2012 may jcu_ls

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2012 may jcu_ls

  1. 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. 2. Overview !  Distributed spaces !  Assumptions !  Ecological university !  Principles !  Diversity of spaces !  Aligning with curriculum 2
  3. 3. Distributed Spaces !  Growing acceptance that learning occurs in different places !  Proliferation 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). !  Growing acceptance of life-long and life-wide learning also have a major influence on distributed learning spaces. 3
  4. 4. Assumptions Universities value and seek to enhance the skills !  essential for lifelong and life wide learning, developing graduates who will continue to develop intellectually, professionally and socially beyond the bounds of formal education. !  Universities believe that programs, services and teaching methods should be responsive to the diverse cultural, social and academic needs of students, enabling them to adapt to the demands of university education and providing them with the cultural capital for life success. 4
  5. 5. Barnett, R. (2011). Being a university. New York: Routledge. 5
  6. 6. Ecological University !  Global connectedness and dependence on world around them !  Instead of having an impact on the world which can be both positive and negative ecological universities seek sustainability !  They are self-sustainable in their multiple levels of interactions. !  They adopt a care for the world as opposed to an impact on the world approach (Barnett, 2011). 6
  7. 7. Higher Education Principles Access and Equity ethical obligations Equivalence of Learning Outcomes traverses physical, blended and Student Learning Experience virtual learning spaces. place of learning is diverse learning outcomes, subject, Constructive Alignment degree program, generic attributes Discipline Pedagogies specific needs of disciplines 7
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  9. 9. Key principle throughout the presentation is ‘design’ 9
  10. 10. Question 1 Is there discussion that the student learningexperience encompasses physical, blended and virtual learning spaces? Yes or No? 10
  11. 11. Learning spaces 11
  12. 12. Learning Spaces !  Physical, blended or virtual areas that: !  enhance learning !  that motivate learners !  promote authentic learning interactions !  Spaces where both teachers and students optimize the perceived and actual affordances of the space (Keppell Riddle, 2012). 12
  13. 13. Distributed Learning Spaces Physical Blended Virtual Formal Informal Formal Informal Mobile Personal Academic Professional Outdoor Practice 13
  14. 14. Physical Learning Spaces 14
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  16. 16. Seven principles of learning space design !  The SKG project has established seven principles of learning space which support a collaborative and student-centred  approach to learning: ! 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 16
  17. 17. 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) 17
  18. 18. Albury-Wodonga Learning Commons 18
  19. 19. Comfort Aesthetics Flow Equity Blending Affordances Repurposing 19
  20. 20. Apple – Cupertino Training Room 20
  21. 21. Wallenberg Hall - Stanford University 21
  22. 22. Affordances? - Blending 22
  23. 23. Comfort Aesthetics Flow Equity Blending Affordances Repurposing 23
  24. 24. MIT – STATA Center - EDDY Spaces 24
  25. 25. Technology-enhanced Active Learning (TEAL) Centre Affordances - Blending 25
  26. 26. Harvard University 26
  27. 27. Discipline Pedagogies ‘Plasma to Chalkboard’ for Physics Professors 27
  28. 28. Affordances 28
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  30. 30. Seven Principles - Questions 30
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  33. 33. Question 2 What learning space design principles are most important to you? A.  Comfort Aesthetics B.  Flow and Equity C.  Blending and Affordances D.  Re-purposing 33
  34. 34. Virtual Learning Spaces 34
  35. 35. Virtual Learning Spaces !  Virtual learning spaces provide unique opportunities that are unavailable in physical learning spaces !  These affordances or action possibilities allow a richer range of learning interactions 35
  36. 36. Formal Virtual Informal VirtualLearning Spaces Learning Spaces 36
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  38. 38. Facebook !  Online and offline worlds are clearly coexisting !  Face-to-face friendships from home have been developed and sustained through continued online interactions !  Newer online relationships have flourished at university and developed into face-to-face indepth relationships (Madge, Meek, Wellens and Hooley 2010, p. 145). 38
  39. 39. Blended Learning Spaces 39
  40. 40. Flexible learning !  Flexible learning provides opportunities to improve the student learning experience through flexibility in time, pace, place (physical, virtual, on-campus, off-campus), mode of study (print- based, face-to-face, blended, online), teaching approach (collaborative, independent), forms of assessment and staffing. It may utilise a wide range of media, environments, learning spaces and technologies for learning and teaching. 40
  41. 41. Blended Flexible Learning !  Blended and flexible learning is a design approach that examines the relationships between flexible learning opportunities, in order to optimise student engagement and equivalence in learning outcomes regardless of mode of study (Keppell, 2010, p. 3). 41
  42. 42. Mobile Learning Spaces 42
  43. 43. Mobile Learning Spaces !  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) 43
  44. 44. Mobile Learning Spaces !  With its strong emphasis on learning rather than teaching, mobile learning challenges educators to try to understand learners needs. !  Understanding how learning takes place beyond the classroom, and !  Intersection of education, life, work and leisure (Kukulska-Hulme, 2010, p.181). 44
  45. 45. Academic Learning Spaces 45
  46. 46. Academic Learning Spaces !  Physical, blended or virtual areas that: !  enhance academic work !  that motivate academic work !  enable networking !  Spaces where academics optimize the perceived and actual affordances of the space. 46
  47. 47. Academic Spaces !  Barnett (2011) suggests that today s university lives amid multiple time-spans, and time- speeds (p. 74). !  Constant email... !  Committee meetings...... !  Historians who focus on the past !  Researchers who may focus on the future 47
  48. 48. Academic Spaces !  Universities may need to be conscious of the 24/7 existence of their students across the globe, each in their own unique time-span. !  Virtual spaces !  Residential students 48
  49. 49. Academic Spaces !  Barnett (2011) suggests that academics may be active in university spaces that may include: !  Intellectual and discursive space which focus on the contribution to the wider public sphere. !  Epistemological space which focuses on the space available for academics to pursue their own research interests (p. 76). 49
  50. 50. Academic Spaces !  Pedagogical and curricular space focuses on the spaces available to trial new pedagogical approaches and new curricular initiatives. !  Ontological space which focuses 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). 50
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  56. 56. Question 3 Do you regularly contribute to a professional blog? Yes or No? 56
  57. 57. Personal Learning Spaces 57
  58. 58. 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. 58
  59. 59. Connectivism !  PLE may also require new ways of learning as knowledge has changed to networks and ecologies (Siemens, 2006). !  The implications of this change is that improved lines of communication need to occur. !  Connectivism is the assertion that learning is primarily a network-forming process (p. 15). 59
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  64. 64. Outdoor Learning Spaces 64
  65. 65. Outdoor Learning Spaces •  These 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). 65
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  72. 72. Putting it alltogether 72
  73. 73. Conclusion !  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). !  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 as being a singular place where learning and teaching occurs. !  Distributed learning spaces are the future. 73
  74. 74. Further Information !  SKG Report: http://documents.skgproject.com/ skg-final-report.pdf !  Book Chapter: http://www.slideshare.net/mkeppell/ distributed-spaces-for-learning !  Mike s Blog: http://mike-keppell.blogspot.com.au/ 74
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