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Empowering active learning of higher education students through space, pedagogy and technology

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Learning spaces need to encompass formal teaching spaces, informal learning spaces and virtual learning and teaching spaces. The combination of space, pedagogy and technology needs to be seamlessly integrated to support 21st Century learning. Learning spaces must utilise new technology and flexibility to enable active learning and meet student expectations and accommodate different teaching approaches. In this session, Professor Mike Keppell will reflect on different institutional approaches in addressing student learning by choreographing space, technology and pedagogy to achieve Institutional goals. Professor Keppell is an internationally respected academic and has held leadership roles across six universities. In this session he will to discuss his experience in transformational teaching and learning spaces that require the blend of technological tools and pedagogical practices to meet teacher and learner expectations. Case studies from different universities will be presented in the points below:
" Pedagogy, space and technology: What's new? How have the three elements evolved? How do they all relate
" Swinburne University of Technology Learning Space Case Study
" European Learning space Case study
" Malaysian University Case Study

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Empowering active learning of higher education students through space, pedagogy and technology

  1. 1. Empowering Active Learning of Higher Education Students through Space, Pedagogy and Technology  Professor Mike Keppell Pro Vice-Chancellor, Learning and Teaching
  2. 2. Preparing Students to Solve the Problems of the Future
  3. 3. 4 Overview • Pedagogy • Learning spaces • Technology • Case: Swinburne University • Case: University of Twente • Case:Taylor’s University • Conclusion
  4. 4. 5 Active Learning • Active learning places the student at the centre of the learning process • Engages the learner through authentic learning, solving problems, working on relevant projects and contributing to their professional portfolio. • Challenging and motivating projects focus on meaningful tasks, real-world issues, generative tasks, collaborative activities and teachers as facilitators.
  5. 5. 6 Active Learning • Solving problems creates life-long learners who graduate possessing the ability to proactively shape their environment • The personalised learner collects evidence, reflects on their learning, and achieves learning outcomes that are integrated into their professional portfolio. • Active learners are designers who create media-rich assessments that exemplifies their 21st century skills embodying their creativity, design thinking and responsibility for their own learning.
  6. 6. 7 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)
  7. 7. 8 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).
  8. 8. Learning Spaces
  9. 9. 10 Learning Spaces • Physical, blended or virtual learning environments that enhance learning • Physical, blended or virtual ‘areas’ that motivate a learner to learn • 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).
  10. 10. 11 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
  11. 11. 12 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 • Repurposing: the potential for multiple usage of a space (Souter, Riddle, Keppell, 2010)
  12. 12. Technologies
  13. 13. 14 Blended Learning and Teaching • Institutional blending: formal, informal and virtual spaces • Blended teaching: being aware of the affordances of spaces and technologies to optimise learning • Blended learning: • Active learning • Interactive learning • Networked learning • Learner-generated content • Authentic assessment
  14. 14. Formal on-campus teaching spaces Informal on-campus learning spaces Online learning and teaching spaces Blended Learning On-Campus Learning and Teaching
  15. 15. Informal Central Role of Technology
  16. 16. Swinburne University
  17. 17. University of Twente
  18. 18. 25 Twente Education Model • Distinctive approach to learning related to the focus of the University • Inter-disciplinary approach to teaching and research • No pre-structuring programmes by discipline • Modular and project-based
  19. 19. 26 Core Aspects of Twente Education Model • Three professional roles • researcher, designer, organiser • Student-driven learning • assess and develop skills • invite students to ask questions, • Modular and project-based • 10 week modules • central to each module is a project which students address a real-world problem • project-led education • collaboration skills • self-assessment
  20. 20. Taylor’s University
  21. 21. 30 Taylor’s Curriculum Framework • Broad-based education (e.g. electives across disciplines) • Holistic education (e.g. life skills) • International exchanges • Physical and virtual learning spaces (e.g. REWIND, X-Spaces, TIMES, MOOCs, Mobile) • Assessment as learning • Blended and flipped learning • Teaching Engagement Survey
  22. 22. Questions

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