ONLINE LIVING IN LANDSCAPES : The Spring School 2021 (original) (raw)
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The Public Value of the Humanities, 2011
This thoughtfully designed residential landscape is dominated by plants native to the Eugene area and provides a host of environmental benefits while requiring very little ongoing care. The choice is ours: We can continue to design and maintain static, ecologically dysfunctional landscapes on "life support" that may be attractive, but that cost a great deal both to install and to maintain, and that provide very few environmental benefits-or we can learn to create and care for dynamic landscapes that "support life" and are pleasing to the eye, cost relatively little, and provide a host of environmental benefits. Course description: Contemporary landscapes on both residential and commercial properties cost far more-in money, labor, fuel, and loss of natural habitat-than more nature-friendly approaches to landscape design and maintenance. In this class, students acquire an understanding of how we got where we are, and learn about how to design and care for more environmentally responsible and life-affirming landscapes. The ten-week course consists of lectures on Mondays (1000-1050) usually followed in odd-numbered weeks by a walk on or near campus (1100-1150). In even-numbered weeks, the second hour will typically consist of a discussion of that day's reading assignment. Eight of the two-hour Wednesday sessions (1000-1150) will be devoted to near-campus and off-campus field trips to examine existing landscapes-the good, the bad, and the so
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The paper presents the laboratory activity put at the heart of the action training based on the idea of Geography as a science, whose holistic dimension fosters individual knowledge of the outside world and, at the same time, facilitates the understanding of human interaction with it. The didactic activities were performed basing them on an e-Learning methodology via the Moodle platform, a technology adopted in the e-Learning Lab of the Faculty of Educational Sciences at the University of Salerno. The laboratory involved 234 students – enrolled in the third year of the Primary Educational Sciences Degree – randomly divided into 26 groups. The investigation conducted through the laboratory availed of images that, far from being a mere instrument, involved higher cognitive processes, essential for the completion of a significant training process. The methodology adopted and the creation of a virtual learning environment are completely in line with the constructivist pedagogy that considers cooperation, collaboration, sharing and negotiation of purposes and meanings as key drivers for a really effective teaching. Through the lab experience, the learners were allowed to investigate a lived-acted space by identifying landscape elements symbolizing certain emotions. Making use of a photo-elicitation technique, the research helped them to gain a greater awareness of the landscape as a result of the interactions between man and nature, and turned out to be an effective tool for knowledge construction and training.
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In the context of landscape, both the natural environment and the built environment can be linked with human health and well-being. This connection has been studied among adults, but no research has been conducted on young people. To fill this gap, this case study aimed to elucidate students' views on landscapes worth conserving and the landscapes that affect and support their well-being. The participants (n = 538) were Finnish, Norwegian and Swedish students from grades 3-6. The students drew the landscapes they wanted to conserve. The drawn landscapes and the welfare-supporting features they contained were analysed using inductive and abductive content analyses. The students from all three countries preferred water, forest and yard landscapes. In the drawings of natural landscapes, the most recurring themes were sunrise or sunset, forest, beach and mountain landscapes. Physical well-being was manifested in the opportunity to jog and walk. Social well-being was reflected in the presence of friends, relatives and animals. Therapeutically important well-being-related spaces-the so-called green (natural areas), blue (aquatic environments) and white (e.g., snow) areas-were also depicted in the participants' drawings. It can be concluded that the drawn landscapes reflect several values that promote students' well-being.