This document discusses trends in 21st century learning spaces and designs. It defines learning spaces as physical, blended, or virtual environments that enhance learning. It outlines trends like blended learning and challenges in designing learning spaces. It discusses guiding pedagogies like authentic and personalized learning. It provides principles for designing learning spaces like comfort, aesthetics, and blending technological and face-to-face resources. It emphasizes empowering learners with knowledge, skills, and attitudes to continue learning.

1. CRICOS 00111D TOID 3059
NEW DESIGNS FOR
NEW TIMES: 21ST
CENTURY LEARNING
SPACES
Professor Mike Keppell
Pro Vice-Chancellor, Learning Transformations
Dublin City University
September 2016

2. Preparing Students to
Solve the Problems of
the Future

3. Overview
• Defining learning spaces
• Trends and challenges
• Ecosystem
• Blended learning
• Guiding pedagogies
• Designing spaces
• Professional development
• Personalised learning

4. Defining Learning
Spaces

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. 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. Trends and Challenges

8. Trends

9. Challenges

10. Swinburne Ecosystem

11. Ecosystem
Pathways and
Vocational
Education
Higher
Education
Work Integrated
Learning

12. Blended Learning

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. Guiding Pedagogies

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. 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. 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. Peer Learning
• Students teaching and
learning from each other.
• Sharing ideas, knowledge
and experiences
• Emphasises interdependent
as opposed to independent
learning (Boud, 2001).

19. Designing Spaces

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. 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)

29. FACTORY OF THE FUTURE

33. SWINBURNE FIRE STATION

36. Professional
Development

39. Empowering our
Learners

40. Knowledge Skills and Attitudes
• Knowledge is now co-
created
• Skills form a basis for
learning
• Attitudes influence
beliefs and behaviours

41. Personalised Learning Toolkit
• Digital literacies
• Seamless learning
• Self-regulated learning
• Learning-oriented
assessment
• Lifelong and life-wide learning
• Flexible learning pathways

42. 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’

43. Digital Design Spaces

44. Seamless Learning
• Continuity of learning
across a combination of
locations, times, technologies
or social settings (Sharples,
et al, 2012, 2013).

45. Levels of Seamless Learning
• On-campus
• comfortable with formal
and informal spaces
• Virtual campus
• comfortable with blended,
online, social media
• Anywhere
• trains, cafes, teleworking

46. Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor
Professional
Practice
Distributed Learning
Spaces
Academic

47. Virtual Learning Spaces

48. 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’

49. Learning-oriented
Assessment
Assessment
tasks as
learning tasks
Student involvement
in assessment
processes
Forward-
looking
feedback

53. 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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Keppell, M., & Riddle, M. (2013). Principles for design and evaluation of learning spaces.
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453-464.
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References

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