Distributed Learning Spaces in Higher Education Learning

and Teaching

Professor Mike KeppellExecutive Director

Australian Digital Futures Institute

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ascilite 2012 - Wellington

1Sunday, 25 November 12

OverviewnProvide an overview of distributed learning

spaces

nExamine seven principles of learning space design

nExplore affordances of learning spaces

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Schedule

n1:00 - 2:30 nTrends and challenges nFramework for designing learning spaces

(distributed learning spaces, seamless learning, principles)

n2:30 - 2:45 Afternoon tean2:45 - 4:00nPersonal learning spaces nAffordances of learning spaces

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IntroductionsnPersonal introductions

(University?; Role? One goal? Number of ascilite conferences attended? A favourite space?)

nMy background (University?; Role? One goal? Number of ascilite conferences attended?)

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What are the trends and challenges we need to consider?

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CSIRO Megatrends

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On the movePersonalisationIWorld

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University of the Future

nDemocratisation of knowledge and access

nContestability of markets and funding

nDigital technologiesnGlobal mobilityn Integration with industry

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Horizon Reports

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Trends ‣ People expect to be able to work, learn, and

study whenever and wherever they want.

‣ The abundance of resources and relationships will challenge our educational identity.

‣ Students want to use their own technology for learning.

‣ Shift across all sectors to online learning, hybrid learning and collaborative models.

‣

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ChallengesnSeamless learning – people expect to be

able to work, learn, and study whenever and wherever they want.

nDigital literacies – capabilities which fit an individual for living, learning and working in a digital society (JISC)

nPersonalisation - our learning, teaching, place of learning, technologies will be individualised

nDigital scholarship will be the norm.

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What are spaces for knowledge generation?

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Spaces for Knowledge GenerationnPhysical, blended or virtual ‘areas’ that:

n enhance learningnthat motivate learnersnpromote authentic learning interactions

nSpaces where both teachers and students optimize the perceived and actual affordances of the space (Keppell & Riddle, 2012).

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What spaces are you and your students utilising for learning?

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What is a framework for designing student learning environments?

Principles

Distributed Learning Spaces

Seamless Learning

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Access and Equity & Equivalence of Learning Outcomes

ethical obligations

Student Learning Experience traverses physical, blended and

virtual learning spaces.‘place’ of learning is diverse

Constructive Alignmentlearning outcomes, subject, degree program, generic

attributes

Discipline Pedagogies specific needs of disciplines

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Distributed SpacesnGrowing acceptance that learning occurs in

different ‘places’

nProliferation of approaches emerging including ‘flexible’, ‘open’, ‘distance’ and ‘off-campus’ that assist the ubiquity of learning in a wide range of contexts (Lea & Nicholl, 2002).

nGrowing acceptance of life-long and life-wide learning also have a major influence on distributed learning spaces.

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Physical Virtual

Formal Informal InformalFormal

Blended

Mobile Personal

Outdoor Professional Practice

Distributed Learning Spaces

Academic

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nBook Chapter: http://www.slideshare.net/mkeppell/distributed-spaces-for-learning

Distributed Learning Spaces

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nFocuses on the continuity of the learning journey

nDifferent places and spaces

nDiverse technologies

Seamless Learning

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Seven Principles of Learning Space Designn The SKG project has established seven principles of

learning space design which support a collaborative and student-centred approach to learning:

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

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

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

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Seven Principles of Learning Space Design

•Equity: consideration of the needs of cultural and physical differences

•Blending: a mixture of technological and face-to-face pedagogical resources

•Affordances: the “action possibilities” the learning environment provides the users, including such things as kitchens, natural light, wifi, private spaces, writing surfaces, sofas, and so on.

•Repurposing: the potential for multiple usage of a space (Souter, Riddle, Keppell, 2010) (http://www.skgproject.com)

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Physical Learning Spaces

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CSU Albury-Wodonga Learning commons

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ComfortAesthetics

FlowEquity

BlendingAffordancesRepurposing

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Flow27Sunday, 25 November 12

Apple - Cupertino training Room28Sunday, 25 November 12

Wallenberg Hall - Stanford University

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Affordances? - Blending30Sunday, 25 November 12

Discipline Pedagogies

‘Plasma to Chalkboard’ for Physics Professors

Repurposing

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MIT - STATA center - EDDY Spaces32Sunday, 25 November 12

Technology-enhanced Active Learning (TEAL) Centre

Affordances - Blending33Sunday, 25 November 12

ComfortAesthetics

FlowEquity

BlendingAffordances

Repurposing

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Affordances35Sunday, 25 November 12

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Virtual Learning Spaces

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Virtual Learning Spaces

nVirtual learning spaces provide unique opportunities that are unavailable in physical learning spaces

nThese affordances or ‘action possibilities’ allow a richer range of learning interactions

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Virtual Learning Spaces

Blending - Affordances - Equity? 39Sunday, 25 November 12

Virtual Spaces

n FLI Website: http://www.csu.edu.au/division/landt/flexible-learning/

n FLI Blog: http://blendedandflexiblelearning.blogspot.com/n FLI Twitter: http://twitter.com/#!/FLINewsn FLI Delicious: http://www.delicious.com/

flexiblelearninginstituten Design: http://blendedandflexiblelearning.wikispaces.com/

homen FLI YouTube: http://www.youtube.com/user/FLIMedian Slidehare: http://www.slideshare.net/mkeppell

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AestheticsBlending

Affordances43Sunday, 25 November 12

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Academic Learning Spaces

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Academic Learning Spaces

Physical, blended or virtual ‘areas’ that:nenhance academic ‘work’nthat motivate academic ‘work’nenable networkingnSpaces where academics optimize the perceived and actual affordances of the space.

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Discursive Spaces

n Intellectual and discursive spaces focus on the contribution to public discourse in areas such as:

ne.g. presentations, media, advising, translating research into practical benefits, community involvement, etc

nMOOCs?

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Epistemological Spaces

nEpistemological spaces focus on the “space available for academics to pursue their own research interests” (p. 76).

ne.g. labs, libraries, collaborations and networking with university colleagues

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Pedagogical and Curricular Spaces

nPedagogical and curricular spaces focus on the spaces available to trial new pedagogical approaches and new curricular initiatives.

ne.g. physical and virtual sandpits, working groups, meetings, etc

nMOOCs?

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Ontological Spaces

nOntological spaces focus on ‘academic being’ which is becoming increasingly multi-faceted beyond the research, teaching and community commitments. In fact “the widening of universities’ ontological spaces may bring both peril and liberation” (p. 77).

nMOOCs?ne.g. diverse roles may include: academic staff developer, professional developer, manager, administrator, facilitator, teacher, researcher, evaluator, presenter, writer, editor, consultant, project manager, change agent and innovator.

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Barnett, R. (2011). Being a university. New York: Routledge.

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Outdoor Learning Spaces

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Outdoor Learning SpacesThese pathways, thoroughfares and occasional rest areas are generally given a functional value in traffic management and are more often than not developed as an after thought in campus design. As such the thoroughfares and rest areas are under valued (or not recognized) as important spaces for teaching and learning (Rafferty, 2012).

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Mobile Learning Spaces

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Mobile Learning Spaces

n“Learning when mobile means that context becomes all-important since even a simple change of location is an invitation to revisit learning” (ALT-J Vol 17, No.3 p.159)

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Mobile Learning Spaces

nWith its strong emphasis on learning rather than teaching, mobile learning challenges educators to try to understand learners’ needs.

nUnderstanding how learning takes place beyond the classroom, and

nIntersection of education, life, work and leisure” (Kukulska-Hulme, 2010, p.181).

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Evaluating our current space

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Seven Principles - Questions

nhttp://mike-keppell.blogspot.co.nz/2012/04/questions-to-consider-in-learning-space.html

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Keppell & Riddle

(in-press)

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How do we meet student needs and improve the learning environment?

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Personal Learning Spaces

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Personal Learning Environments

ToolsSpaces

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PLE

People

Interactions Interactions

Interactions

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Personal Learning Spaces

‣ Personal Learning Environments (PLE) integrate formal and informal learning spaces

‣ Customised by the individual to suit their needs and allow them to create their own identities.

‣ A PLE recognises ongoing learning and the need for tools to support life-long and life-wide learning.

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Connectivism

‣ PLE may also require new ways of learning as knowledge has changed to networks and ecologies (Siemens, 2006).

‣ The implications of this change is that improved lines of communication need to occur.

‣ “Connectivism is the assertion that learning is primarily a network-forming process” (p. 15).

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Personal Learning Environments

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ToolsSpaces

People

PLE

Interactions Interactions

Interactions

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Affordances

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Action Possibilities

nLearning commonsnSpecific outdoor spacenYour mobile phonenYour tablet/ipad nVirtual synchronous spacenVirtual asynchronous spacenChoose your own space

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Conclusionn A global revolution is taking place in tertiary

education. The traditional concept of the lecture room is being redefined as digital and distance education becomes the "new normal" (Mark Brown, Dominion Post).

n It is time that we begin changing our thinking about the ‘place’ of learning for both learners and staff.

n We need to let go of the tradition of universities as being a ‘singular place’ where learning and teaching occurs.

n Distributed learning spaces are the future.

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literacies for the future

mobilitydigital communitieslearning spacespersonalised learning

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