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  • what the learner does in flexible learning rather than what the teacher does in face-to-face teaching.\n
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Transcript

  • 1. DISTRIBUTED ‘PLACES’ AND‘SPACES’ FOR LEARNING IN HIGHER EDUCATION Professor Mike Keppell Director, The Flexible Learning Institute & Professor of Higher Education Charles Sturt University 1
  • 2. OVERVIEWDistributed spacesAssumptionsEcological universityPrinciplesDiversity of spacesAligning with curriculum 2
  • 3. DISTRIBUTED SPACESGrowing acceptance that learning occurs in different‘places’Proliferation of approaches emerging including‘flexible’, ‘open’, ‘distance’ and ‘off-campus’ that assistthe ubiquity of learning in a wide range ofcontexts (Lea & Nicholl, 2002).Growing acceptance of life-long and life-widelearning also have a major influence on distributedlearning spaces. 3
  • 4. ASSUMPTIONSUniversities value and seek to enhance the skillsessential for lifelong and life wide learning,developing graduates who will continue to developintellectually, professionally and socially beyond thebounds of formal education.Universities believe that programs, services and teachingmethods should be responsive to the diversecultural, social and academic needs ofstudents, enabling them to adapt to the demands ofuniversity education and providing them with thecultural capital for life success. 4
  • 5. Barnett, R. (2011). Being a university. New York: Routledge.5
  • 6. ECOLOGICAL UNIVERSITYGlobal connectedness and dependence on world aroundthemInstead of ‘having an impact’ on the world which can beboth positive and negative ecological universities seeksustainabilityThey are self-sustainable in their multiple levels ofinteractions.They adopt a ‘care for the world’ as opposed to an‘impact on the world’ approach (Barnett, 2011). 6
  • 7. HIGHER EDUCATION PRINCIPLES Access and Equity & Equivalence of Learning ethical obligations Outcomes traverses physical, blendedStudent Learning Experience and virtual learning spaces. ‘place’ of learning is diverse learning outcomes, subject, Constructive Alignment degree program, generic attributes Discipline Pedagogies specific needs of disciplines 7
  • 8. 8
  • 9. LEARNING SPACES 9
  • 10. LEARNING SPACESPhysical, blended or virtual ‘areas’ that: enhance learning that motivate learners promote authentic learning interactionsSpaces where both teachers and studentsoptimize the perceived and actualaffordances of the space (Keppell &Riddle, 2012). 10
  • 11. Distributed Learning Spaces Physical Blended VirtualFormal Informal Formal Informal Mobile Personal Academic Professional Outdoor Practice 11
  • 12. PHYSICAL LEARNING SPACES 12
  • 13. 13
  • 14. SEVEN PRINCIPLES OF LEARNING SPACE DESIGNThe SKG project has established seven principles oflearning space design which support a collaborative andstudent-centred  approach to learning:Comfort: a space which creates a physical and mentalsense of ease and well-beingAesthetics: pleasure which includes the recognition ofsymmetry, harmony, simplicity and fitness for purposeFlow: the state of mind felt by the learner when totallyinvolved in the learning experience 14
  • 15. 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) 15
  • 16. ALBURY-WODONGA LEARNING COMMONS 16
  • 17. Comfort Aesthetics Flow Equity Blending Affordances Repurposing17
  • 18. APPLE - CUPERTINO TRAINING ROOM 18
  • 19. WALLENBERG HALL - STANFORD UNIVERSITY 19
  • 20. Affordances? - Blending 20
  • 21. Comfort Aesthetics Flow Equity Blending Affordances Repurposing21
  • 22. 22
  • 23. MIT - STATA CENTER - EDDY SPACES 23
  • 24. Technology-enhanced Active Learning (TEAL) Centre Affordances - Blending 24
  • 25. HARVARD UNIVERSITY 25
  • 26. Discipline Pedagogies ‘Plasma to Chalkboard’ for Physics Professors26
  • 27. Affordances 27
  • 28. 28
  • 29. SEVEN PRINCIPLES - QUESTIONShttp://mike-keppell.blogspot.co.nz/2012/04/questions-to-consider-in-learning-space.html 29
  • 30. 30
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  • 32. 32
  • 33. VIRTUAL LEARNING SPACES 33
  • 34. VIRTUAL LEARNING SPACESVirtual learning spaces provide unique opportunitiesthat are unavailable in physical learning spacesThese affordances or ‘action possibilities’ allow aricher range of learning interactions 34
  • 35. Formal Virtual Informal VirtualLearning Spaces Learning Spaces 35
  • 36. VIRTUAL SPACESFLI Website: http://www.csu.edu.au/division/landt/flexible-learning/FLI Blog: http://blendedandflexiblelearning.blogspot.com/FLI Twitter: http://twitter.com/#!/FLINewsFLI Delicious: http://www.delicious.com/flexiblelearninginstituteDesign: http://blendedandflexiblelearning.wikispaces.com/homeFLI YouTube: http://www.youtube.com/user/FLIMediaSlidehare: http://www.slideshare.net/mkeppell 36
  • 37. 37
  • 38. FACEBOOKOnline and offline worlds are clearly coexistingFace-to-face friendships from home have beendeveloped and sustained through continuedonline interactionsNewer online relationships have flourished atuniversity and developed into face-to-faceindepth relationships” (Madge, Meek, Wellensand Hooley 2010, p. 145). 38
  • 39. BLENDED LEARNING SPACES 39
  • 40. FLEXIBLE LEARNING“Flexible learning” provides opportunities toimprove the student learning experience throughflexibility in time, pace, place (physical, virtual,on-campus, off-campus), mode of study (print-based, face-to-face, blended, online), teachingapproach (collaborative, independent), forms ofassessment and staffing. It may utilise a widerange of media, environments, learning spaces andtechnologies for learning and teaching. 40
  • 41. BLENDED & FLEXIBLE LEARNING“Blended and flexible learning” is a designapproach that examines the relationshipsbetween flexible learning opportunities, inorder to optimise student engagement andequivalence in learning outcomes regardless of modeof study (Keppell, 2010, p. 3). 41
  • 42. MOBILE LEARNING SPACES 42
  • 43. MOBILE LEARNING SPACES“Learning when mobile means that context becomesall-important since even a simple change oflocation is an invitation to revisitlearning” (ALT-J Vol 17, No.3 p.159) 43
  • 44. MOBILE LEARNING SPACESWith its strong emphasis on learning rather thanteaching, mobile learning challenges educators to tryto understand learners’ needs.Understanding how learning takes placebeyond the classroom, andIntersection of education, life, work andleisure” (Kukulska-Hulme, 2010, p.181). 44
  • 45. ACADEMIC LEARNING SPACES 45
  • 46. ACADEMIC LEARNING SPACESPhysical, blended or virtual ‘areas’ that:enhance academic ‘work’that motivate academic ‘work’enable networkingSpaces where academics optimize the perceived andactual affordances of the space. 46
  • 47. ACADEMIC SPACESBarnett (2011) suggests that “today’s university livesamid multiple time-spans, and time-speeds” (p. 74).Constant email...Committee meetings......Historians who focus on the pastResearchers who may focus on the future 47
  • 48. ACADEMIC SPACESUniversities may needto be conscious of the24/7 existence oftheir students acrossthe globe, each in theirown unique time-span.Virtual spacesResidential students 48
  • 49. ACADEMIC SPACESBarnett (2011) suggests that academics may be activein university spaces that may include:Intellectual and discursive space which focuson the contribution to the wider public sphere.Epistemological space which focuses on the“space available for academics to pursue their ownresearch interests” (p. 76). 49
  • 50. ACADEMIC SPACESPedagogical and curricular space focuseson the spaces available to trial new pedagogicalapproaches and new curricular initiatives.Ontological space which focuses on ‘academicbeing’ which is becoming increasingly multi-facetedbeyond the research, teaching and communitycommitments. In fact “the widening ofuniversities’ ontological spaces may bringboth peril and liberation” (p. 77). 50
  • 51. 51
  • 52. 52
  • 53. 53
  • 54. 54
  • 55. 55
  • 56. PERSONAL LEARNING SPACES 56
  • 57. PERSONAL LEARNING SPACESPersonal learning environments (PLE) integrateformal and informal learning spacesCustomised by the individual to suit their needsand allow them to create their own identities.A PLE recognises ongoing learning and the needfor tools to support life-long and life-widelearning. 57
  • 58. CONNECTIVISMPLE may also require new ways of learning asknowledge has changed to networks andecologies (Siemens, 2006).The implications of this change is that improved linesof communication need to occur.“Connectivism is the assertion that learning isprimarily a network-forming process” (p. 15). 58
  • 59. 59
  • 60. 60
  • 61. 61
  • 62. 62
  • 63. OUTDOOR LEARNING SPACES 63
  • 64. OUTDOOR LEARNING SPACESThese pathways, thoroughfaresand occasional rest areas aregenerally given a functionalvalue in traffic managementand are more often than notdeveloped as an after thoughtin campus design. As such thethoroughfares and restareas are under valued(or not recognized) asimportant spaces for teachingand learning (Rafferty, 2012). 64
  • 65. 65
  • 66. 66
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  • 69. 69
  • 70. 70
  • 71. Putting it alltogether 71
  • 72. CONCLUSIONA global revolution is taking place in tertiary education.The traditional concept of the lecture room is beingredefined as digital and distance educationbecomes the "new normal" (Mark Brown, DominionPost).It is time that we begin changing our thinking about the‘place’ of learning for both learners and staff.We need to let go of the tradition of universities asbeing a ‘singular place’ where learning and teachingoccurs.Distributed learning spaces are the future. 72
  • 73. FURTHER INFORMATIONSKG Report: http://documents.skgproject.com/skg-final-report.pdfBook Chapter: http://www.slideshare.net/mkeppell/distributed-spaces-for-learningMike’s Blog: http://mike-keppell.blogspot.com.au/ 73
  • 74. 74
  • 75. 51? The Space is increasing75