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2016 Twente: New Generation Learning Spaces


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University of Twente presentation

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2016 Twente: New Generation Learning Spaces

  1. 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. 2. Preparing Students to Solve the Problems of the Future
  3. 3. Overview • Defining learning spaces • Trends and challenges • Ecosystem • Blended learning • Guiding pedagogies • Designing spaces • Professional development • Personalised learning
  4. 4. Defining Learning Spaces
  5. 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. 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. 7. Trends and Challenges
  8. 8. Trends
  9. 9. Challenges
  10. 10. Swinburne Ecosystem
  11. 11. Ecosystem Pathways and Vocational Education Higher Education Work Integrated Learning
  12. 12. Blended Learning
  13. 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. 14. Guiding Pedagogies
  15. 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. 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. 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. 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. 19. Designing Spaces
  20. 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. 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)
  24. 24. Professional Development
  25. 25. Empowering our Learners
  26. 26. Knowledge Skills and Attitudes • Knowledge is now co- created • Skills form a basis for learning • Attitudes influence beliefs and behaviours
  27. 27. Personalised Learning Toolkit • Digital literacies • Seamless learning • Self-regulated learning • Learning-oriented assessment • Lifelong and life-wide learning • Flexible learning pathways
  28. 28. 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’
  29. 29. Digital Design Spaces
  30. 30. Seamless Learning • Continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012, 2013).
  31. 31. Levels of Seamless Learning • On-campus • comfortable with formal and informal spaces • Virtual campus • comfortable with blended, online, social media • Anywhere • trains, cafes, teleworking
  32. 32. Physical Virtual Formal Informal InformalFormal Blended Mobile Personal Outdoor Professional Practice Distributed Learning Spaces Academic
  33. 33. Virtual Learning Spaces
  34. 34. 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’
  35. 35. Learning-oriented Assessment Assessment tasks as learning tasks Student involvement in assessment processes Forward- looking feedback
  36. 36. 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)
  37. 37. Carless, D. (2014). Exploring learning-oriented assessment processes. Higher Education. Dweck, C. (2006). Mindset: How you can fulfil your potential. Constable and Robinson, Ltd. London. Jackson, N. J. (2010). From a curriculum that integrates work to a curriculum that integrates life: Changing a university’s conceptions of curriculum. Higher Education Research &Development, 29(5), 491-505. doi:10.1080/07294360.2010.502218 Keppell, M., & Riddle, M. (2013). Principles for design and evaluation of learning spaces. In R. Luckin, S. Puntambekar, P. Goodyear, B. Grabowski, J. Underwood, & N. Winters (Eds.), Handbook of design in educational technology (pp. 20-32). New York, NY: Routledge Keppell, M., Au, E., Ma, A. & Chan, C. (2006). Peer learning and learning-oriented assessment in technology-enhanced environments. Assessment and Evaluation in Higher Education, 31(4), 453-464. Keppell, M. & Carless, D. (2006). Learning-oriented assessment: A technology-based case study. Assessment in Education, 13(2), 153-165. Keppell, M., Souter, K. & Riddle, M. (Eds.). (2012). Physical and virtual learning spaces in higher education: Concepts for the modern learning environment. IGI Global, Hershey: New York. ISBN13: 9781609601140. Keppell, M. & Riddle, M. (2012). Distributed learning places: Physical, blended and virtual learning spaces in higher education. (pp. 1-20). In Mike Keppell, Kay Souter & Matthew Riddle (Eds.). (2011). Physical and virtual learning spaces in higher education: Concepts for the modern learning environment. Information Science Publishing, Hershey. References
  38. 38. Keppell, M.J. (2014). Personalised learning strategies for higher education. In Kym Fraser (Ed.) The Future of Learning and Teaching in Next Generation Learning Spaces. International Perspectives on Higher Education Research, Volume 12, 3-21. Copyright 2014 by Emerald Group Publishing Limited. Keppell, M.J. (2015). The learning future: Personalised learning in an open world. In Curtis J. Bonk, Mimi Miyoung Lee, Thomas C. Reeves, and Thomas H. Reynolds. MOOCs and Open Education around the World. Routledge/Taylor and Francis. Rheingold, H. (2012). Net smart: How to thrive online. Cambridge, MA: MIT Press. Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., & Gaved,M. (2013). Innovating pedagogy 2013: Open University Innovation Report Milton Keynes: The Open University. Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., & Whitelock, D. (2012). Innovating pedagogy 2012: Open University Innovation Report 1. Milton Keynes: The Open University. Siemens, G. (2006). Knowing knowledge. Creative commons. Retrieved from http://www.elearn Souter, K., Riddle, M., Sellers, W., & Keppell, M. (2011). Final report: Spaces for knowledge generation. The Australian Learning and Teaching Council (ALTC). Retrieved from http:// Watson, L. (2003). Lifelong learning in Australia (3/13). Canberra, Australia: Commonwealth of Australia. Wheeler, S. (2010). Digital literacies. Retrieved from what-digital-literacies.html?q=digital+literacies References