Learning Environments Essay

The civiliseing dodging we follow today began well-nigh 300 years ago. The aim was to assuage standardisation amongst people who would business office efficiently as apprentices. The system served its purpose towards practical outcomes truly well, to that time. It became progressively more and more competitive. Schools foc utilize on rote based t severallying aimed at numerical scores, with less focus on aspects the likes of vituperative thinking, analytical approach, creative thinking etc. Students were pushed through this system at a lower place tremendous stress with little room for imagination, out of the box thinking, extemporary decision making, leadership qualities etc. Only a smaller part of students were able to come through this system with such abilities fully groomed. The system has non changed significantly in its methodology and purpose over a period of time. Thus, the present day system is less than adequate to readiness out out the full potential of yo ung and creative students who do not cope with the rote regime.Educational institutions should prep ar and equip young minds to sample k at one timeledge in a rational and scientific manner. It should in any case facilitate progressive growth of their intellect, creative and critical thinking and their ability to confine the knowledge gained. Recent take away shows the increase in number of students displace out of schools. Non affordability, lack of interest, inability to cope with the syllabus argon or so reasons why students drop out of school (1). On closer tryout it will not be difficult to find many an separate(prenominal)(prenominal) effectual talents in these students branded as dropouts. There is a need to let on and nurture them for them to be grown in a positive manner. It is significant that these students get due attention and care. It is meaning(a) for these students to be able to consider a dignified career and excel in their field. Therefore, in that l ocation is a need to take a look on how education and erudition is perceived today and seek alternatives that could facilitate in improvement.SIGNIFICANCE OF THE sketchThe number of school dropouts in India is not small. In a study in 2010,Reddy and Sinha? stated that of the more than 27 zillion chelaren in India, who conjugate in Class I in 1993, only 10 million of them reached Class X, which is only about 37% of those who entered the school system and in more than half the states, only 30% of children reached Class X. With the devouration of RTE, of course, there has been a gradual decline in the annual average dropout appraise from 9.1 in 2009-2010 to 6.9 in 2010-114 but there fork up been more children dropout in 2010-11 as compared to 2009-2010 in 10 out of the 30 states where RTE has been notified, including progressive states like Tamil Nadu and Gujarat that had increased dropout ratio from 0.1% to 1.2% and 3.9% to 4.3% respectively in 2009-10 and 2010-115 (2). Accord ing to IANS make known (New Delhi, November 14, 2013), the dropout valuate of 2013 was 43%. They also state that the quality of education continues to go on a matter of concern, two in terms of infrastructure as well as teaching and teaching outcomes. Recent study shows that the dropout rate in India is dependent on ciphers like1. Family economic circumstances are important to meet the hidden and direct cost of schooling, failure of which leads to many temporary as well as permanent dropouts of children. Hidden costs of schooling involve opportunity cost, travel cost, uniform, daily expenditures, while upfront costs include admission fee, examination fee, tuition fees etc.2. pathetic quality education is another important cause of school dropout. Sens capabilities approach highlights poor quality education as a special driver of school drop-out.3. Failure to find a conducive mixer purlieu in school is also causes dropout. In 2001 Robert Croninger and Valerie E. Lee inst all lower dropout rates in schools where students report receiving more support from teachers for their faculty member work and where teachers report that students receive more guidance about both school and personal matters.4. Dropout decision also depends upon the academic performance of the student. short school performance, low attendance and late enrolment are presumable to be signals for teachers that children with these characteristics are more likely to drop out. In another study, Amit Choudhury in 2006 nominate attitude towards education as an important determinative of school dropout. Prof. Amartya Kumar Sen, Nobel laureate in Economics of 1998, has also pointed out that for sustainable development even the poorest of the poor should be provided proper education and because steps have to be taken to bring primary education to thedoorsteps of the agrestic people, since more than 75 per cent of Indians live in rural areas. Despite many mea sures for attainment of Educa tion for All (EFA) goals of the new millennium, there, however, have been high rate of school dropouts in India.Thus we see that school dropout is caused by many factors. Among many factors, some have greater shape as compared to the others. Possible suitable initiatives are required for mitigating this problem. Policy options, among others, include elimination of poverty, improvement of school infrastructures, increased numbers of trained teachers, and adaption of a curriculum that cater to the present needs and so on.The govt. has now taken initiatives like Mahila Samakhya Scheme, provided quotas in mixed institutes etc. to make sure education is available to a large no of people. These programs and schemes mainly help in increasing the overall literacy rate of our country. Over the years it is found that students merely learn how to answer questions from an exam point of view. Understanding the training in a way that they use it in their daily bread and butter is not taught. Therefore, even though children go through the operate of schooling, not many can be actually called educated. The Sarva Shiksha Abhiyan (or the National Program for everyday Elementary Education) has initiated the Activity Based Learning (ABL) as a model for primary level education in the corporation schools. This scheme has also been introduced in the Panchayat Union Schools. The ABL approach is unique and effective to guide out-of -school children to schools/AIE centers. The teachers who are involved in implementing this method have developed activities for each learning unit which facilitated readiness for learning, instruction, reinforcement and evaluation. ABL has transformed the classrooms into hubs of activities and meaningful learning. and so there is a direct relation to the facilities design requirements for such uphill pedagogies. Education is now becoming a way to teach the child how to learn and express in a way that is fulfilling to his being. Therefore it is imp ortant for educators and designers to collaborate and create conducive learning environments.AIMThis thesis aims at making education a more meaningful experience for students (dropouts).intention OF THE STUDYTo develop a publically available piazza in to an informal learning space. This space will be accessible to children of diametric age groups and income groups. orThe study seeks to explore factors that facilitate quality learning and suggest a design for such learning spaces or institutions taste to study the psychology of the user.Attempt to study the effect of architectural elements (such as, light, lot of spaces, work, naturals etc.) on learning environments.STUDY QUESTIONSHow can architecture contribute to develop an unconventional (replace this word) learning environment? DEFINITIONSLearning EnvironmentThe term environment denotes the totality of the surroundings and conditions in which something or someone lives or functions. A discussion about learning environments starts with a physical space, a realistic equivalent, or at least a set of organizational principles that had their origins in a conventionally space-influenced model. Whether a classroom, an island in a virtual domain, or a chat room in a learning focus system (LMS), this core place features connections to other places and resources. These might be other learning spaces, but they are also likely to be places alfresco the educational world. A learning environment consists of a wide set of features that affect learning. The idea of a learning environment implies a background signal where intentions and design cannot account for everything that happens some elements escape control or are at least unintended. Environment, then, is a mix of the deliberate and the accidental, the conjunction of intend and unanticipated events. Space becomes environmentwhen it is stretched to include a broader sense of place, as well as the people who participate and the culture in which these elemen ts are situated. Since students spend several hours of their day at school, it is important that they relate to this space emotionally and physically. The learning environment and methodology followed must nurture creativity and intellectual thinking of students to the fullest of their potential.Informal LearningInformal learning is, by default, any learning that is not formal learning. For all learners this includes heuristic style building, socialization, enculturation, and play. Informal learning is a persistent and pervasive ongoing process of student-centered learning via participation or learning via knowledge creation, in product line with the traditional view of teacher-centered learning via acquisition.Self-directed learningIn its broadest meaning, self-reliant learning describes a process by which individuals take the initiative, with our without the assistance of others, in diagnosing their learning needs, formulating learning goals, identify human and material resour ces for learning, choosing and implement appropriate learning strategies, and evaluating learning outcomes. (Knowles, 1975, p. 18) Of primary concern in this rendering of SDL is the fact the learner takes 1) The initiative to pursue a learning experience, and2) The responsibleness for completing their learning.Once the initiative is taken, the learner assumes complete responsibility and accountability for defining the learning experience and following it through to its conclusion. This does not reject input from others, but the last(a) decision is the learners. Self-direction does not mean the learner learns alone or in isolation. While, that may be the case in any given learning situation, the critical factor here, again, is the fact the learner is driving the total learning experience, beginning with recognizing a need to learn.METHOD OF STUDYThe inquiry on learning environments is organized in two phases. The first phase develops through a books search on alternative pedag ogy that gathers a comprehensive savvy on the various pedagogical and theoretical works relating to learning. This chapter is followed by a discourse among educators and architects on learning environment and the architectural response to educational facilities design. A logical argumentative research is done trying to colligate these statements with learning environments. The second phase explores selected case studies that help contextualize the above selective information and draw inferences to support the argument. The last chapter in this study builds on the findings and the analyses of the old chapters to discuss the environmental factors related to learning, thereby defining the premise for the final architectural design solution.Sand treasure is locally available (Delhi). This makes transportation easy. It is mostly used to clad surfaces and has a very neutral tone. In Delhi, use of sandstone is very common. You would find it used in colonial buildings, Mughal buildings a nd even on pathways. The material has a slight matt-finish and generally creates a very fast ambience. undetermined Brick this material has a matt-finish. Bricks can be used to create various patterns in the wall. Ar. Laurie Baker used exposed bricks for low cost building. It is warm in nature and creates excitement when used with a splash of colours in certain places.References1. International investigate Journal of Social Sciences, Vol. 1(4), 28-35, declination (2012) School Dropout across Indian States and UTs An econometric Study 2. International Research Journal of Social Sciences, Vol. 1(4), 28-35, December (2012) School Dropout across Indian States and UTs An Econometric Study Material UsedWalls exposed brick / rammed earthFloor terracotta tiles / kota stone / sandstone