For the last set of annotated bibliographies I chose to focus on learning spaces/environments in K-12 education, Universities, art, and also social settings.

PIERCE, DENNIS. “3 WAYS MOBILE TECHNOLOGY IS TRANSFORMING LEARNING SPACES. (Cover Story).” T H E Journal 42.5 (2015): 10-15. Computer Source. Web. 24 Mar. 2016.

In the article 3 Ways Mobile Technology is Transforming Learning Spaces, the author, Dennis Pierce, reports on the unique learning spaces utilized within modern classrooms to support creativity, collaboration, and use of digital tools. Barrow Elementary School in Athens, GA is one example of a school that actively incorporates these modern “learning spaces”. Classrooms at Barrow Elementary do not mirror traditional learning environments with desks that are neatly aligned in rows. They encourage learning and freedom. Instead, the classrooms are designed with tables that are easily reconfigured for group activities, wireless access points located nearby, and comfortable seating for individual work. The goal of this new learning space is to enable learning anywhere, unleash creativity, and free teachers and students to customize their classrooms.

Naomi, Fujishima1. “Training Student Workers In A Social Learning Space.” Studies In Self-Access Learning Journal 6.4 (2015): 461-469. Education Source. Web. 24 Mar. 2016.

In the article, Training Student Workers in a Social Learning Space, Naomi Fujishima at the Okayama University in Japan investigates issues associated with training student workers in social learning spaces (SLS). Researchers evaluate the different roles of student workers and ways in which to effectively train student workers. The article begins by defining exactly what social learning spaces are. They are defined as spaces that emphasize peer support and learning. Student worker roles included: peer teaching, receptionist, assistant manager, and student officer.  The data collected suggests that managers in these environments while training student workers need to be hands on and supportive while utilizing manuals for training purposes. Researchers also suggest that managers should not only listen to student workers but take actions if necessary to address issues or grievances. Ways in which these past student workers can help aid newcomers is through the use of journals or message books that could be given along with the manual. Also digital habitats could be utilized.

Vella, Raphael. “Re-Imagining Classrooms: Educational Environments In Contemporary Art.” International Journal Of Education & The Arts 16.12 (2015): ERIC. Web. 25 Mar. 2016.

In the article, Re-imagining Classrooms: Educational Enviornments in Contemporary Art, researchers at the University of Malta discuss arguments and other research that explores the relationship between educational environments and art. Not only are the spatial dynamics of these educational spaces examined, but the ways in which knowledge is transmitted, power structures, and literacy are taken into account. The authors begin the article by introducing the complex relationship between education and art. In recent years educational spaces have invaded art and in turn affected practices in the art community; such as museum studies. Overall valuable “lessons” that are learned from established artists in the field of contemporary art, tend to have lost their credibility due to educational environments. The article concludes by presenting solutions for the overlap between educational spaces and art. The authors suggest that art education should delve deeper into the actual role of the artist and the thought process. How artists think to mold works of art and visions.

Sahin, Muhittin, and Tarik Kisla. “An Analysis Of University Students’ Attitudes Towards Personalized Learning Environments.” Turkish Online Journal Of Educational Technology – TOJET 15.1 (2016): 1-10. ERIC. Web. 25 Mar. 2016.

In the article, An Analysis of University Students’ Attitudes towards Personalized Learning Environments, researchers set out to analyze University students’ attitudes towards personalized learning environments. Independent variables that were taken into account in this study included: gender, age, year of study, University attended, actual knowledge of the environment, and participation or willingness to participate in the environment. The study consisted of 1,197 students within Institutional Technologies and Computer Education programs. Research methods utilized for the study included: correlative survey models, personalized learning environment attitude scale (PLEAS), and Turkey’s test, which is used to analyze data. In conclusion, test results showed a significant difference in University students’ attitudes toward personalized learning environments in respect to the student’s specific gender, age, year of study, actual knowledge of the environment, and participation. The University played no role in influencing students’ attitudes.