1. The design based synergy created between the corporate, the
research and the educational institutes give rise to opportunities that
can greatly enrich and enhance the situated learning process. On
a very simple level, by converging technologies through design, the
Location based learning: spaces can be loaded with more functionality to help the
FabLab, internship, field participants. An example issue regarding this topic is the capturing
and editing of the content flow in the location. Until recently, the
research, fairs, events, approaches in the educational systems have been rather classical;
the content production has been coming after the actual learning
exhibitions
LEARNING
process instead of going parallel with. This has been forming a bigger
limitation especially in the design education, as it is essential for
the people involved to produce content, constructing the idea of
ALTERNATIVE learning by doing.
CLASSROOM
LABORATORY Fortunately, as design driven approaches become more potent
by providing tools for real-time capturing and editing of
content , environments are becoming much more supportive as
well. The changes in the interactivity of the environment can
As the contemporary design scene be summarized in three categories: Emergence of interactive
surfaces, easy and transparent information capture,
BLENDED is having a transformational period and spaces with memory. Although these provide new and
LEARNING because of the innovational currents, its
innovational solutions for design education, they also bring up
the issue of carefully designing the environments and tools. So, the
SPACES WITH problem becomes how “situated learning” and the other emergent
relationships with different institutes are interaction models can be co-designed to enrich the learning process,
MEMORY making it the basis of this research.
becoming greatly affected as well. One
The investigation takes the relationship between the design
of these important intersections is with scene and the educational spaces as its base, and tries
to scan and analyze existing work to find leads for potentialities.
education and the learning processes; and However, instead of directly focusing on the issue of space, it follows
a deductive method starting from the broader notion of learning
in this section, the notion of educational in design education. Later, the focus is narrowed down to situated
spaces is specifically explored. learning and the concept of “learning laboratory”.
Before building up the research maps, the three paradigms of
learning - behaviorism, cognitivism and constructivism - were
analyzed to choose a theoretical basis for the structure. It was seen
that constructivist approach was successful in understanding and
TOOLS FOR REAL-TIME explaining the contemporary design education. Constructivism’s
essence, which suggests that learning is based on interactions of
CAPTURING AND EDITING experiences, is in fact quite coherent with “learning through
doing” approach of design education.
After setting the theoretical background; the main branches of the
map are structured, starting with the input relationships that exist
in the process. When looked at the contemporary scene, it was
INTERACTIVE seen that different characters are becoming involved in the learning
process, making it necessary to understand and use these relations.
ENVIRONMENTS Also, the nature of created material is included to understand the
output structure. Another important aspect is the time span of the
learning process, evaluating if the process is temporary, long-term or
real-time.
LEARNING BY Crossing media: School TRADITIONAL For understanding the methods and the media employed, the
term blended learning has been quite helpful. Blended learning
DOING environment, social media CLASSROOM considers mixing of different environments like situated learning
and e-learning, as well as merging synchronous and asynchronous
networks, blended learning, instruction. Therefore, the media and methods were investigated
considering this approach specifically. Finally, the notion of space is
online study analyzed to understand possible contexts the potentialities can lay
within.
Having structured a basis map, the next step focuses on laying three
Progress through dialogue: possible directions on top of this map, matching the properties of
these potentialities with the terms structured. The first focal point
designLAB, critical thinking, is the multi-platform, where blended learning approach is applied to
create environments that support interactivity and information layers.
interactive white board, The second focal point considers the activity and workshop areas
which can suggest better fabrication, prototyping and teamwork
Dropbox modalities. The last one draws from need for replicating the in-class
experience in other spaces, so that the quality obtained in the actual
environment can be carried to distances. Finally, based on these focal
MARCO GHEZZI, STEFANIJA NAJDOVSKA, TAMER ASLAN, JESSICA BALA, ABEL KORSMIT points, possible future scenarios were formed.

2. TOGETHER
BRAINSTORM
DOCUPROGRESS
AND COMPETEN RMS
CIES
G
WORK AND EVALUATE
PROENCY
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MENTIN
BRIDGE PLATFO
SPAR
ITE
GS
L DIN SPACE
BUI LIC
TRAN
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EVE TORY
FAC ANY
D EN T COMPTINE P
N FIEL O NM C AN KSHO
R
O
EN VIR WO L
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HA RY
NAL
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LIBRA SROOM
SSIO ION
THROUGH DIALOGU
CLAS E
PROFE T ITUT HOM TE
O L INS REMO E GO
S CHO ON T
H
PROGRESS
EMA IL
E OTHE
R TURE
SPAC
LITERA EAM
R
LIVE ST M
PLATF OR
IALS
TUTOR
LINK ON LINE CHA T
RES ING SERVER
AL SYSTEM
OU AUDIO/ VISU
RCE MACHINES
S
STUDENT MEDIA OFFLINE
WORK SPACES
BOARD
GENERAT BOOKS
ED
CONTEN
ENRICHING
T
CROSSING
KNOWLEDGE
LEARNING LONG-TERM DOCUMENTATION FIXED
NOTEBOOK
FLEXIBLE
TIMESPAN TEMPORARY AVAILABLE CONTEXT
LAYER OF
INFORMATIO
N LABORATORY REAL-TIME FEEDBACK
TEACHERS
PARTICIPATION
COMPLIMENTARY
PARALLEL
ANT
RELEV NCE
INPUT STUDENTS
COACH
EXPLAIN
E
REFER
SELF REFEREN
PROFESSIO GROUP CON
TIAL
NALS TRIBUTION
STAKEH TEACH
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METH EVALU
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INDIC A POINTS
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GROU
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LOCATION BASED
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TU KS
TO
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EXPLORE AND
L
KNOWLEDGE
EXPERIMENT
EXPERIENCE
ENGAGION
E
IN ACT

3. LEARNING MARCO GHEZZI, STEFANIJA NAJDOVSKA, TAMER ASLAN, JESSICA BALA, ABEL KORSMIT
LEARNING MARCO GHEZZI, STEFANIJA NAJDOVSKA, TAMER ASLAN, JESSICA BALA, ABEL KORSMIT
LABORATORY LABORATORY
Our reference
Our reference Revision table External classroom Crossing knowledge
Crossing knowledge Progress through dialogue Location based learning
“Our reference” is a tablet and laptop application “Revision table” is a classroom set up for The “External Classroom” aims to tie the
for in-class environment. It is enhancing the improved work reviews and discussions. The learning environment outside the school
learning process, by bringing up relative contents driving force behind it comes from the need to institution with its body, by utilizing the student’s
and analyzing the interest of the students. easily follow, capture and share the project, or personal mobile technologies.
work process.
The lecture is sound and video recorded, When a workshop is going to be performed
and stored on the school server, accessible With people logging in to the table before outside the institution, students can add it on
by the whole community, inside and outside work, their personal files related to the project, the digital calendar, for others to participate
the insitution. Simultaneously, keywords are are brought on the table - creating a physical or follow. Between those participating in the
generated from the speech and displayed on Dropbox. Familiar gestures are associated with workshop, a mobile application is distributed,
the personal devices of the students, along with operations like highlighting, pointing, moving, enabling them to share the workshop material
relative links. The students, make their notes zooming, or grouping and saving. As the within the group, and to turn the group into
by adding keywords, comments, or attaching movements and changes in the documents are content creators. In this way, through the group
other content. All these inputs create relevant recorded along with sound, scanning through members point of view, the action is recorded
“notebook”, where every item has a time stamp the work progress, and creating a narration path, and broadcasted live online. For those in
linked to the lecture, to be refferenced even are made possible. From this, a presentation the main institution following the workshop,
later by the student. Looking at the time stamps, document is recorded by merging the table these streams are displayed, enabling them to
an interest graph showing the amount of activity contents in a workflow, enriched with an audio switch between point of views and access the
is generated. As all individual plots are combined, from the discussion. In this way, each project workshop contents in a much richer way. As
a collective class interest plot is achieved. This progress can be stored and shared in a much all material is archived, this will create student “Our reference” is a tablet and laptop application
can either be used to evaluate the lecture for more dynamic format. experience-generated library for further for in-class environment. It is enhancing the
feedbacks, or be displayed in school common reference and use. learning process, by bringing up relative contents
areas to create a flow of knowledge way beyond and analyzing the interest of the students.
the classroom walls.
The lecture is sound and video recorded,
eg. http://www.youtube.com/ eg. http://www.ted.com/ and stored on the school server, accessible
eg. youtube videos sticky notes watch?v=0U05WeXPGlk by the whole community, inside and outside
the insitution. Simultaneously, keywords are
generated from the speech and displayed on
the personal devices of the students, along with
relative links. The students, make their notes
by adding keywords, comments, or attaching
other content. All these inputs create relevant
“notebook”, where every item has a time stamp
linked to the lecture, to be refferenced even
later by the student. Looking at the time stamps,
an interest graph showing the amount of activity
is generated. As all individual plots are combined,
a collective class interest plot is achieved. This
can either be used to evaluate the lecture for
feedbacks, or be displayed in school common
areas to create a flow of knowledge way beyond
the classroom walls.
eg. youtube videos sticky notes

4. LEARNING MARCO GHEZZI, STEFANIJA NAJDOVSKA, TAMER ASLAN, JESSICA BALA, ABEL KORSMIT LEARNING MARCO GHEZZI, STEFANIJA NAJDOVSKA, TAMER ASLAN, JESSICA BALA, ABEL KORSMIT
LABORATORY LABORATORY
Revision table External classroom
Progress through dialogue Locationbased learning
The “External Classroom” aims to tie the “Revision table” is a classroom set up for
learning environment outside the school improved work reviews and discussions. The
institution with its body, by utilizing the student’s driving force behind it comes from the need to
personal mobile technologies. easily follow, capture and share the project, or
work process.
When a workshop is going to be performed
outside the institution, students can add it on With people logging in to the table before
the digital calendar, for others to participate work, their personal files related to the project,
or follow. Between those participating in the are brought on the table - creating a physical
workshop, a mobile application is distributed, Dropbox. Familiar gestures are associated with
enabling them to share the workshop material operations like highlighting, pointing, moving,
within the group, and to turn the group into zooming, or grouping and saving. As the
content creators. In this way, through the group movements and changes in the documents are
members point of view, the action is recorded recorded along with sound, scanning through
and broadcasted live online. For those in the work progress, and creating a narration path,
the main institution following the workshop, are made possible. From this, a presentation
these streams are displayed, enabling them to document is recorded by merging the table
switch between point of views and access the contents in a workflow, enriched with an audio
workshop contents in a much richer way. As from the discussion. In this way, each project
all material is archived, this will create student progress can be stored and shared in a much
experience-generated library for further more dynamic format.
reference and use.
eg. http://www.youtube.com/
eg. http://www.ted.com/ watch?v=0U05WeXPGlk