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Informal Learning Spaces
Last Updated: 2026-06-01 11:33:17
Abstract
The course tackles the topic of informal learning spaces: what they are, their relevance historically, and their current role in shaping students’ learning behaviour. It has a strong behavioural component: students will collect behavioural data on a learning space to evaluate how it is used. Students will then propose a way to improve the space. The course is open to architect and non architects.
Objective
To critically reflect on how the design of a learning space impacts the student learning experience. To engage with ideas and methods from several different disciplines: spatial cognition, architecture, and learning sciences. To propose a redesign of spaces that are typically used as they are. To be able to communicate the value of such a redesign to students from different disciplines.
Content
What makes a good learning space? How does this differ for students from different disciplines? This interdisciplinary seminar addresses the design of learning spaces by combining methods from architecture and psychology. Students are taught formal methods of behavioural observation so that they can observe and analyse how their intervention is used by others (students, faculty, visitors) over time. By collecting behavioural data on how their intervention is used, students will be able to assess the impact of their design on other users. The seminar encourages students to critically reflect on what elements are necessary for designing the learning spaces of the future.
General Information
- Language
- English
- Levels
- DS , DR
- Frequency
- Yearly recurring
Examination
- Type
- graded semester performance
Registration & Places
- Max Places
- 40
- Signup End
- 26.03.2025
Course Components
| Type | Title | Time & Place | Hours |
|---|---|---|---|
| seminar | Informal Learning Spaces |
|
2 h weekly |
Offered In
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Wissenschaft im Kontext (Science in Perspective) (In Kursen aus dem Programm “Wissenschaft im Kontext” lernen Studierende, die MINT Fächer der ETH aus der Perspektive der Geistes-, Sozial- und Staatswissenschaften zu reflektieren. Nur die in diesem Abschnitt aufgelisteten Fächer können als "Wissenschaft im Kontext" angerechnet werden.)
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Typ A: Förderung allgemeiner Reflexionskompetenz (WiK-Kurse werden für Bachelorstudierende nach dem ersten Studienjahr sowie für alle Masterstudierende und Doktorierende empfohlen. Alle WiK-Kurse sind in Typ A gelistet. Bei den unter Typ B aufgeführten Kursen handelt es sich lediglich um Belegungsempfehlungen für bestimmte Departemente.)
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Doktorat Geistes-, Sozial- und Staatswissenschaften (Mehr Informationen unter: )