Documentació

Recopilació documental sobre Smart Classroom, espais d’aprenentatge i educació.

 

A. J. Juliani, Erin Klein, Robert Dillon, B. G. (2016). Redesigning learning spaces. Recuperado de http://cataleg.uoc.edu/record=b1063156~S1%2Acat

Abbasi, N. (2009). Pathways to a Better Personal and Social Life through Learning Spaces :, (December).

Abbasi, N. (2013). Organisation de l’espace scolaire et formation de l’identité chez les adolescents.

Adams Becker, S., Freeman, A., Giesinger Hall, C., Cummins, M., & Yuhnke, B. (2016). The NMC/CoSN Horizon Report: 2016 K-12 Edition examines emerging technologies for their potential impact on and use in teaching, learning, and creative inquiry in schools, 52.

Adrián, V., Chao, L., García, R., Titor, M., Miguel, J., & Cantero, M. (2016). El impacto del diseño del espacio y otras variables socio-físicas en el proceso de enseñanza-aprendizaje. Recuperado de https://core.ac.uk/download/pdf/75988539.pdf

Águila, E. (2013). Redéfinir le pouvoir et l ’ espace au sein de l ’ école.

Allodi, M. W. (2010). The meaning of social climate of learning environments: Some reasons why we do not care enough about it. Learning Environments Research, 13(2), 89-104. https://doi.org/10.1007/s10984-010-9072-9

Alonso, M. Á. R., & de Castro Lozano, C. (2013). La información digital actual, un nuevo modelo de contenido educativo para un entorno de aprendizaje ubicuo. RED. Revista de Educación a Distancia, (39), 18–34. Recuperado de http://www.um.es/ead/red/39/AlonsodeCastro.pdf

Area Moreira, M., & González González, C. S. (2015). De la enseñanza con libros de texto al aprendizaje en espacios online gamificados. Educatio Siglo XXI, 33(3), 15-38. https://doi.org/10.6018/j/240791

Area, M., & Sanabria, A. L. (2014). Cambiando las reglas de juego: de los libros de texto al PLE. Cultura y Educacion, 26(4), 802-829. https://doi.org/10.1080/11356405.2014.979068

Augusto, J. C. (2009). Ambient intelligence: opportunities and consequences of its use in smart Classrooms. Innovation in Teaching and Learning in Information and Computer Sciences, 8(2), 53-63. https://doi.org/10.11120/ital.2009.08020053

Bacigalupe, A. D., & Pereira, M. G. (2013). Espacios Educativos : Medios De Vinculación Y.

Baepler, P., Walker, J. D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers and Education, 78, 227-236. https://doi.org/10.1016/j.compedu.2014.06.006

Ballestín, B. (2017). Introducció a l’anàlisi de dades qualitatives, 73.

Barkmann, C., Wessolowski, N., & Schulte-Markwort, M. (2012). Applicability and efficacy of variable light in schools. Physiology & Behavior, 105(3), 621-627. https://doi.org/10.1016/J.PHYSBEH.2011.09.020

Barrett, P., & Barrett, L. (2007). Senses, Brain and Spaces Workshop, 25. Recuperado de http://usir.salford.ac.uk/19507/1/FINAL_SBS_WORKSHOP_REPORT.pdf

Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2017). The Holistic Impact of Classroom Spaces on Learning in Specific Subjects. Environment and Behavior, 49(4), 425-451. https://doi.org/10.1177/0013916516648735

Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015). The impact of classroom design on pupils’ learning: Final results of a holistic, multi-level analysis. Building and Environment, 89, 118-133. https://doi.org/10.1016/j.buildenv.2015.02.013

Barrett, P., & Zhang, Y. (2009). Optimal learning spaces: design implications for primary schools. SCRI Research Report. Recuperado de http://usir.salford.ac.uk/18471/

Barrett, P., & Zhang, Y. (2012). Teachers’ views on the designs of their primary schools. Intelligent Buildings International, 4(2), 89-110. https://doi.org/10.1080/17508975.2012.672305

Barrett, P., Zhang, Y., Moffat, J., & Kobbacy, K. (2013). A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning. Building and Environment, 59, 678-689. https://doi.org/10.1016/j.buildenv.2012.09.016

Bateman, D., Cloonan, A., Prof, A. /, Dixon, M., Loughlin, J., O ’, J., … Senior, K. (2004). Innovative Learning Environments Research Study.

Bautista, G., & Borges, F. (2013). Smart classrooms: Innovation in formal learning spaces to transform learning experiences. Bulletin of the Technical Committee on Learning Technology, 15(3), 18-21. Recuperado de https://www.scopus.com/inward/record.uri?eid=2-s2.0-84898999447&partnerID=40&md5=4274461773a62d4a572d9d35f5134f30

Bautista, G., & Borges, F. (2013). Smart classrooms: Innovation in formal learning spaces to transform learning experiences, 15(3), 18-21.

Bautista, G., & Borges, F. (2013). Smart classrooms: Innovation in formal learning spaces to transform learning experiences. Bulletin of the Technical Committee on Learning Technology, 15(3), 18-21. Recuperado de http://www.scopus.com/inward/record.url?eid=2-s2.0-84898999447&partnerID=tZOtx3y1

Beaman, C. P. (2005). Auditory distraction from low-intensity noise: a review of the consequences for learning and workplace environments. Applied Cognitive Psychology, 19(8), 1041-1064. https://doi.org/10.1002/acp.1134

Beckers, R., van der Voordt, T., & Dewulf, G. (2016). Learning space preferences of higher education students. Building and Environment, 104, 243-252. https://doi.org/10.1016/j.buildenv.2016.05.013

Beery, T. A., Shell, D., Gillespie, G., & Werdman, E. (2013). The impact of learning space on teaching behaviors. Nurse Education in Practice, 13(5), 382-387. https://doi.org/10.1016/j.nepr.2012.11.001

Belvis, P. E., & Ibánez, S. S. (2017). Com dissenyar i conviure? per aprendre espais educatius. Recuperado de http://www.fbofill.cat/sites/default/files/Guia_hacktheschool_200217.pdf

Bertolino, F. P. A. (2015). Prepararsi al futuro. Ambiente, educazione, sostenibilità.

Bland, D., Hughes, H. E., & Willis, J. (2013). Reimagining learning spaces : A research report for the Queensland Council for Social Science Innovation. Children & Youth Research Centre; School of Cultural & Professional Learning; Faculty of Education. Recuperado de http://eprints.qut.edu.au/63000/

Bland, D., Hughes, H., & Willis, J. (2013). Reimagining learning spaces.

Blyth, A., Almeida, R., Forrester, D., Gorey, A., Hostens, G., & OECD. (2012). Modernising Secondary School Buildings in Portugal. https://doi.org/http://dx.doi.org/10.1787/9789264128774-en

Blyth, A., & Blyth, A. (2013). Perspectives pour les futurs espaces scolaires Perspectives pour les futurs espaces.

Bogart, W. Van De, & Wichadee, S. (2016). Students’ Perceived Effectiveness of Educational Technologies and Motivation in Smart Classroom. TEM JOURNAL-TECHNOLOGY. Recuperado de https://www.ceeol.com/content-files/document-461604.pdf

Bouslama, F., & Kalota, F. (2013). Creating smart classrooms to benefit from innovative technologies and learning space design. En Proceedings of the 2013 International Conference on Current Trends in Information Technology, CTIT 2013 (pp. 102-106). https://doi.org/10.1109/CTIT.2013.6749486

Bower, R. (2017). Architecture and Space Re-imagined. Learning from the difference, multiplicity, and otherness of development practice. London and New York: Routledge.

Boynton, C. (2017). Developing Positive Relations Research on teacher expectations and student, 1-19.

Boys, J. (2011). Towards creative learning spaces. Re-thinking the architechtureof post-compulsory education. London and New York: Routledge.

Boys, J. (2014). Building better universities : strategies, spaces, technologies. Recuperado de https://books.google.es/books?hl=es&lr=&id=PiRWBQAAQBAJ&oi=fnd&pg=PP1&dq=building+better+universities+strategies+spaces+technologies&ots=nJFlZZb-SO&sig=bGEtgiJkUI9jeHwJBNwl_6IOWI4#v=onepage&q=building better universities strategies spaces technologies&f=f

Boys, J. (2010). Towards Creative Learning Spaces. Re-thinking the Architecture of Post-Compulsory Education. Recuperado de https://books.google.es/books?hl=es&lr=&id=wxSsAgAAQBAJ&oi=fnd&pg=PP1&dq=Towards+Creative+Learning+Spaces%3F&ots=Vh4LiubtU2&sig=t0JOwoNHl_mEC0-snnwb1CdnK8E#v=onepage&q=Towards Creative Learning Spaces%3F&f=false

Brittin, J., Sorensen, D., Trowbridge, M., Lee, K. K., Breithecker, D., Frerichs, L., & Huang, T. (2015). Physical Activity Design Guidelines for School Architecture. PLoS ONE, 10(7), 1-30. https://doi.org/10.1371/journal.pone.0132597

Brooks, D. C. (2011). Space matters: The impact of formal learning environments on student learning. British Journal of Educational Technology, 42(5), 719-726. https://doi.org/10.1111/j.1467-8535.2010.01098.x

Brooks, R.; Fuller, A. & Waters, J. (Ed.). (2012). Changing Spaces of Education. New perspectives on the nature of learning. Great Britain: CPI Group. Routledge.

Brown, J. S. (2006). 21st Century Learning Environments. Partnership for 21st Century Skills, 1-29. https://doi.org/10.1787/9789264006508-en

Building Futures. (2004). 21st Century Schools: Learning Environments of the Future, 36.

Buvinic, P. (2015). Diseño para Diseñar – Manual de CoDiseño. Recuperado 14 de febrero de 2018, de https://issuu.com/paulinabuvinic/docs/dise__o_para_dise__ar_._pbuvinic

Byers, T. (2015). Mapping learning environment evaluation across the design and education landscape. Terrains 2015. https://doi.org/10.1007/978-3-658-10721-5_2

Byers, T. (2015). The empirical evaluation of the transition from traditional to New Generation Learning Spaces on teaching and learning. Terrains 2015 – Mapping learning environment evaluation across the design and education landscape: An international symposium for research higher degree students., (October), 32-41. https://doi.org/10.13140/RG.2.1.4856.8484

Byers, T. (2016). Does the space make a difference? Empirical retrospective of the impact of the physical learning environment on teaching…, (March). https://doi.org/10.13140/RG.2.1.3720.1040

Byers, T., Hartnell‐Young, E., & Imms, W. (2016). Empirical evaluation of different classroom spaces on students’ perceptions of the use and effectiveness of 1‐to‐1 technology. British Journal of Educational Technology. https://doi.org/10.1111/BJET.12518

Byers, T., Imms, W., & Hartnell-Young, E. (2018). Comparative analysis of the impact of traditional versus innovative learning environment on student attitudes and learning outcomes. Studies in Educational Evaluation, 58(August), 167-177. https://doi.org/10.1016/j.stueduc.2018.07.003

Byers, T., Imms, W., & Hartnell-Young, E. (2018). Evaluating teacher and student spatial transition from a traditional classroom to an innovative learning environment. Studies in Educational Evaluation, 58(July), 156-166. https://doi.org/10.1016/j.stueduc.2018.07.004

Byers, T., Imms, W., & Hartnell-Young, E. (2018). Evaluating teacher and student spatial transition from a traditional classroom to an innovative learning environment. Studies in Educational Evaluation, 58(March), 156-166. https://doi.org/10.1016/j.stueduc.2018.07.004

Byers, T., Imms, W., & Hartnell-Young, E. (2014). Making the Case for Space: The Effect of Learning Spaces on Teaching and Learning. Curriculum and Teaching, 29(1), 5-19. https://doi.org/10.7459/ct/29.1.02

Byers, T., Imms, W., & Hartnell-Young, E. (2014). Making the Case for Space: The Effect of Learning Spaces on Teaching and Learning. Curriculum and Teaching, 29(1), 5-19. https://doi.org/10.7459/ct/29.1.02

Cabero, J., Barroso, J., & Romero, R. (2015). Aprendizaje a Través De Un Entorno Personal De Aprendizaje (Ple). Bordón. Revista de Pedagogía, 67(2). https://doi.org/10.13042/Bordon.2015.67205

Cabus, S. J., Haelermans, C., & Franken, S. (2017). SMART in Mathematics? Exploring the effects of in-class-level differentiation using SMARTboard on math proficiency. British Journal of Educational Technology, 48(1), 145-161. https://doi.org/10.1111/bjet.12350

Cantero, J. M. M. (2017). Attraction factors into space as a required element of physical learning environment. A review. New Trends and Issues Proceedings on Humanities and Social Sciences, 2(1), 130-136. https://doi.org/10.18844/prosoc.v2i11.1914

Castilla, N., Llinares, C., Bravo, J. M., & Blanca, V. (2017). Subjective assessment of university classroom environment. Building and Environment, 122, 72-81. https://doi.org/10.1016/J.BUILDENV.2017.06.004

Castro-Pérez, M., & Morales-Ramírez, M. E. (2015). Los ambientes de aula que promueven el aprendizaje, desde la perspectiva de los niños y niñas escolares. Revista Electrónica Educare, 19(3), 1-32. https://doi.org/http://dx.doi.org/10.15359/ree.19-3.11

Chamba, L., & Aguilar, J. (2016). Design of an augmented reality component from the theory of agents for smart classrooms. IEEE Latin America Transactions, 14(8), 3826-3837. https://doi.org/10.1109/TLA.2016.7786370

Chandler, W. L. (2009). «A» teacher space or a learner place?: Reconsidering the classroom environment. International Journal of Learning, 16(9), 261-268. https://doi.org/www.search.ebscohost.com

Chunyan, L., Yulian, Z., & Zhimei, X. (2014). Detecting human head and shoulders trajectory in a smart classroom, 8(1), 293-302. https://doi.org/10.14257/ijsh.2014.8.1.30

Cifre-Mas, J., & Adrover Alcover, J. M. (2012). Aprender a través de los ambientes: una propuesta para una escuela activa y competencial. Aula de innovación educativa, 217, 16-19.

Cirera Bergadà, A. (2015). La influència de l’espai en els aprenentatges: Estudi de les aules d’Educació Visual i Plàstica en el Grau de Mestre d’Educació Infantil de les facultats d’educació de la província de Barcelona. Recuperado de http://dspace.uvic.cat/handle/10854/4963

Clarke, D; Ching, M. (2016). Optimising Classroom Learning: Speaking in and about Mathematics Classrooms. Language Policy and Practice Research Seminar Series Optimising.

Coll, C., & Engel, A. (2014). Introducci??n: los Entornos Personales de Aprendizaje en contextos de educaci??n formal. Cultura y Educacion, 26(4), 617-630. https://doi.org/10.1080/11356405.2014.985947

Coll, C., Engel, A., Saz, A., & Bustos, A. (2014). Personal learning environments: design and use / Los entornos personales de aprendizaje en la educación superior: del diseño al uso. Cultura y Educación, 26(4), 775-801. https://doi.org/10.1080/11356405.2014.985935

Corbella Jordi, L. (2012). Learning spaces. Innovant els llocs d’aprenentatge en els centres educatius catalans. Recuperado de https://upcommons.upc.edu/handle/2099.1/18169

Crane, G. (2016). Leveraging Digital Communications Technology in Higher Education:  Exploring URI’s Adoption of Google Apps for Education 2015. Open Access Master’s Theses. Recuperado de http://digitalcommons.uri.edu/theses/870

Curs, C. E. (2015). Estadistica-de-la-Societat-de-la-Informacio-2014-2015, 143.

Dalton, N. S.; Schnädelbach , H.; Wiberg, M. & Varoudis, T. (Ed.). (2016). Architecture and Interaction. Human Computer Interaction in Space and Place. Switzerland: Springer.

de Vrieze, R., & Moll, H. C. (2015). Crisis in Dutch primary school-building design solved by paradigm shift? Intelligent Buildings International, 7(1), 36-60. https://doi.org/10.1080/17508975.2014.943152

Del Moral Pérez, M. E., & Fernández García, L. C. (2015). Videojuegos en las aulas: implicaciones de una innovación disruptiva para desarrollar las Inteligencias Múltiples. Revista Complutense de Educación, 26, 97-118. https://doi.org/10.5209/rev_RCED.2015.v26.44763

Departament d’Ensenyament. (2017). DESPERTEM MIRADES AL VOLTANT DE L’ESPAI ESCOLAR, 7. Recuperado de http://xtec.gencat.cat/web/.content/centres/espais_escolars/espais_mirada_estetica/documents/Departament-dEnsenyament-cap1.pdf

Di, A. C., Borri, S., Una, C. O. N., Di, P., & Galimberti, L. (2016). Spazi educativi e architetture scolastiche : linee e indirizzi internazionali Spazi educativi e architetture scolastiche : linee e indirizzi internazionali.

Dignath-van Ewijk, C., & van der Werf, G. (2012). What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-Regulation. Education Research International, 2012, 1-10. https://doi.org/10.1155/2012/741713

Dillenbourg, P. (2013). Design for Classroom Orchestration, 9. Recuperado de https://pdfs.semanticscholar.org/76a5/7ff69055cbe8cc4ed485b3f69862199479c8.pdf

Dillenbourg, P., Polytechnique, E., & Lausanne, F. De. (s. f.). “ Design for Classroom Orchestration ”, position paper.

Dobbin, G., Diaz, V., & Brown, M. (2014). Re-Imagining learning spaces: Design, technology, and assessment, 1-6. Recuperado de http://net.educause.edu/ir/library/pdf/ELI3033.pdf

Dorothy Cassells, Jim Ayre, and Roger Blamire, European Schoolnet; Diana Bannister, U. of W. (2014). A whole school approach to technology supported change OF THE LIVING SCHOOLS, 14.

Dra Joan Lucariello Dra Sandra Graham Dra Bonnie Nastasi Dra Carol Dwyer Russ Skiba Jonathan Plucker Dra Mary Pitoniak Dra Mary Brabeck Dra Darlene DeMarie Steven Pritzker Enlaces con la APA Dra Rena Subotnik Geesoo Maie Lee, C. (2015). 20 PRINCIPIOS FUNDAMENTALES DE LA PSICOLOGÍA PARA LA ENSEÑANZA Y EL APRENDIZAJE DESDE LA EDUCACIÓN INFANTIL HASTA LA ENSEÑANZA SECUNDA, 34. Recuperado de http://www.apa.org/ed/schools/teaching-learning/20-principios-fundamentales.pdf

Dumont, H., Istance, D., & Benavides, F. (2010). The nature of learning: using research to inspire practice. Paris: OECD. Recuperado de http://www.oecd-ilibrary.org/education/the-nature-of-learning_9789264086487-en

Durall Gazulla, E., & Leinonen, T. (2014). Pensamiento de diseño y aprendizaje colaborativo. Comunicar: Revista científica iberoamericana de comunicación y educación, (42), 107-116. https://doi.org/10.3916/C42-2014-10

E., D. R. . G. B. . J. A. J. & K. (2016). Redesigning Learning Spaces. (Corwin, Ed.). Thousand Oaks, CA.

Educaci, C. D. E., & Cvudes, V. (2015). Características y experiencias.

EDUCACIÓN, M. DE. (2010). Real Decreto 132/2010, de 12 de febrero, por el que se establecen los requisitos mínimos de los centros que impartan las enseñanzas del segundo ciclo de la educación infantil, la educación primaria y la educación secundaria. Boletín Oficial del Estado (BOE), Núm 62, 12, 24831-24840. Recuperado de https://www.boe.es/boe/dias/2010/03/12/pdfs/BOE-A-2010-4132.pdf

Education, C. of, Culture, Sports, S. and, & Technology. (2010). Aiming for Facilities ( Eco-Schools ) Renovation at Every School, 58.

Educativa, P., Escolar, C., & Estado, D. (2015). Las relaciones entre familia y escuela. Segunda Época, 4. Recuperado de http://ntic.educacion.es/cee/revista/n7/pdfs/pen07art19_nmiranda.pdf

Effective, T., Environments, L., Schools, C., & Approach, A. E. (2017). Learning Environment Design and Use.

Emilia, D. R. (2013). dossier Les écoles ,.

Ens, O., Ordre, A., Escolar, C., & Especificar, O. (2012). Departament d’ensenyament, 8798-8800.

Espuny Vidal, C., Gisbert Cervera, M., Coiduras Rodríguez, J. L., & González Martínez, J. (2012). The coordinator ict in schools: the dynamic functions and incorporation of ict in teaching learning activities. Pixel-Bit: Revista de medios y educación, (41), 7-18. Recuperado de http://dialnet.unirioja.es/servlet/articulo?codigo=4096787&info=resumen&idioma=ENG

Evans, G. W. (2006). Child Development and the Physical Environment. Annual Review of Psychology, 57(1), 423-451. https://doi.org/10.1146/annurev.psych.57.102904.190057

Finkelstein, A., Ferris, J., Weston, C., & Winer, L. (2016). Research-Informed Principles for (Re) designing Teaching and Learning Spaces. Journal of Learning Spaces, 5(1). Recuperado de http://libjournal.uncg.edu/jls/article/view/1213

Fisher, B., Lucas, T., & Galstyan, A. (2013). The Role of iPads in Constructing Collaborative Learning Spaces. Technology, Knowledge and Learning, 18(3), 165-178. https://doi.org/10.1007/s10758-013-9207-z

Fisher, K. (2005). Research into identifying effective learning environments. OECD/PEB Experts’ Group Meeting on Evaluating quality in educational facilities, 9, 159-167. Recuperado de http://www.oecd.org/edu/innovation-education/papersfromoecdpebexpertsgroupmeetingsonevaluatingqualityineducationalfacilities2005.htm

Fisher, K. (2005). Linking Pedagogy and Space, 42.

Fisher, K. (2010). Technology-Enabled Active Learning Environments. OECD Publishing. https://doi.org/10.1787/5KMBJXZRMC0P-EN

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Future Classroom Lab. (2017). Guidelines on Exploring and Adapting, 54. Recuperado de http://files.eun.org/fcl/Learning_spaces_guidelines_Final.pdf

Gabriela Diez y Riega. (2017). COLOR Sensación, significado, psicologia y aplicación, 154.

Generalitat de Catalunya. (2016). Criteris per a la construcció de nous edificis per a centres docents públics, 241.

Generation, N., & Spaces, L. (2018). The Finished Beginning.

Ghergulescu, I., Ghergulescu, I., Flynn, C., & O’Sullivan, C. (2015). Adaptemy – Building the Next Generation Classroom. EdMedia: World Conference on Educational Media and Technology, 2015(1), 86-95. Recuperado de http://0-www.learntechlib.org.cataleg.uoc.edu/p/151335/

Gligoric, N., Uzelac, A., Krco, S., Kovacevic, I., & Nikodijevic, A. (2015). Smart classroom system for detecting level of interest a lecture creates in a classroom. Journal of Ambient Intelligence and Smart Environments, 7(2), 271-284. https://doi.org/10.3233/AIS-150303

Gong, H., Wen, Z., Wu, Z. Y., & Yu, M. H. (2013). Design of a Smart Classroom Broadcasting System Based on WSN. Advanced Materials Research, 850851, 520-524. https://doi.org/10.4028/www.scientific.net/AMR.850-851.520

Gordon, R. (2013). architecture et société.

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Groff, J. (2013). TECHNOLOGY-RICH INNOVATIVE LEARNING ENVIRONMENTS. Recuperado de http://www.oecd.org/edu/ceri/Technology-Rich Innovative Learning Environments by Jennifer Groff.pdf

Guillén Tunica, G. (2017). La arquitectura, un elemento clave en la innovación educativa. Àmbits de Psicopedagogia i Orientació, (46 (2a època)). Recuperado de http://ambitsdepsicopedagogiaiorientacio.cat/es/la-arquitectura-un-elemento-clave-en-la-innovacion-educativa/

Hall, T. (2017). Architecting the ‘third teacher’: Solid foundations for the participatory and principled design of schools and (built) learning environments. European Journal of Education, 52(3), 318-326. https://doi.org/10.1111/ejed.12224

Harrison, A. & Hutton, L. (2014). Design for the changing educational landscape. Space, place and the future of learning. London and New York: Routledge.

Harvey, E. J., & Kenyon, M. C. (2013). Classroom Seating Considerations for 21st Century Students and Faculty. Journal of Learning Spaces, 2(1).

Heppell, S., Chapman, C., Millwood, R., Constable, M., & Furness, J. (2004). building learning futures… a research project at Ultralab within the CABE / RIBA "Building Futures" programme and others in the Ultralab team Introduction: a changing world. Recuperado de http://rubble.heppell.net/cabe/final_report.pdf

Howell Jasmine Steer, G. (2008). The University of Queensland First Year Engineering Learning Centre. Gordon Howell cefpi. Recuperado de http://media.cefpi.org/australasia/08AUSConf-HowellSteer.pdf

Hoyuelos, A. (2005). La cualidad del espacio-ambie te e la obra pedagógica de loris malaguzzi. Territorios de la infancia, 154-166.

HYGGE, S., & KNEZ, I. (2001). EFFECTS OF NOISE, HEAT AND INDOOR LIGHTING ON COGNITIVE PERFORMANCE AND SELF-REPORTED AFFECT. Journal of Environmental Psychology, 21(3), 291-299. https://doi.org/10.1006/JEVP.2001.0222

Informing Science Institute., I., & Blau, I. (2011). Interdisciplinary journal of knowledge and learning objects. Interdisciplinary Journal of E-Learning and Learning Objects (Vol. 7). Informing Science Institute. Recuperado de http://0-www.learntechlib.org.cataleg.uoc.edu/p/44744/

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[Última actualització, 10/12/2018]