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Learning spaces through immersive DT

by: D-Eva Project

Currently, students are able to develop these activities during their stages at the schools during the subjects of practicum, as well as in a simulation space in the school of education at UAB. With this activity they will be able to design the space through digital tools, with no need to access the physical context.

The activity should be done individually since the preservice teacher should be able to demonstrate by himself its capabilities to design the learning space as it was in a real school. Through the feedback provided by their peers and the teacher it would be able to add changes or to focus the attention on some aspects, as it could happen in a real school.

Since during the activity some feedback will be provided, the activity requires some weeks to be implemented. And approximation to the steps to implement the activity could be:

1.     Teacher introduces the digital tool(s) to the preservice teachers and explain them which is the main objective of the activity and how can they interact with the platform (a short guidelines/instructions can be provided too).
2.     Teacher designs the general structure of the space, and select which are the constrains (learners characteristics, profile of the families, characteristics of the context, profile of the current teachers, expected learning outcomes, etc.)  that preservice teachers will have to consider designing the space. Furthermore, the teacher can decide which kind of resources will be available in the tool to design the space, since in real schools the resources are limited.
3.     Preservice teachers get used to the platform and start with the analysis of constrains and the available resources. During this phase the student should complete a report where it highlights:
a.     Which are the main constrains of the context?
b.     Which are the main resources available?
c.      How can it be imaginative with the resources available?
4.     Preservice teachers start with the space design, considering the constrains and the resources available. They also provide a report where they justify, according to the constrains and the resources available, the decisions they are making while they are designing the space.
5.     Teacher and peers will provide feedback to each student considering the space designed, the variables involved and the assessment criteria.
6.     Preservice teachers will introduce changes to the space design according to the feedback received by their peers and the teacher. They should also adapt their report according to the changes they are introducing. They should also decide not to consider some of the feedback received. In that case, they should justify why they are not considering it. Once this work is done, they submit it to the teacher, or they can close the application.
7.     Teacher will assess the final result and send feedback to the preservice teachers.

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