The Summary of “Recognizing Campus Landscapes as Learning Spaces”
In their article, “Recognizing Campus Landscapes as Learning Spaces,” Kathleen Scholl and Gowri Gulwadi claimed that the holistic learning space, not just not just fragmented indoors in designated instructional spaces, has a positive effect including direct attention, problem solving, focus and concentration, impulse inhibition, and memory on students’ learning experience. They believed that well-connected indoors and open spaces on campuses not only could help students more engage in learning community, but also it has advantage on disappearing students’ higher risk of attentional fatigue. Then, they focus on two significant concepts to explain more about how physical layout of campus could help students: 1) direct and indirect attention and restoration, and 2) a holistic landscape.
Before talking about two concepts, two authors discussed a historical view of college campuses, which relates to the style of present campus. They found that, at early time, the wish of founders of college campuses was building an ideal and open community where students were able to learn and develop freely. The appearance of land-grant institutions in 1862 started to protect students from outside world, then the vehicles kept campuses disconnected with outside. Even, until today, some campuses still continue to be mainly to a center of teaching and learning in open space. In conclusion, older campuses tend to be isolated with outside, but newer campuses are more likely to be open.
Next, they started talking about the first concept that a well-designed campus was an necessary part of educational experience of students, which relates to the main points that the holistic learning space influences students’ learning Because natural landscapes efficiently eliminate students’ mentally fatigue, and the interaction between them and nature could increase their cognition abilities, which have a huge positive impact on their performance in daily life. When students process various information sources, their cognition skills have been improved. In conclusion, after deal with numerous of natural landscape, students will learn and engage more than before.
The second concept is that if students want to enjoy holistic learning, they should learn in a holistic place, and this concept also response to the main point. In order to illustrate this concept, Kathleen Scholl and Gowri Gulwadi used a framework enhance the human-nature interaction (indoor, urban, fringe, production landscape, wilderness, and specific species) with three modes (indirect, incidental and intentional). The attention restoration cycle is the most important factor in holistic experiencing in campuses, because all physical design features could influence attention restoration. Students have to understand that their study life is dynamic. They used to study indoors, and breaks at outdoors between classes help them replenish, which is a cycle. In conclusion, indoors and outdoors are a integrality, and people should not separate them apart, so that is why holistic landscapes is for holistic learning.
Finally, Kathleen Scholl and Gowri Gulwadi concluded that indoors space in campuses could give students the academic study experience, but combining human-nature interaction could give students integrated study experiencing, which means the holistic learning. Only in this way, could students enjoy attention replenishing and cognition increasing. At last, Kathleen Scholl and Gowri Gulwadi suggest two notions in order to recognizing campus landscapes as learning spaces.
Scholl, Kathleen G., and Gowri Betrabet Gulwadi. “Recognizing Campus Landscapes as Learning Spaces.” Journal of Learning Space 4 (2015): n. pag. Web.