Workshop: Learning Spaces - National University of Singapore

Owning the Place of Learning: Principles for Designing Personal Learning Spaces for Learners and

Teachers TeL 2013 - Technology Enhanced Learning

Towards an Engaging & Meaningful Digital Future NUS, Singapore

October 7-8, 2013

Professor Mike KeppellExecutive Director

Australian Digital Futures InstituteDirector, Digital Futures - CRN

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OverviewnProvide an overview

of distributed learning spaces

nExamine seven principles of learning space design

nExplore affordances of learning spaces

nDesign personal learning spaces

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Schedule - 9:30 - 12:30n 9:30-10:45n Trends and challenges n Defining Spacen Distributed spacesn Principlesn 10:45-11:15 Breakn 11:15 - 12:30 n Analysis of spacesn Evaluating our current

spacen Affordances n Next steps

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IntroductionsnPersonal introductions

(University?; Role? One word goal? A favourite space?)

nMy background (University?; Role? One goal? A favourite space?)

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What Trends and Challenges do 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 Report

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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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Spaces for Knowledge Generation

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

n enhance learningn that motivate learnersnpromote authentic learning interactions

n Spaces 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 Currently Using for

Learning?

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Distributed Learning Spaces

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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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Seamless Learning

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

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http://www.skgproject.com20Tuesday, 8 October 13

http://documents.skgproject.com/skg-final-report.pdf

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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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Flow27Tuesday, 8 October 13

Apple - Cupertino training Room28Tuesday, 8 October 13

Wallenberg Hall - Stanford University

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Affordances? - Blending30Tuesday, 8 October 13

Discipline Pedagogies

‘Plasma to Chalkboard’ for Physics Professors

Repurposing

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MIT - STATA center - EDDY Spaces32Tuesday, 8 October 13

Technology-enhanced Active Learning (TEAL) Centre

Affordances - Blending33Tuesday, 8 October 13

ComfortAesthetics

FlowEquity

BlendingAffordances

Repurposing

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Affordances35Tuesday, 8 October 13

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Virtual Learning Spaces

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Virtual Learning SpacesnVirtual 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? 39Tuesday, 8 October 13

AestheticsBlending

Affordances40Tuesday, 8 October 13

Academic Learning Spaces

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

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Academic Learning SpacesPhysical, blended or virtual ‘areas’ that:

nenhance academic ‘work’n that motivate academic

‘work’nenable networkingnSpaces where academics

optimize the perceived and actual affordances of the space.

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Discursive SpacesnIntellectual 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 SpacesnEpistemological 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 SpacesnPedagogical 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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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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Mobility

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.

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

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Evaluating our Current Space

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Personal Learning Spaces

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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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Personal Learning Networks

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Connectivism‣ Knowledge has changed to

networks and ecologies (Siemens, 2006).

‣ Need improved lines of communication in networks.

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

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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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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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