CRICOS 00111D TOID 3059

NEW GENERATION LEARNING

SPACES

Professor Mike KeppellPro Vice-Chancellor, Learning Transformations

European Consortium for Innovative UniversitiesUniversity of Twente, September 2016

Preparing Students to Solve the Problems of

the Future

Overview

• Defining learning spaces• Trends and challenges • Ecosystem• Blended learning • Guiding pedagogies• Designing spaces• Professional development• Personalised learning

Defining Learning Spaces

Defining Learning Spaces

• Physical, blended or virtual learning environments that enhance learning

• Physical, blended or virtual ‘areas’ that motivate a learner to learn

Defining Learning Spaces

• Spaces where both teachers and learners optimise the perceived and actual affordances of the space

• Spaces that promote authentic learning interactions (Keppell & Riddle, 2012, 2013).

Trends and Challenges

Trends

Challenges

Swinburne Ecosystem

Ecosystem

Pathways and Vocational Education

Higher Education

Work Integrated Learning

Blended Learning

Formal on-campus

teachingspaces

Informalon-campus

learning spaces

Online learning and teaching

spacesBlended Learning

On-Campus Learning and Teaching at Swinburne

Guiding Pedagogies

Authentic Learning

• …require students to complete complex real-world tasks over a period of time in collaboration with others as they would in a real setting or workplace (Herrington, 2006)

Authentic Assessment• Empowering the learner by

engaging them in assessment tasks that simulate or engage the learner in real-life situations.

• “Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively” (Wiggins, 1993, p. 229).

Personalised Learning

• Learning pathways • ePortfolios

• The knowledge, skills and attitudes that enable learning and act as a catalyst to empower the learner to continue to learn (Keppell, 2015)

Peer Learning

• S tu d e n t s t e a c h i n g a n d learning from each other.

• Sharing ideas, knowledge and experiences

• Emphasises interdependent as opposed to independent learning (Boud, 2001).

Designing Spaces

Principles of Learning Space Design

• Comfort:  a space  which creates a physical and mental sense of ease and well-being

• Aesthetics: pleasure which includes the recognition of symmetry, harmony, simplicity and fitness for purpose

• Flow: the state of mind felt by the learner when totally involved in the learning experience

Principles of Learning Space Design• Equity: consideration of the needs

of cultural and physical differences

• B l e n d i n g : a m i x t u r e o f technological and face-to-face pedagogical resources

• A f f o r d a n c e s : t h e “ a c t i o n p o s s i b i l i t i e s ” t h e l e a r n i n g environment provides the users

• Repurposing: the potential for multiple usage of a space (Souter, Riddle, Keppell, 2010)

FACTORY OF THE FUTURE

SWINBURNE FIRE STATION

Professional Development

Empowering our Learners

Knowledge Skills and Attitudes

• Knowledge is now co-created

• Skills form a basis for learning

• A t t i t udes influence beliefs and behaviours

Personalised Learning Toolkit

• Digital literacies• Seamless learning• Self-regulated learning• Learning-oriented

assessment• Lifelong and life-wide learning• Flexible learning pathways

Levels of Digital Literacies

• Digital Competency• knowing how to use digital

tools• Digital Fluency

• applying digital knowledge and skills

• Digital Design• user-generated content• ‘learner-as-designer’

Digital Design Spaces

Seamless Learning

• Continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012, 2013).

Levels of Seamless Learning

• On-campus• comfortable with formal

and informal spaces• Virtual campus

• comfortable with blended, online, social media

• Anywhere• trains, cafes, teleworking

Physical Virtual

Formal Informal InformalFormal

Blended

Mobile Personal

OutdoorProfessional

Practice

Distributed Learning Spaces

Academic

Virtual Learning Spaces

Levels of Learning-oriented Assessment

• Authentic assessment• learners participate in

authentic assessment• Negotiated assessment

• learners negotiate assessment with teachers

• Self-assessment• learners act on ‘feedback

as feed-forward’

Learning-oriented Assessment

Assessment tasks as

learning tasks

Student involvement in assessment

processes

Forward-looking

feedback

Personalised Learning

• …the knowledge, skills and attitudes that enable learning and act as a catalyst to empower the learner to continue to learn (Keppell, 2015)

Carless, D. (2014). Exploring learning-oriented assessment processes. Higher Education.

Dweck, C. (2006). Mindset: How you can fulfil your potential. Constable and Robinson, Ltd. London.

Jackson, N. J. (2010). From a curriculum that integrates work to a curriculum that integrates life: Changing a university’s conceptions of curriculum. Higher Education Research &Development, 29(5), 491-505. doi:10.1080/07294360.2010.502218

Keppell, M., & Riddle, M. (2013). Principles for design and evaluation of learning spaces. In R. Luckin, S. Puntambekar, P. Goodyear, B. Grabowski, J. Underwood, & N. Winters (Eds.), Handbook of design in educational technology (pp. 20-32). New York, NY: Routledge

Keppell, M., Au, E., Ma, A. & Chan, C. (2006). Peer learning and learning-oriented assessment in technology-enhanced environments. Assessment and Evaluation in Higher Education, 31(4), 453-464.

Keppell, M. & Carless, D. (2006). Learning-oriented assessment: A technology-based case study. Assessment in Education, 13(2), 153-165.

Keppell, M., Souter, K. & Riddle, M. (Eds.). (2012). Physical and virtual learning spaces in higher education: Concepts for the modern learning environment. IGI Global, Hershey: New York. ISBN13: 9781609601140.

Keppell, M. & Riddle, M. (2012). Distributed learning places: Physical, blended and virtual learning spaces in higher education. (pp. 1-20). In Mike Keppell, Kay Souter & Matthew Riddle (Eds.). (2011). Physical and virtual learning spaces in higher education: Concepts for the modern learning environment. Information Science Publishing, Hershey.

References

Keppell, M.J. (2014). Personalised learning strategies for higher education. In Kym Fraser (Ed.) The Future of Learning and Teaching in Next Generation Learning Spaces. International Perspectives on Higher Education Research, Volume 12, 3-21. Copyright 2014 by Emerald Group Publishing Limited.

Keppell, M.J. (2015). The learning future: Personalised learning in an open world. In Curtis J. Bonk, Mimi Miyoung Lee, Thomas C. Reeves, and Thomas H. Reynolds. MOOCs and Open Education around the World. Routledge/Taylor and Francis.

Rheingold, H. (2012). Net smart: How to thrive online. Cambridge, MA: MIT Press.

Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., & Gaved,M. (2013). Innovating pedagogy 2013: Open University Innovation Report Milton Keynes: The Open University.

Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., & Whitelock, D. (2012). Innovating pedagogy 2012: Open University Innovation Report 1. Milton Keynes: The Open University.

Siemens, G. (2006). Knowing knowledge. Creative commons. Retrieved from http://www.elearn space.org/KnowingKnowledge_LowRes.pdf

Souter, K., Riddle, M., Sellers, W., & Keppell, M. (2011). Final report: Spaces for knowledge generation. The Australian Learning and Teaching Council (ALTC). Retrieved from http://documents.skgproject.com/skg-final-report.pdf

Watson, L. (2003). Lifelong learning in Australia (3/13). Canberra, Australia: Commonwealth of Australia.

Wheeler, S. (2010). Digital literacies. Retrieved from http://steve-wheeler.blogspot.com.au/2010/11/what-digital-literacies.html?q=digital+literacies

References