This document discusses new approaches to learning space design and pedagogy. It defines learning spaces as physical, blended, or virtual environments that enhance learning. It discusses trends like blended learning and challenges in designing learning ecosystems. It advocates for guiding pedagogies like authentic and personalized learning. Principles of learning space design include comfort, aesthetics, flow and blending physical and digital resources. The goal is to empower learners through developing knowledge, skills and attitudes to continue learning.

1. CRICOS 00111D TOID 3059
NEW GENERATION
LEARNING
SPACES
Professor Mike Keppell
Pro Vice-Chancellor, Learning Transformations
European Consortium for Innovative Universities
University of Twente, September 2016

2. Preparing Students to
Solve the Problems of
the Future

3. Overview
• Defining learning spaces
• Trends and challenges
• Ecosystem
• Blended learning
• Guiding pedagogies
• Designing spaces
• Professional development
• Personalised learning

4. Defining Learning
Spaces

5. Defining Learning Spaces
• Physical, blended or virtual
learning environments that
enhance learning
• Physical, blended or virtual
‘areas’ that motivate a learner
to learn

6. 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).

7. Trends and Challenges

8. Trends

9. Challenges

10. Swinburne Ecosystem

11. Ecosystem
Pathways and
Vocational
Education
Higher
Education
Work Integrated
Learning

12. Blended Learning

13. Formal
on-campus
teaching
spaces
Informal
on-campus
learning spaces
Online learning
and teaching
spacesBlended
Learning
On-Campus Learning and Teaching
at Swinburne

14. Guiding Pedagogies

15. 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)

16. 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).

17. 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)

18. Peer Learning
• Students teaching and
learning from each other.
• Sharing ideas, knowledge
and experiences
• Emphasises interdependent
as opposed to independent
learning (Boud, 2001).

19. Designing Spaces

20. 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

21. 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)

26. FACTORY OF THE FUTURE

29. SWINBURNE FIRE STATION

31. Professional
Development

34. Empowering our
Learners

35. Knowledge Skills and Attitudes
• Knowledge is now co-
created
• Skills form a basis for
learning
• Attitudes influence
beliefs and behaviours

36. Personalised Learning Toolkit
• Digital literacies
• Seamless learning
• Self-regulated learning
• Learning-oriented
assessment
• Lifelong and life-wide learning
• Flexible learning pathways

37. 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’

38. Digital Design Spaces

39. Seamless Learning
• Continuity of learning
across a combination of
locations, times, technologies
or social settings (Sharples,
et al, 2012, 2013).

40. Levels of Seamless Learning
• On-campus
• comfortable with formal
and informal spaces
• Virtual campus
• comfortable with blended,
online, social media
• Anywhere
• trains, cafes, teleworking

41. Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor
Professional
Practice
Distributed Learning
Spaces
Academic

42. Virtual Learning Spaces

43. 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’

44. Learning-oriented
Assessment
Assessment
tasks as
learning tasks
Student involvement
in assessment
processes
Forward-
looking
feedback

48. 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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