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dc.contributor.authorDobozy, Eva
dc.contributor.editorScott-Webber, L.
dc.contributor.editorBranch, J.
dc.contributor.editorBartholomew, P.
dc.contributor.editorNygard, C.
dc.date.accessioned2017-01-30T12:29:11Z
dc.date.available2017-01-30T12:29:11Z
dc.date.created2014-11-10T20:00:27Z
dc.date.issued2014
dc.identifier.citationDobozy, E. 2014. Using the theory of and practice of ‘Built Pedagogy' to inform learning space design, in Scott-Webber, L. and Branch, J. and Bartholomew, P. and Nygard, C. (ed), Learning space design in higher education, pp. 263-281. Oxfordshire: Libri Pubishing.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/22071
dc.description.abstract

This chapter contributes to the anthology on learning space design in higher education by focusing primarily on design decisions regarding non-formal learning. As inspiration for my conceptualisation of learning spaces I utilise Thody's (2008:13) definition of a related term: "learning landscapes', which she describes as being" conceptually holistic, loosely-coupled interconnections of all formal and informal, on- and off- campus, virtual and physical facilities, sites and services and how stakeholders use them". I also use the concept of built pedagogy as a starting point, which according to Olinger (2006) is the ability of space to define how we teach.

dc.publisherLibri Pubishing
dc.titleUsing the theory of and practice of ‘Built Pedagogy' to inform learning space design
dc.typeBook Chapter
dcterms.source.startPage263
dcterms.source.endPage281
dcterms.source.titleLearning space design in higher education
dcterms.source.isbn9781909818385
dcterms.source.placeOxfordshire
dcterms.source.chapter15
curtin.departmentSchool of Education
curtin.accessStatusFulltext not available


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