WEKO3
アイテム
Which Way For Education?
http://hdl.handle.net/10445/0002000460
http://hdl.handle.net/10445/00020004608ad5f67a-2695-486f-a5c4-ab1043549107
| Item type | その他 / Others(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2025-08-21 | |||||
| タイトル | ||||||
| タイトル | Which Way For Education? | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_1843 | |||||
| 資源タイプ | other | |||||
| 著者 |
イアン, フランク
× イアン, フランク |
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| 内容記述 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This paper combines two apparently disparate fields: environmental graphic design, and education. Specifically, it will consider how the notion of "wayfinding" in the design of environmental signage can be practically applied to learning and education. Design handbooks often present "portfolios" of examples rather than prescriptive theories. One exception is the "Wayfinding Handbook by David Gibson, which gives a practical categorisation, for instance: "Most wayfinding systems can be broken down into several categories of signs: identification, directional, orientation, and regulatory." This paper will expand these categories slightly and suggest how they can form the basis for a conceptual framework that can encourage progress and leadership in education. For example, an instance of orientation signage in education would be any learning that concentrated on enabling students to understand their own learning skills, styles, and strengths and weaknesses, such as giving an understanding of Gardner's multiple intelligences (the canonical "You Are Here" wayfinding sign). Each category of sign will be considered, with numerous concrete examples and practical suggestions. Of special interest will be acknowledging that signs can give different answers to different viewers, and the possibilities for viewers to learn to interpret signs differently. | |||||
| 言語 | en | |||||
| 査読有無 | ||||||
| 値 | なし/no | |||||
| 研究業績種別 | ||||||
| 値 | その他/Others | |||||
| 単著共著 | ||||||
| 値 | 単著/solo | |||||
