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Distributed Learning spaces
 

Distributed Learning spaces

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Workshop at ascilite 2012

Workshop at ascilite 2012

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    Distributed Learning spaces Distributed Learning spaces Presentation Transcript

    • Distributed Learning Spaces in Higher Education Learning and Teaching ascilite 2012 - Wellington Professor Mike Keppell Executive Director Australian Digital Futures Institute 1Sunday, 25 November 12 1
    • Overview n Provide an overview of distributed learning spaces n Examine seven principles of learning space design n Explore affordances of learning spaces 2Sunday, 25 November 12 2
    • Schedule n 1:00 - 2:30 n Trends and challenges n Framework for designing learning spaces (distributed learning spaces, seamless learning, principles) n 2:30 - 2:45 Afternoon tea n 2:45 - 4:00 n Personal learning spaces n Affordances of learning spaces 3Sunday, 25 November 12 3
    • Introductions n Personal introductions (University?; Role? One goal? Number of ascilite conferences attended? A favourite space?) n My background (University?; Role? One goal? Number of ascilite conferences attended?) 4Sunday, 25 November 12 4
    • What are the trends and challenges we need to consider? 5Sunday, 25 November 12 5
    • CSIRO Megatrends On the move Personalisation IWorld 6Sunday, 25 November 12 6
    • 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 7Sunday, 25 November 12 7
    • Horizon Reports 8Sunday, 25 November 12 8
    • 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. ‣ 9Sunday, 25 November 12 9
    • 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. 10Sunday, 25 November 12 10
    • What are spaces for knowledge generation? 11Sunday, 25 November 12 11
    • 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). 12Sunday, 25 November 12 12
    • What spaces are you and your students utilising for learning? 13Sunday, 25 November 12 13
    • What is a framework for designing student learning environments? Distributed Seamless Learning Learning Spaces Principles 14Sunday, 25 November 12 14
    • 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 disciplinesSunday, 25 November 12 15
    • Distributed Spaces n Growing acceptance that learning occurs in different ‘places’ n 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). n Growing acceptance of life-long and life- wide learning also have a major influence on distributed learning spaces. 16Sunday, 25 November 12 16
    • Distributed Learning Spaces Physical Blended Virtual Formal Informal Formal Informal Mobile Personal Academic Professional Outdoor Practice 17Sunday, 25 November 12 17
    • Distributed Learning Spaces n Book Chapter: http:// www.slideshare.net/ mkeppell/distributed- spaces-for-learning 18Sunday, 25 November 12 18
    • Seamless Learning n Focuses on the continuity of the learning journey n Different places and spaces n Diverse technologies 19Sunday, 25 November 12 19
    • Sunday, 25 November 12 20
    • Sunday, 25 November 12 21
    • 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 22Sunday, 25 November 12 22
    • 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) 23Sunday, 25 November 12 23
    • Physical Learning Spaces 24Sunday, 25 November 12 24
    • CSU Albury-Wodonga Learning commonsSunday, 25 November 12 25
    • Comfort Aesthetics Flow Equity Blending Affordances RepurposingSunday, 25 November 12 26
    • FlowSunday, 25 November 12 27
    • Apple - Cupertino training RoomSunday, 25 November 12 28
    • Wallenberg Hall - Stanford UniversitySunday, 25 November 12 29
    • Affordances? - BlendingSunday, 25 November 12 30
    • Discipline Pedagogies ‘Plasma to Chalkboard’ for Physics Professors RepurposingSunday, 25 November 12 31
    • MIT - STATA center - EDDY SpacesSunday, 25 November 12 32
    • Technology-enhanced Active Learning (TEAL) Centre Affordances - BlendingSunday, 25 November 12 33
    • Comfort Aesthetics Flow Equity Blending Affordances RepurposingSunday, 25 November 12 34
    • AffordancesSunday, 25 November 12 35
    • Sunday, 25 November 12 36
    • Virtual Learning Spaces 37Sunday, 25 November 12 37
    • Virtual Learning Spaces n Virtual learning spaces provide unique opportunities that are unavailable in physical learning spaces n These affordances or ‘action possibilities’ allow a richer range of learning interactions 38Sunday, 25 November 12 38
    • Virtual Learning Spaces Blending - Affordances - Equity?Sunday, 25 November 12 39
    • Virtual Spaces n FLI Website: http://www.csu.edu.au/division/landt/ flexible-learning/ n FLI Blog: http://blendedandflexiblelearning.blogspot.com/ n FLI Twitter: http://twitter.com/#!/FLINews n FLI Delicious: http://www.delicious.com/ flexiblelearninginstitute n Design: http://blendedandflexiblelearning.wikispaces.com/ home n FLI YouTube: http://www.youtube.com/user/FLIMedia n Slidehare: http://www.slideshare.net/mkeppell 40Sunday, 25 November 12 40
    • Sunday, 25 November 12 41
    • Sunday, 25 November 12 42
    • Aesthetics Blending AffordancesSunday, 25 November 12 43
    • Academic Learning Spaces 44Sunday, 25 November 12 44
    • Academic Learning Spaces Physical, blended or virtual ‘areas’ that: n enhance academic ‘work’ n that motivate academic ‘work’ n enable networking n Spaces where academics optimize the perceived and actual affordances of the space. 45Sunday, 25 November 12 45
    • Discursive Spaces n Intellectual and discursive spaces focus on the contribution to public discourse in areas such as: n e.g. presentations, media, advising, translating research into practical benefits, community involvement, etc n MOOCs? 46Sunday, 25 November 12 46
    • Epistemological Spaces n Epistemological spaces focus on the “space available for academics to pursue their own research interests” (p. 76). n e.g. labs, libraries, collaborations and networking with university colleagues 47Sunday, 25 November 12 47
    • Pedagogical and Curricular Spaces n Pedagogical and curricular spaces focus on the spaces available to trial new pedagogical approaches and new curricular initiatives. n e.g. physical and virtual sandpits, working groups, meetings, etc n MOOCs? 48Sunday, 25 November 12 48
    • Sunday, 25 November 12 49
    • Sunday, 25 November 12 50
    • Ontological Spaces n Ontological spaces focus 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). n MOOCs? n e.g.diverse roles may include: academic staff developer, professional developer, manager, administrator, facilitator, teacher, researcher, evaluator, presenter, writer, editor, consultant, project manager, change agent and innovator. 51Sunday, 25 November 12 51
    • Barnett, R. (2011). Being a university. New York: Routledge.Sunday, 25 November 12 52
    • Outdoor Learning Spaces 53Sunday, 25 November 12 53
    • Sunday, 25 November 12 54
    • 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).Sunday, 25 November 12 55
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    • Mobile Learning Spaces 59Sunday, 25 November 12 59
    • Mobile Learning Spaces n “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) 60Sunday, 25 November 12 60
    • Mobile Learning Spaces n With its strong emphasis on learning rather than teaching, mobile learning challenges educators to try to understand learners’ needs. n Understanding how learning takes place beyond the classroom, and n Intersection of education, life, work and leisure” (Kukulska-Hulme, 2010, p.181). 61Sunday, 25 November 12 61
    • Evaluating our current space 62Sunday, 25 November 12 62
    • Seven Principles - Questions n http://mike-keppell.blogspot.co.nz/2012/04/ questions-to-consider-in-learning-space.html 63Sunday, 25 November 12 63
    • Sunday, 25 November 12 64
    • Keppell & Riddle (in-press)Sunday, 25 November 12 65
    • How do we meet student needs and improve the learning environment? 66Sunday, 25 November 12 66
    • Sunday, 25 November 12 67
    • Personal Learning Spaces 68Sunday, 25 November 12 68
    • Personal Learning Environments Interactions Spaces Tools PLE People Interactions Interactions 69Sunday, 25 November 12 69
    • 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. 70Sunday, 25 November 12 70
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    • Sunday, 25 November 12 73
    • 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). 74Sunday, 25 November 12 74
    • Personal Learning Environments Interactions Spaces Tools PLE People Interactions Interactions 75Sunday, 25 November 12 75
    • Sunday, 25 November 12 76
    • Sunday, 25 November 12 77
    • Sunday, 25 November 12 78
    • Affordances 79Sunday, 25 November 12 79
    • Action Possibilities n Learning commons n Specific outdoor space n Your mobile phone n Your tablet/ipad n Virtual synchronous space n Virtual asynchronous space n Choose your own space 80Sunday, 25 November 12 80
    • Conclusion n 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). n It is time that we begin changing our thinking about the ‘place’ of learning for both learners and staff. n We need to let go of the tradition of universities as being a ‘singular place’ where learning and teaching occurs. n Distributed learning spaces are the future. 81Sunday, 25 November 12 81
    • 82Sunday, 25 November 12 82
    • literacies for the future mobility digital communities learning spaces personalised learning 83Sunday, 25 November 12 83