For the Learning Environment Design Project, we are entering the PBL (Project-Based Learning) phase starting this week.

In the first half, which focused on knowledge transmission, we introduced fundamental theories, practices, and case studies regarding learning environments in relation to educational psychology, social psychology, and information technology. We also explained various perspectives for consideration and encouraged students to think critically about them.

From this week onward, we move to PBL. Naturally, students are expected to build upon the theories taught so far and conduct their own research—gathering information on research findings related to learning, tools, and case studies from other universities—to perform a situational analysis.

In this course, students are tasked with developing design proposals based on their situational analysis for either the Open Studio, a learning environment located within the library, or the learning environment of the library as a whole. To assist with this, we invited library staff to provide a Report on the current state of the Kanazawa University Central Library. Students asked proactive questions, and I am looking forward to what comes next.

Throughout the knowledge transmission phase, students submitted minute papers via Twitter. I have organized these along with related information on Togetter.

Learning Environment Design Project 1
http://togetter.com/li/199706

Learning Environment Design Project 2
http://togetter.com/li/202522

Learning Environment Design Project 3
http://togetter.com/li/205905

Learning Environment Design Project 4
http://togetter.com/li/209206