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REREDESIGNING FORMAL AND INFORMAL LEARNING SPACES
TO CREATE A CONSISTENT STUDENT EXPERIENCE
and Consistent Student Experience
Professor Mike KeppellPro Vice-Chancellor, Learning Transformations
New Generation Learning Space Design
Preparing Students to Solve the Problems of
the Future
Overview
• Ecosystem• Blended learning • Guiding pedagogies• Designing spaces• Informal learning spaces• Formal learning spaces• Professional development
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
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 t u 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)
Informal Learning Spaces
Survey• 251 responses• Among the factors that
influenced a student’s preference of one space over another were: - access to power points, - natural light, - being close to a kitchenette/
microwave, - being able to easily secure a seat/
desk/computer, - quietness, and - comfortable furniture.
Formal Learning Spaces
FACTORY OF THE FUTURE
Professional Development