2012 nov 3_rls

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2012 nov 3_rls

  1. 1. Spaces for Knowledge Generation: A Framework for Designing Student Learning Environments Professor Mike Keppell Executive Director Australian Digital Futures Institute 1Thursday, 22 November 12 1
  2. 2. Overview ‣ What are the trends and challenges we need to consider? ‣ What are ‘spaces for knowledge generation’? ‣ What is a framework for designing student learning environments? ‣ How do we meet student needs and improve the learning environment? ‣ What design principles are useful for learning space design? 2Thursday, 22 November 12 2
  3. 3. What are the trends and challenges we need to consider? 3Thursday, 22 November 12 3
  4. 4. CSIRO Megatrends On the move Personalisation IWorld 4Thursday, 22 November 12 4
  5. 5. University of the Future n Democratisation of knowledge and access n Contestability of markets and funding n Digital technologies n Global mobility n Integration with industry 5Thursday, 22 November 12 5
  6. 6. Horizon Reports 6Thursday, 22 November 12 6
  7. 7. Trends ‣ People expect to be able to work, learn, and study whenever and wherever they want. ‣ The abundance of resources and relationships will challenge our educational identity. ‣ Students want to use their own technology for learning. ‣ Shift across all sectors to online learning, hybrid learning and collaborative models. ‣ 7Thursday, 22 November 12 7
  8. 8. Challenges n Seamless learning – people expect to be able to work, learn, and study whenever and wherever they want. n Digital literacies – capabilities which fit an individual for living, learning and working in a digital society (JISC) n Personalisation - our learning, teaching, place of learning, technologies will be individualised n Digital scholarship will be the norm. 8Thursday, 22 November 12 8
  9. 9. What are spaces for knowledge generation? 9Thursday, 22 November 12 9
  10. 10. Spaces for Knowledge Generation n Physical, blended or virtual ‘areas’ that: n enhance learning n that motivate learners n promote authentic learning interactions n Spaces where both teachers and students optimize the perceived and actual affordances of the space (Keppell & Riddle, 2012). 10Thursday, 22 November 12 10
  11. 11. What is a framework for designing student learning environments? Distributed Seamless Learning Learning Spaces Principles 11Thursday, 22 November 12 11
  12. 12. Distributed Spaces n Growing acceptance that learning occurs in different ‘places’ n Ubiquity of learning in a wide range of contexts (Lea & Nicholl, 2002). n Growing acceptance of life-long and life- wide learning also have a major influence on distributed learning spaces. 12Thursday, 22 November 12 12
  13. 13. Distributed Learning Spaces Physical Blended Virtual Formal Informal Formal Informal Mobile Personal Academic Professional Outdoor Practice 13Thursday, 22 November 12 13
  14. 14. Distributed Learning Spaces n Book Chapter: http:// www.slideshare.net/ mkeppell/distributed- spaces-for-learning 14Thursday, 22 November 12 14
  15. 15. Seamless Learning n Focuses on the continuity of the learning journey n Different places and spaces n Diverse technologies 15Thursday, 22 November 12 15
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  17. 17. Seven Principles of Learning Space Design n The SKG project has established seven principles of learning space design which support a collaborative and student-centred approach to learning: 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 17Thursday, 22 November 12 17
  18. 18. 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) 18Thursday, 22 November 12 18
  19. 19. CSU Albury-Wodonga Learning commonsThursday, 22 November 12 19
  20. 20. Comfort Aesthetics Flow Equity Blending Affordances RepurposingThursday, 22 November 12 20
  21. 21. FlowThursday, 22 November 12 21
  22. 22. Discipline Pedagogies ‘Plasma to Chalkboard’ for Physics Professors RepurposingThursday, 22 November 12 22
  23. 23. Virtual Learning Spaces Blending - Affordances - Equity?Thursday, 22 November 12 23
  24. 24. Thursday, 22 November 12 24
  25. 25. Aesthetics Blending AffordancesThursday, 22 November 12 25
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  28. 28. 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).Thursday, 22 November 12 28
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  30. 30. Seven Principles - Questions n http://mike-keppell.blogspot.co.nz/2012/04/ questions-to-consider-in-learning-space.html 30Thursday, 22 November 12 30
  31. 31. Thursday, 22 November 12 31
  32. 32. Keppell & Riddle (in-press)Thursday, 22 November 12 32
  33. 33. How do we meet student needs and improve the learning environment? 33Thursday, 22 November 12 33
  34. 34. Thursday, 22 November 12 34
  35. 35. Thursday, 22 November 12 35
  36. 36. Questions? 36Thursday, 22 November 12 36

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