Designing User Centred Intelligent Classroom Lighting

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2 Citationer (Scopus)
8 Downloads (Pure)

Resumé

Through a case study, this paper presents a new way of designing intelligent classroom lighting to meet the users’ needs. A mix of ethnographic methods (field observations and interviews) were used to investigate the everyday learning activities at a middle school in Copenhagen in order to determine how lighting can support the learning environment. Based on the investigations, lighting design criteria and three predefined lighting scenes are proposed as a new design for meeting the needs of students and teachers during three types of activities. The scenes focus on smartboard visibility and on creating a visual focus on the teacher who is the centre of attention during most activities. It is hypothesised that if the scenes are used according to the different types of activities this would enable the teacher to create structure in the lessons and through this improve the behaviour of the students.
OriginalsprogEngelsk
TitelInteractivity, Game Creation, Design, Learning, and Innovation : 6th International Conference, ArtsIT 2017, and Second International Conference, DLI 2017, Heraklion, Crete, Greece, October 30–31, 2017, Proceedings
RedaktørerAnthony L. Brooks, Eva Brooks, Nikolas Vidakis
Antal sider10
ForlagSpringer
Publikationsdato7 mar. 2018
Sider314-323
ISBN (Trykt)978-3-319-76907-3
ISBN (Elektronisk)978-3-319-76908-0
DOI
StatusUdgivet - 7 mar. 2018
BegivenhedThe International Conference on Design, Learning and Innovation - Heraklion, Grækenland
Varighed: 30 okt. 201731 okt. 2017

Konference

KonferenceThe International Conference on Design, Learning and Innovation
LandGrækenland
ByHeraklion
Periode30/10/201731/10/2017
NavnLecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering
Vol/bind229
ISSN1867-8211

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Lighting
Students
Visibility

Emneord

  • Lighting for learning
  • design research
  • user centred lighting design
  • learning environment
  • intelligent lighting
  • design methodologies
  • design of innovative learning environments

Citer dette

Georgieva, D. Z., Schledermann, K. M., Nielsen, S. M. L., & Hansen, E. K. (2018). Designing User Centred Intelligent Classroom Lighting. I A. L. Brooks, E. Brooks, & N. Vidakis (red.), Interactivity, Game Creation, Design, Learning, and Innovation: 6th International Conference, ArtsIT 2017, and Second International Conference, DLI 2017, Heraklion, Crete, Greece, October 30–31, 2017, Proceedings (s. 314-323). Springer. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, Bind. 229 https://doi.org/10.1007/978-3-319-76908-0_30
Georgieva, Diana Zdravkova ; Schledermann, Kathrine Marie ; Nielsen, Stine Maria Louring ; Hansen, Ellen Kathrine. / Designing User Centred Intelligent Classroom Lighting. Interactivity, Game Creation, Design, Learning, and Innovation: 6th International Conference, ArtsIT 2017, and Second International Conference, DLI 2017, Heraklion, Crete, Greece, October 30–31, 2017, Proceedings. red. / Anthony L. Brooks ; Eva Brooks ; Nikolas Vidakis. Springer, 2018. s. 314-323 (Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, Bind 229).
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title = "Designing User Centred Intelligent Classroom Lighting",
abstract = "Through a case study, this paper presents a new way of designing intelligent classroom lighting to meet the users’ needs. A mix of ethnographic methods (field observations and interviews) were used to investigate the everyday learning activities at a middle school in Copenhagen in order to determine how lighting can support the learning environment. Based on the investigations, lighting design criteria and three predefined lighting scenes are proposed as a new design for meeting the needs of students and teachers during three types of activities. The scenes focus on smartboard visibility and on creating a visual focus on the teacher who is the centre of attention during most activities. It is hypothesised that if the scenes are used according to the different types of activities this would enable the teacher to create structure in the lessons and through this improve the behaviour of the students.",
keywords = "Lighting for learning, design research, user centred lighting design, learning environment, intelligent lighting, design methodologies, design of innovative learning environments, Lighting for learning, design research, user centred lighting design, learning environment",
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Georgieva, DZ, Schledermann, KM, Nielsen, SML & Hansen, EK 2018, Designing User Centred Intelligent Classroom Lighting. i AL Brooks, E Brooks & N Vidakis (red), Interactivity, Game Creation, Design, Learning, and Innovation: 6th International Conference, ArtsIT 2017, and Second International Conference, DLI 2017, Heraklion, Crete, Greece, October 30–31, 2017, Proceedings. Springer, Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, bind 229, s. 314-323, The International Conference on Design, Learning and Innovation, Heraklion, Grækenland, 30/10/2017. https://doi.org/10.1007/978-3-319-76908-0_30

Designing User Centred Intelligent Classroom Lighting. / Georgieva, Diana Zdravkova; Schledermann, Kathrine Marie; Nielsen, Stine Maria Louring; Hansen, Ellen Kathrine.

Interactivity, Game Creation, Design, Learning, and Innovation: 6th International Conference, ArtsIT 2017, and Second International Conference, DLI 2017, Heraklion, Crete, Greece, October 30–31, 2017, Proceedings. red. / Anthony L. Brooks; Eva Brooks; Nikolas Vidakis. Springer, 2018. s. 314-323 (Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, Bind 229).

Publikation: Bidrag til bog/antologi/rapport/konference proceedingKonferenceartikel i proceedingForskningpeer review

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AB - Through a case study, this paper presents a new way of designing intelligent classroom lighting to meet the users’ needs. A mix of ethnographic methods (field observations and interviews) were used to investigate the everyday learning activities at a middle school in Copenhagen in order to determine how lighting can support the learning environment. Based on the investigations, lighting design criteria and three predefined lighting scenes are proposed as a new design for meeting the needs of students and teachers during three types of activities. The scenes focus on smartboard visibility and on creating a visual focus on the teacher who is the centre of attention during most activities. It is hypothesised that if the scenes are used according to the different types of activities this would enable the teacher to create structure in the lessons and through this improve the behaviour of the students.

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Georgieva DZ, Schledermann KM, Nielsen SML, Hansen EK. Designing User Centred Intelligent Classroom Lighting. I Brooks AL, Brooks E, Vidakis N, red., Interactivity, Game Creation, Design, Learning, and Innovation: 6th International Conference, ArtsIT 2017, and Second International Conference, DLI 2017, Heraklion, Crete, Greece, October 30–31, 2017, Proceedings. Springer. 2018. s. 314-323. (Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, Bind 229). https://doi.org/10.1007/978-3-319-76908-0_30