Student Centered Learning in a Studio Classroom Environment

Maher, Elaine and Lahart, Orla (2004) Student Centered Learning in a Studio Classroom Environment. In: EdTech 2004, Fifth Annual Irish Educational Technology Users' Conference, 3-4 June 2004, IT Tralee.

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Abstract

Arising from recent changes in Irish third-level education there has been a new paradigm in the provision of IT education at the National College of Ireland. Owing to the importance of student development a need has been identified and satisfied for a dynamic learning environment, which aims to facilitate the students’ maximum learning potential. This student-centered learning space is achieved through the employment of state-of-the-art Studio Classrooms. This progressive learning environment encompasses aspects of the traditional classroom along with a computer laboratory, which allows students to interact via a Local Area Network. It also supports a lecturer Workstation, shared printer as well as access to the college intranet. Multimedia capabilities are also catered for. The benefits of this learning space are twofold. Benefits for the student include active experimentation, increased motivation, collaborative learning and the potential for maximum participation. In terms of the lecturer, benefits include higher retention and attendance rates, increased enthusiasm and student participation as well as a noticeable improvement in student assessment grades achieved. We will discuss our efforts at integration of modules within this unique learning space and identify other factors that contribute to the success of our teaching.

Item Type:	Conference or Workshop Item (Paper)
Subjects:	Q Science > QA Mathematics > Electronic computers. Computer science T Technology > T Technology (General) > Information Technology > Electronic computers. Computer science
Divisions:	School of Computing > Staff Research and Publications
Depositing User:	Caoimhe Ní Mhaicín
Date Deposited:	06 Aug 2014 12:28
Last Modified:	06 Aug 2014 12:28
URI:	https://norma.ncirl.ie/id/eprint/1515

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