Environmental‐Scale Map Use in Middle Childhood: Links to Spatial Skills,Strategies, and Gender

Researchers have shown that young children solve mapping tasks in small spaces, but have rarely tested children's performance in large, unfamiliar environments. In the current research, children (9–10 years; N = 40) explored an unfamiliar campus and marked flags' locations on a map. As hypothesized, better performance was predicted by higher spatial‐test scores, greater spontaneous use of map–space coordinating strategies, and participant sex (favoring boys). Data supported some but not all hypotheses about the roles of specific spatial skills for mapping performance. Data patterns were similar on a computer mapping task that displayed environmental‐scale videos of walks through a park. Patterns of children's mapping errors suggested both idiosyncratic and common mapping strategies that should be addressed in future research and educational interventions.     

智能时代学习空间的融合样态与融合路径

智能时代,随着大数据、云计算、智能技术等新兴技术在教育领域的应用,衍生出泛在学习、无缝学习、智慧学习等新型学习方式,学习空间作为学习发生的场所也发生着重大改变,其中一个重要的变革趋势是学习空间走向融合。学习空间融合可为学习者构建虚拟和现实无缝融合的环境,使学习者能够轻松、有效和投入地开展正式和非正式学习。文章立足时代背景,对学习空间的主要形态及空间融合的本质内涵进行阐释,指出空间融合具有"教学设计的贯一性"和"学习链条的连续性"两大核心特征,同时指出学习空间存在三种典型的融合样态,分别是物理空间之间的融合、信息空间之间的融合以及物理与信息空间之间的融合。最后,从教与学要素的角度出发提出了目标融合、内容融合、活动融合、场景融合和评价融合五条融合路径,以期为实现学习空间的有效融合提供指导和借鉴。     

增强现实的技术类型与教育应用

增强现实是真实世界与虚拟环境相结合的系统,其显示技术经历了头盔式、光学反射式、手持式、全息投影等技术类型。增强现实的教育应用,涵盖网页浏览与信息获取、三维导航与教学游戏、虚拟仿真与互动教学等多种领域,蕴含着丰富认知、突破时空、实时互动等教育价值。     

论虚拟社区中的青少年行为与心理

虚拟社区是一个供人们围绕某种兴趣或需求集中进行交流的地方。它通过网络，以在线的方式让参与该社区的会员彼此之间进行交流、沟通和分享信息。虚拟社区使人们的社会互动超越时空的限制，会员之间获得较大的自由空间，容易导致部分青少年的行为偏差和心理障碍。因此，应教会青少年处理好多元化的人际关系，帮助他们明确生活目标，搞好学习规划。教师和家长对青少年上网也要加强引导，做好适度的规范与约束。各级组织也要加强网络设施的管理，全力为青少年提供健康、完善的上网环境。     

论小说的叙述空间

小说的叙述空间由地域范围、景物设置、社会环境、文化氛围等四个因素构成,叙述空间的四因素是相互独立与相互融合的辩证统一,叙述空间的构建是灵活性与规定性的统一,叙述空间本身是真实性与虚拟性的统一。叙述空间的设置要根据小说的内容选择不同的空间种类和构成方式。空间感来自于空间叙述的整体性、空间特征的鲜明性、叙述语言的清晰性。     

人工智能促进盲人学习研究

随着全面建设小康社会的迅速推进,残疾人健康发展被列入十三五规划,盲人在残疾人中占比较大,是国家重点关注对象。人工智能+教育的推广使人工智能技术应用于盲人教育成为主流趋势。通过对人工智能应用于盲人的市场调查发现,目前涉及盲人学习的领域相对较少。在对盲人学习特征与现有技术分析的基础上,阐述人工智能可从盲人空间表征、专有设备及智能导师等方面,帮助盲人实现阅读、交流讨论及无障碍远程学习,满足盲人学习需求。     

不安定刺激性开放空间设计

在现代社会,人们对于空间的精神要求越来越趋向于多元化,在享受安宁恬淡的同时,人们又追求不安与刺激的空间所带来的愉悦。目的:设计具有一定愉悦性的不安定刺激性开放空间。方法:首先研究不安定刺激空间的相关概念、与不安定刺激有关的一些性质、典型的不安定空间类型、刺激缓和手法、不安定空间叠加方式等相关方面,再以一个虚拟的刺激性公园不安定刺激区域为例,进行范例设计。     

论批判性思维及其在创新过程中的作用

批判性思维包括批判性思维精神和批判性思维技能。批判性思维精神对创新产生驱动力的作用,促使创新活动的发生,保障创新活动继续发展直至取得创新成果,是创新的源动力和精神支撑;批判性思维技能帮助主体疏通思维渠道,拓展思维空间,提供思维方法及其检验标准、方法,从而提高主体思维的效率。二者在创新过程中发挥启航、导航和护航的作用。     

A model to design interactive learning environments for children with visual disabilities

Current interactive learning environments cannot be accessed by learners with disabilities, in particular for students with vision disabilities. Modeling techniques are necessary to map real-world experiences to virtual worlds by using 3D auditory representations of objects for blind people. In this paper, a model to design multimedia software for blind learners is presented. The model was validated with existing educational software for these users. We describe the modeling of the real world including cognitive usability testing tasks by considering not only the representation of the real world but also modeling the learner’s knowledge of the virtual world. The software architecture is also described by using this model, displaying the components needed to impact learning. Finally, we analyze critical issues in designing software for learners with visual disabilities and propose some recommendations and guidelines.     

Design and development of a smart storytelling toy

Because computers generally make children passive listeners, new technological devices need to support children's storytelling activities. This article introduces the StoryTech, a smart toy that includes a virtual space comprised of computer-based graphics and characters as well as a real space that involves stuffed animals, background cards and a receiver panel. When children put real objects on the receiver panel, the computer displays related backgrounds and characters. Through this flexible context, children are expected to tell a story about what they see on the screen. The aim of this article is to present the development period of the StoryTech and to provide design principles for smart toy technologies based on the usability study. The article focuses on attributes of new technology and the significance of supporting storytelling activities to find the best combination of and moderation between real and virtual spaces.     

Making Space for Place: Mapping Tools and Practices to Teach for Spatial Justice

This article presents a set of spatial tools for classroom learning about spatial justice. As part of a larger team, we designed a curriculum that engaged 10 learners with 3 spatial tools: (a) an oversized floor map, (b) interactive geographic information systems (GIS) maps, and (c) participatory mapping. We analyze how these tools supported learning using notions of politicization. The floor map fed conceptual understandings of the map as a representational text and served as the terrain for an embodied activity to support proportional reasoning about inequitable distributions of resources. The data-rich GIS maps and their zoomability allowed for coordinating across multiple variables to connect patterns in inequities to other social processes. The participatory mapping enabled learners to make discoveries about, connect, and share beyond the individual classroom counterstories from people in the lived streets of their neighborhood. In aggregate, this set of spatial tools produced a complex, hybrid view of the city’s space, which contributed to learners’ political formation.     

信息化平台支持下的学校管理方式创新

信息化平台的研发和建设、教师运用信息技术能力的提升,为学校管理方式的优化与创新提供了可为空间。教学研究＂数字化＂、学生工作＂数字化＂和管理服务＂数字化＂三大平台建设呈现出管理方式创新的真实效应。发挥现代信息技术＂虚拟空间＂优势,传承传统＂实体空间＂有效经验,合理整合两大空间,创造出更高效、更人文的管理方式,是需要面对且值得深究的新课题。     

消解与重构——虚拟环境对个体自我认同的影响

网络社区的形成为个体提供了更为广泛的虚拟生存空间。从一系列媒介事件对虚拟环境中生存的个体的价值观、历史与文化、情感与身份进行探讨,可见媒介环境正不断地消解并重构真实环境与个体,当代人正面临着真实判断能力丧失、个体情感媒介化、价值观同化、历史断裂、文化重组的危机。     

基于数字孪生讲台的在线沉浸式教学体系分析与流程设计

随着新技术的迅猛发展,“大数据+AI”已成为现代社会一种新的驱动力和思维方式。一种可有效实现物理世界和信息世界智能互联与交互融合的新技术——数字孪生应运而生。基于数字孪生技术,可构筑联通现实教学空间与虚拟教学空间的数字孪生讲台,并成为在线教学空间的“数字大动脉”。数字孪生讲台可分为在线学习特征分析技术和虚实教学空间融合分析技术,通过“在线教”与“在线学”间的深度融合、映射与镜像,能为在线沉浸式教学注入新的数字生产力。基于此,从教学、技术两方面,探索数字孪生讲台的在线沉浸式教学流程设计与技术运用,即基于混合式平台的教学数据采集与管理,基于多维分析的教学数据分析与建模,基于精准教学和精准管理的数据应用,基于增强现实技术的在线沉浸式教学体验,进而设计其教学流程。旨在通过数字孪生讲台的多源数据融合、虚实融合映射、教学服务融合优化,促进数字化、智能化课堂的形成,推动数智融合在教学方面的创新性应用,从而形成一种基于大数据的课堂数据互动、映射的新形态,进而革新与重塑现代教育体系。     

Stichwort: Bildungsräume – Bildung und Raum

In this article theoretical aspects of historically formed differences between living spaces and educational spaces are examined. From different spatial science perspectives, aspects of unboundedness, of narrowing and of exclusion are taken into account and understood as forms of territorialisation or of de- or reterritorialization processes. Along the perspectives of ‘immaterial space reproductions’, ‘spatial practices’, ‘architecture’ and ‘spatial contexts’ key results of spatial sensitive educational research is outlined. As desiderata especially methodological problems but also content-related ‘blind spots’ are discussed. The development of empirical research and a theoretical perspective is addressed with which it can be asked for the educational potential of societal and especially pedagogical space relations in view to the interwoven power-and-subjectification practices.     

Interaction and Collaboration Using an Intelligent Collaborative Learning Environment

The goal of this research is to design and prototype an intelligent collaborative learning environment. Within this environment, we study synchronous interaction among group members (students) working on a problem/project. Students use an Intelligent Collaborative Support System (ICSS) and a shared activity space: the Tulka Whiteboard. Two main interaction spaces have been implemented: a planning-communication space and a production space. Dialogue and negotiation are supported through the ICSS permitting exchange and evaluation of free-text communication messages that are initiated by students choosing sentence openers from a menu. Using the whiteboard, a virtual room is dedicated to a group of students who share documents, annotations on documents, drawing tools, and text tools. Each group is provided a dynamic assessment of their collaborative skills based on a communication skills model.     

Spatial ability and transformational geometry

New technologies in education are placing more emphasis upon visual and spatial skills, those required to inspect, encode, transform, and construct information in visual displays. They do this by presenting students with learning material embedded in complex visual displays and hypermedia, and by requiring students to navigate through virtual space. These developments make it important for us to learn more about the underlying nature of visuospatial ability, how it is related to academic performance, and how it can be improved. This paper explores these issues in the context of instruction in transformational geometry upon geometry performance and spatial ability of Grade 7/8 students. The instructional conditions were (a) a traditional textbook approach involving paper-and-pencil tasks and verbal instruction (Traditional Group), and (b) an approach incorporating object manipulation, and visual imagery, which was designed to encourage spatial thinking (Spatial Group). Multiple regression results indicated that posttest geometry performance was predicted by pretest geometry, pretest spatial ability, and the interaction of pretest geometry and instructional condition; the interaction indicated that high prior knowledge subjects performed better in the Spatial group, low prior knowledge subjects in the Traditional group. Posttest spatial ability was predicted by handedness, pretest geometry, pretest spatial ability, and the interaction of pretest spatial ability and handedness; the interaction indicated that less right-handed subjects of low spatial ability improved on spatial ability more than their more right-handed peers.     

“虚”与“实”的对称——对倒影在“半月塘”里的客家围龙屋建筑的思考

完整的客家围龙屋建筑门前都有一个半圆形的池塘,叫“半月塘”。客家围龙屋建筑结构中强调严格的实实在在的对称,它所呈现出的是严肃、传统的伦理道德思想。倒影在“半月塘”里的客家围龙屋建筑呈现出虚虚实实、若隐若现的上下、左右的“虚”对称。“实”与“虚”的对称,不仅成功地完成了建筑的使命,满足着人们的生活需求,又展示其空间的神圣,建筑的对称性也与水色营造出更多的朦胧美。     

Exploring and enhancing spatial thinking skills: Learning differences of university students within a web-based GIS mapping environment

There is a dearth of research concerning the learning effects of web-based mapping tools on students with different learning characteristics. This study investigates the extent that different learning styles exert an influence on spatial thinking of students within a web-based GIS mapping environment. Thirty six sophomores utilized the tools over one semester in a course guided by a blended learning approach. A learning style inventory, a self-rating questionnaire and a survey were administered to these students to examine their learning styles, the development of their spatial thinking skills as well as factors influencing the enhancement of their spatial thinking skills. Results show that all learners have improved their spatial thinking skills after interacting with the GIS mapping tools. However, the visual and auditory learners have improved significantly more than the kinaesthetic learners (p = 0.024). The survey result from students shows that such differences may be attributable to the design of the web interface that matches the learning styles of the visual and auditory learners better than with that of the kinaesthetic learners. Our findings contribute to the current debate on students’ learning styles as well as to help instructional designers and educators optimize learning in spatial thinking through personalized learning design.