Campus development at Swinburne presentation

1. How to Manage Changing ‘Learning
Environments’ and Future Planning
and Design
Professor Mike Keppell
Pro Vice-Chancellor, Learning
Transformations
27 October 2015
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2. Overview
• ‘University Campus’
• Trends & challenges
• Learning spaces
• Guiding pedagogies
• Teachers & learners
• Professional
development
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3. • The disintegration of the
distinction and the growing
acceptance that learning
occurs in different ‘places’
presents both exciting and
challenging opportunities
for higher education.
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What is the University Campus?
• Formal teaching spaces
• Informal learning spaces
• Online learning and
teaching spaces

4. 4
2015 Technology Outlook: Trends

5. 5
2015 Technology Outlook: Challenges

6. Defining Learning Spaces
• Physical, blended or virtual
learning environments that
enhance learning
• Physical, blended or virtual
‘areas’ that motivate a
learner to learn
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7. Defining Learning Spaces
• Spaces where both teachers
and learners optimise the
perceived and actual
affordances of the space; and
• Spaces that promote
authentic learning
interactions (Keppell &
Riddle, 2012, 2013).
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8. Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor
Professional
Practice
Distributed
Learning Spaces
Academic

9. Virtual Learning Spaces

10. Guiding Pedagogies
• Authentic learning
• Authentic assessment
• Personalised Learning
• Peer learning
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11. 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)
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12. 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).
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13. 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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14. SKG Learning Space Design Principles Questions for Personalised Learners
Comfort: a space which creates a physical and
mental sense of ease and well-being.
Are the chairs, tables, and furniture conducive to
learning in this space? You might want to test
them out before committing to this learning space.
How comfortable do you think this space will be
for learning? Is the space noisy or quiet?
Aesthetics: pleasure which includes the
recognition of symmetry, harmony, simplicity and
fitness for purpose.
What features of the learning space might assist
your learning?
Flow: the state of mind felt by the learner when
totally involved in the learning experience.
What features of this space promote your learning
engagement? Do you feel you can engage with
your work in the learning space? Are you looking
for a quiet or noisy space?

15. Equity: consideration of the needs of
cultural and physical differences.
Do you think the learning space is inclusive
for you and any team members with whom
you might be working?
Blending: a mixture of technological and
face-to-face pedagogical resources.
Can you utilise your computer, tablet or
mobile device in the learning space?
How easy is it for you to connect to the
network?
Affordances: the “action possibilities” the
learning environment provides the users.
What does this learning space allow you to
do that you cannot do in another space?
What action possibilities are you looking
for in this learning space?
Repurposing: the potential for multiple
usage of a space (Souter, Riddle, Sellers &
Keppell, 2011).
Can you rearrange tables and chairs to
create your own learning area?

16. Peer Learning
• Students teaching and learning
from each other.
• Sharing ideas, knowledge and
experiences
• Emphasises interdependent as
opposed to independent learning
(Boud, 2001).
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17. Interactions
•Interactive learning (learner-to-
content)
•Networked learning (learner-to-
learner; learner-to-teacher)
•Student-generated content
(learner-as-designers).
•Connected students (knowledge
is in the network)
•Learning-oriented assessment
(assessment-as-learning).
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18. Blended Learning…
• Designing learning interactions
across formal teaching spaces,
informal learning spaces and online
learning and teaching spaces.
• Thoughtful combination of physical
and online spaces supported by
educational technologies to enhance
the student experience
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19. Rethinking the
Roles of Educators
Blended &
Online
Learning
Analytics
Personalised
Learning
Scholarship of
Teaching and
Learning
Open Education
OERs
Digital
literacies
Authentic
Assessment
SpacesMobile

21. Professional Development
• Blended and online learning and teaching
• Learning design workshops
• Enabling authentic assessment
• Integrating learning analytics
• Showcasing emerging technologies
• Graduate Certificate in Learning and Teaching
• Portfolios
• Learning Transformations Conference
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