Download as PDF, PPTX
Uploaded byMike KEPPELL
Reshaping our Learning Spaces
The document discusses the design and impact of learning spaces, highlighting the importance of physical, blended, and virtual environments that enhance student engagement and authentic learning. It outlines guiding pedagogies, trends, and challenges in education, emphasizing the roles of personalised learning and professional development. The presentation emphasizes the necessity of designing spaces that foster collaboration, comfort, and equity to prepare students for future problem-solving.
More Related Content
Similar to Reshaping our Learning Spaces
Reshaping our Learning Spaces
- 1. CRICOS 00111D TOID3059 USING DIGITAL TOOLS AND TECHNOLOGIES TO RESHAPE OUR LEARNING SPACES Professor Mike Keppell Pro Vice-Chancellor, Learning Transformations Public Infrastructure Summit October 2016
- 2. Preparing Students to Solvethe Problems of the Future
- 3. Overview • Defining learningspaces • Trends and challenges • Ecosystem • Blended learning • Guiding pedagogies • Designing spaces • Professional development • Personalised learning
- 4.
- 5. Defining Learning Spaces •Physical, blended or virtual learning environments that enhance learning • Physical, blended or virtual ‘areas’ that motivate a learner to learn
- 6. 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).
- 7.
- 8.
- 9.
- 10.
- 11.
- 12.
- 13. Formal on-campus teaching spaces Informal on-campus learning spaces Online learning andteaching spacesBlended Learning On-Campus Learning and Teaching at Swinburne
- 14.
- 15. Authentic Learning • …requirestudents 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)
- 16. Authentic Assessment • Empoweringthe 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).
- 17. Personalised Learning • Learningpathways • ePortfolios • The knowledge, skills and attitudes that enable learning and act as a catalyst to empower the learner to continue to learn (Keppell, 2015)
- 18. Peer Learning • Studentsteaching and learning from each other. • Sharing ideas, knowledge and experiences • Emphasises interdependent as opposed to independent learning (Boud, 2001).
- 19.
- 20. Principles of LearningSpace 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
- 21. Principles of LearningSpace 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 • Repurposing: the potential for multiple usage of a space (Souter, Riddle, Keppell, 2010)
- 32.
- 35.
- 38.
- 39. Knowledge Skills andAttitudes • Knowledge is now co- created • Skills form a basis for learning • Attitudes influence beliefs and behaviours
- 40. Personalised Learning Toolkit •Digital literacies • Seamless learning • Self-regulated learning • Learning-oriented assessment • Lifelong and life-wide learning • Flexible learning pathways
- 41. Levels of DigitalLiteracies • Digital Competency • knowing how to use digital tools • Digital Fluency • applying digital knowledge and skills • Digital Design • user-generated content • ‘learner-as-designer’
- 43. Levels of SeamlessLearning • On-campus • comfortable with formal and informal spaces • Virtual campus • comfortable with blended, online, social media • Anywhere • trains, cafes, teleworking
- 44. Physical Virtual Formal InformalInformalFormal Blended Mobile Personal Outdoor Professional Practice Distributed Learning Spaces Academic
- 45. Personalised Learning • …theknowledge, skills and attitudes that enable learning and act as a catalyst to empower the learner to continue to learn (Keppell, 2015)
- 47. 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
- 48. 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