Download - 2016 New Designs for New Times
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CRICOS 00111D TOID 3059
NEW DESIGNS FOR NEW TIMES: 21ST
CENTURY LEARNING SPACES
Professor Mike KeppellPro Vice-Chancellor, Learning Transformations
Dublin City UniversitySeptember 2016
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Preparing Students to Solve the Problems of
the Future
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Overview
• Defining learning spaces• Trends and challenges • Ecosystem• Blended learning • Guiding pedagogies• Designing spaces• Professional development• Personalised learning
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Defining Learning Spaces
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Defining Learning Spaces
• Physical, blended or virtual learning environments that enhance learning
• Physical, blended or virtual ‘areas’ that motivate a learner to learn
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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).
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Trends and Challenges
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Trends
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Challenges
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Swinburne Ecosystem
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Ecosystem
Pathways and Vocational Education
Higher Education
Work Integrated Learning
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Blended Learning
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Formal on-campus
teachingspaces
Informalon-campus
learning spaces
Online learning and teaching
spacesBlended Learning
On-Campus Learning and Teaching at Swinburne
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Guiding Pedagogies
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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)
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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).
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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)
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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).
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Designing Spaces
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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
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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)
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FACTORY OF THE FUTURE
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SWINBURNE FIRE STATION
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Professional Development
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Empowering our Learners
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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
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Personalised Learning Toolkit
• Digital literacies• Seamless learning• Self-regulated learning• Learning-oriented
assessment• Lifelong and life-wide learning• Flexible learning pathways
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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’
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Digital Design Spaces
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Seamless Learning
• Continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012, 2013).
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Levels of Seamless Learning
• On-campus• comfortable with formal
and informal spaces• Virtual campus
• comfortable with blended, online, social media
• Anywhere• trains, cafes, teleworking
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Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor Professional Practice
Distributed Learning Spaces
Academic
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Virtual Learning Spaces
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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’
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Learning-oriented Assessment
Assessment tasks as
learning tasks
Student involvement in assessment
processes
Forward-looking
feedback
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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)
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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
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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