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Next Generation Learning spaces


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Redesigning formal and informal learning spaces to create a consistent student experience

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Next Generation Learning spaces

  1. 1. REREDESIGNING FORMAL AND INFORMAL LEARNING SPACES TO CREATE A CONSISTENT STUDENT EXPERIENCEand Consistent Student Experience Professor Mike Keppell Pro Vice-Chancellor, Learning Transformations New Generation Learning Space Design
  2. 2. Preparing Students to Solve the Problems of the Future
  3. 3. Overview • Ecosystem • Blended learning • Guiding pedagogies • Designing spaces • Informal learning spaces • Formal learning spaces • Professional development
  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. Swinburne Ecosystem
  9. 9. Ecosystem Pathways and Vocational Education Higher Education Work Integrated Learning
  10. 10. Blended Learning
  11. 11. Formal on-campus teaching spaces Informal on-campus learning spaces Online learning and teaching spacesBlended Learning On-Campus Learning and Teaching at Swinburne
  12. 12. Guiding Pedagogies
  13. 13. 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)
  14. 14. 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).
  15. 15. 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)
  16. 16. Peer Learning • Students teaching and learning from each other. • Sharing ideas, knowledge and experiences • Emphasises interdependent as opposed to independent learning (Boud, 2001).
  17. 17. Designing Spaces
  18. 18. 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
  19. 19. 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)
  20. 20. Informal Learning Spaces
  21. 21. Survey • 251 responses • Among the factors that influenced a student’s preference of one space over another were: - access to power points, - natural light, - being close to a kitchenette/ microwave, - being able to easily secure a seat/ desk/computer, - quietness, and - comfortable furniture.
  22. 22. Formal Learning Spaces
  24. 24. Professional Development