J. (2005), Understanding by design, Alexandria, VA, Ascd.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References