Redefining the Learning Space: Mobile and Distance Learning for New Generation

Students

Professor Mike KeppellExecutive Director

Australian Digital Futures Institute1

New Generation Learning Spaces - March 20

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Overview

‣ New generation students

‣ Changing the space in which we learn

‣ Learning space literacies

‣ Redefining the learning space

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New Generation Students

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Rapport with technology4Wednesday, 20 March 13

Student-generated content (learner-as-designers)

Connected students (knowledge is in the network)

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Ubiquitous cameras

3000 shots per trip

Share with friends

Print? Place on websites?

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Owning the Place of Learning

rapport with

technology

mobile

generate content

personalise

connected

adapt space to

their needs

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Changing the Space in which we Learn

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Trends ‣ People expect to be

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

‣ Shift to diverse places of learning as opposed to a singular place of learning

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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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Physical Virtual

Formal Informal InformalFormal

Blended

Mobile Personal

Outdoor Professional Practice

Distributed Learning Spaces

Academic

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Virtual Learning Spaces

Blending - Affordances - Equity? 13Wednesday, 20 March 13

Mobility

nGlobal mobilitynMobility of peoplenTechnologies to support

mobilitynAdapting our teaching and

learning?nAssessment?

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Mobile Learning SpacesnMobile learning challenges educators to

understand learners’ needs.

nEncourages educators to understand how learning takes place beyond the classroom.

nExamines the intersection of education, life, work and leisure (Kukulska-Hulme, 2010).

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Undergraduate Students and ITn Monitors students

relationship with digital technologies

n Portable devices are the ‘academic champions’

n 3x as many students used e-books or e-textbooks than in 2010

n Survey of 100,000 students across 195 institutions

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Seamless Learning

Seamless learning occurs when a person experiences a continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012).

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Learning Space Literacies

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LiteraciesnLiteracy is no longer “the ability

to read and write” but now “the ability to understand information however presented.”

nCan't assume students have skills to interact in a digital age

nLiteracies will allow us to teach more effectively in a digital age (JISC, 2012)

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Developing Literaciesn Employable graduates need to be digitally

literaten Digital literacies are often related to discipline

arean Learners need to be supported by staff to

develop academic digital literaciesn Professional development is vital in developing

digital literaciesn Professional associations are supporting their

members to improve digital literaciesn Engaging students supports digital literacy

development i.e. students as change agents (JISC, 2012)

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Context of

Digital Literacies

(JISC)

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Principles of Learning Space Design

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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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

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

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Redefining the Learning Space

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Personal Learning Spaces

‣ Integrate formal and informal learning spaces

‣ Customised by the individual to suit their needs

‣ Allow individuals to create their own identities.

‣ Recognises ongoing learning and the need for tools to support life-long and life-wide learning.

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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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Redefining the learning space

Seamless Learning

Learning Space Literacies Comfort

AestheticsFlow

EquityBlending

AffordancesRepurposing

Personalised Learning

Desire Paths/Learning Pathways

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Questions?

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