Successful learning in students, and novice practitioners (and in later professional practice) is governed by a complex interplay of internal, and external factors. These include intrinsic motivation, and external course demands (think preparation for upcoming class discussion, with credit for quantity and quality of 'live class contribution', whether in-person physical classrooms, or online; scheduled assignments to be submitted, upcoming assessments and examinations ... or in the workplace later, being scheduled to present at a department, or 'C suite level' or board meeting; present a topic review to peers; preparing a conference workshop or symposium; or invited keynote presentation). Educators and the 'Environment' have roles in facilitating, supporting, and guiding successful learning. Think 'coaching', 'mentoring', 'tutoring', 'inspiring'; designing online learning environments and activities; thoughtful and effective user interface design of online learning spaces; facilitation of social, team based, and 'network learning' and collaboration, both online, and though design and selection of physical spaces that students spend time in. Building up 'digital literacies', in both students and faculty (through faculty development). Using learning science, and a broad understanding of all relevant evidence, to shape the learning environment, to produce optimal performance. Using a sporting analogy, and from other fields of human endeavour, consider how successful athletes, musicians, chefs, writers, and performance artists are 'produced' and 'made'.
Weerasinghe, Thushani & Ramberg, Robert & Hewagamage, Kamalanath. (2009). Guidelines to Design Successful Online Learning Environments.
Northcote, Maria. (2008). Sense of Place in Online Learning Environments.
https://www.researchgate.net/publication/251307143_Sense_of_Place_in_Online_Learning_Environments
Lee J.W.Y., Looker P. (2020) The Evaluation of Informal Learning Spaces in a University. In: Tan S., Chen SH. (eds) Transforming Teaching and Learning in Higher Education. Springer, Singapore. https://doi.org/10.1007/978-981-15-4980-9_12
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What can we learn from 'Actor Training' (in the 21st century), Toi Whakaari: NZ Drama School model compared with the Conservatory Model of Acting Training (for example The American Academy of Academic Arts: Two-Year Conservatory Program) and the pedagogy of training Architects?
Burkay Pasin (2017) Rethinking the Design Studio-Centered Architectural Education. A Case Study at Schools of Architecture in Turkey, The Design Journal, 20:sup1, S1270-S1284, DOI: 10.1080/14606925.2017.1352656 https://www.tandfonline.com/doi/pdf/10.1080/14606925.2017.1352656
Chance, S., Marshall, J. and Duffy, G. (2016) Using Architecture Design Studio Pedagogies to Enhance Engineering Education. International Journal of Engineering Education Vol. 32, No. 1(B), pp. 364–383, 2016. doi:10.21427/D7V62S
Kuhn, Sarah. (2001). Learning from the architecture studio: Implications for project-based pedagogy. International Journal of Engineering Education.
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