The document provides an overview of a presentation on distributed learning spaces in higher education. The presentation covers trends in learning spaces, a framework for designing learning environments that includes distributed learning spaces and seamless learning. It also explores seven principles of learning space design and different types of learning spaces including physical, blended, virtual, academic, outdoor and mobile spaces. The presentation schedule includes discussing personal learning spaces and the affordances of different learning environments.

1. Distributed Learning Spaces
in Higher Education Learning
and Teaching
ascilite 2012 - Wellington
Professor Mike Keppell
Executive Director
Australian Digital Futures Institute
1
Sunday, 25 November 12 1

2. Overview
n Provide an overview of distributed learning
spaces
n Examine seven principles of learning space
design
n Explore affordances of learning spaces
2
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3. Schedule
n 1:00 - 2:30
n Trends and challenges
n Framework for designing learning spaces
(distributed learning spaces, seamless
learning, principles)
n 2:30 - 2:45 Afternoon tea
n 2:45 - 4:00
n Personal learning spaces
n Affordances of learning spaces
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4. Introductions
n Personal introductions
(University?; Role? One
goal? Number of ascilite
conferences attended? A
favourite space?)
n My background
(University?; Role? One
goal? Number of ascilite
conferences attended?)
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5. What are the trends and
challenges we need to consider?
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6. CSIRO Megatrends
On the move
Personalisation
IWorld
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7. University of the Future
n Democratisation of
knowledge and access
n Contestability of markets
and funding
n Digital technologies
n Global mobility
n Integration with industry
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8. Horizon Reports
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9. Trends
‣ People expect to be able to work, learn, and
study whenever and wherever they want.
‣ The abundance of resources and
relationships will challenge our educational
identity.
‣ Students want to use their own technology
for learning.
‣ Shift across all sectors to online learning,
hybrid learning and collaborative models.
‣
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10. Challenges
n Seamless learning – people expect to be
able to work, learn, and study whenever
and wherever they want.
n Digital literacies – capabilities which fit an
individual for living, learning and working in a
digital society (JISC)
n Personalisation - our learning, teaching,
place of learning, technologies will be
individualised
n Digital scholarship will be the norm.
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11. What are spaces for knowledge
generation?
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12. Spaces for Knowledge
Generation
n Physical, blended or virtual ‘areas’ that:
n enhance learning
n that motivate learners
n promote authentic learning interactions
n Spaces where both teachers and students
optimize the perceived and actual
affordances of the space (Keppell &
Riddle, 2012).
12
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13. What spaces are you and
your students utilising
for learning?
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14. What is a framework for designing
student learning environments?
Distributed Seamless
Learning Learning
Spaces
Principles
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15. Access and Equity &
ethical obligations
Equivalence of Learning Outcomes
traverses physical, blended and
Student Learning Experience virtual learning spaces.
‘place’ of learning is diverse
learning outcomes, subject,
Constructive Alignment degree program, generic
attributes
Discipline Pedagogies specific needs of disciplines
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16. Distributed Spaces
n Growing acceptance that learning occurs in
different ‘places’
n Proliferation of approaches emerging
including ‘flexible’, ‘open’, ‘distance’ and ‘off-
campus’ that assist the ubiquity of learning
in a wide range of contexts (Lea & Nicholl,
2002).
n Growing acceptance of life-long and life-
wide learning also have a major influence on
distributed learning spaces.
16
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17. Distributed
Learning Spaces
Physical Blended Virtual
Formal Informal Formal Informal
Mobile Personal Academic
Professional
Outdoor
Practice
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18. Distributed Learning
Spaces
n Book Chapter: http://
www.slideshare.net/
mkeppell/distributed-
spaces-for-learning
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19. Seamless Learning
n Focuses on the
continuity of the
learning journey
n Different places and
spaces
n Diverse technologies
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21. Sunday, 25 November 12 21

22. Seven Principles of
Learning Space Design
n The SKG project has established seven principles of
learning space design which support a collaborative
and student-centred approach to learning:
n Comfort: a space which creates a physical and
mental sense of ease and well-being
n Aesthetics: pleasure which includes the
recognition of symmetry, harmony, simplicity and
fitness for purpose
n Flow: the state of mind felt by the learner when
totally involved in the learning experience
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23. Seven 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, including such things as
kitchens, natural light, wifi, private spaces, writing
surfaces, sofas, and so on.
•Repurposing: the potential for multiple usage of a
space (Souter, Riddle, Keppell, 2010) (http://
www.skgproject.com)
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24. Physical Learning Spaces
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25. CSU Albury-Wodonga Learning commons
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26. Comfort
Aesthetics
Flow
Equity
Blending
Affordances
Repurposing
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27. Flow
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28. Apple - Cupertino training Room
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29. Wallenberg Hall - Stanford University
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30. Affordances? - Blending
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31. Discipline
Pedagogies
‘Plasma to
Chalkboard’
for Physics
Professors
Repurposing
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32. MIT - STATA center - EDDY Spaces
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33. Technology-enhanced Active Learning (TEAL)
Centre
Affordances - Blending
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34. Comfort
Aesthetics
Flow
Equity
Blending
Affordances
Repurposing
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35. Affordances
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36. Sunday, 25 November 12 36

37. Virtual Learning Spaces
37
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38. Virtual Learning Spaces
n Virtual learning spaces provide unique
opportunities that are unavailable in
physical learning spaces
n These affordances or ‘action possibilities’
allow a richer range of learning interactions
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39. Virtual Learning
Spaces
Blending - Affordances - Equity?
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40. Virtual Spaces
n FLI Website: http://www.csu.edu.au/division/landt/
flexible-learning/
n FLI Blog: http://blendedandflexiblelearning.blogspot.com/
n FLI Twitter: http://twitter.com/#!/FLINews
n FLI Delicious: http://www.delicious.com/
flexiblelearninginstitute
n Design: http://blendedandflexiblelearning.wikispaces.com/
home
n FLI YouTube: http://www.youtube.com/user/FLIMedia
n Slidehare: http://www.slideshare.net/mkeppell
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41. Sunday, 25 November 12 41

42. Sunday, 25 November 12 42

43. Aesthetics
Blending
Affordances
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44. Academic Learning Spaces
44
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45. Academic Learning Spaces
Physical, blended or virtual ‘areas’ that:
n enhance academic ‘work’
n that motivate academic ‘work’
n enable networking
n Spaces where academics optimize the
perceived and actual affordances of the
space.
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46. Discursive Spaces
n Intellectual and discursive spaces focus on the
contribution to public discourse in areas such as:
n e.g. presentations, media, advising, translating
research into practical benefits, community
involvement, etc
n MOOCs?
46
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47. Epistemological Spaces
n Epistemological spaces focus on the
“space available for academics to pursue
their own research interests” (p. 76).
n e.g. labs, libraries, collaborations and
networking with university colleagues
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48. Pedagogical and Curricular Spaces
n Pedagogical and curricular spaces
focus on the spaces available to trial
new pedagogical approaches and
new curricular initiatives.
n e.g. physical and virtual sandpits,
working groups, meetings, etc
n MOOCs?
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49. Sunday, 25 November 12 49

50. Sunday, 25 November 12 50

51. Ontological Spaces
n Ontological spaces focus on ‘academic being’
which is becoming increasingly multi-faceted
beyond the research, teaching and community
commitments. In fact “the widening of
universities’ ontological spaces may bring
both peril and liberation” (p. 77).
n MOOCs?
n e.g.diverse roles may include: academic staff
developer, professional developer, manager,
administrator, facilitator, teacher, researcher,
evaluator, presenter, writer, editor, consultant,
project manager, change agent and innovator.
51
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52. Barnett, R. (2011).
Being a university. New
York: Routledge.
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53. Outdoor Learning Spaces
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54. Sunday, 25 November 12 54

55. Outdoor Learning Spaces
These pathways, thoroughfares
and occasional rest areas are
generally given a functional
value in traffic management
and are more often than not
developed as an after thought
in campus design. As such the
thoroughfares and rest
areas are under valued (or
not recognized) as important
spaces for teaching and
learning (Rafferty, 2012).
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56. Sunday, 25 November 12 56

57. Sunday, 25 November 12 57

58. Sunday, 25 November 12 58

59. Mobile Learning Spaces
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60. Mobile Learning Spaces
n “Learning when mobile means
that context becomes all-
important since even a simple
change of location is an
invitation to revisit
learning” (ALT-J Vol 17, No.3
p.159)
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61. Mobile Learning Spaces
n With its strong emphasis on learning rather
than teaching, mobile learning challenges
educators to try to understand learners’
needs.
n Understanding how learning takes place
beyond the classroom, and
n Intersection of education, life, work and
leisure” (Kukulska-Hulme, 2010, p.181).
61
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62. Evaluating our current
space
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63. Seven Principles -
Questions
n http://mike-keppell.blogspot.co.nz/2012/04/
questions-to-consider-in-learning-space.html
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64. Sunday, 25 November 12 64

65. Keppell &
Riddle
(in-press)
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66. How do we meet student
needs and improve the
learning environment?
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67. Sunday, 25 November 12 67

68. Personal Learning Spaces
68
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69. Personal Learning Environments
Interactions
Spaces Tools
PLE
People
Interactions
Interactions
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70. Personal Learning Spaces
‣ Personal Learning Environments (PLE)
integrate formal and informal learning
spaces
‣ Customised by the individual to suit their
needs and allow them to create their own
identities.
‣ A PLE recognises ongoing learning and the
need for tools to support life-long and life-
wide learning.
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71. Sunday, 25 November 12 71

72. Sunday, 25 November 12 72

73. Sunday, 25 November 12 73

74. Connectivism
‣ PLE may also require new ways of learning as
knowledge has changed to networks and
ecologies (Siemens, 2006).
‣ The implications of this change is that
improved lines of communication need to
occur.
‣ “Connectivism is the assertion that learning is
primarily a network-forming process” (p.
15).
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75. Personal Learning Environments
Interactions
Spaces Tools
PLE
People
Interactions
Interactions
75
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76. Sunday, 25 November 12 76

77. Sunday, 25 November 12 77

78. Sunday, 25 November 12 78

79. Affordances
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80. Action Possibilities
n Learning commons
n Specific outdoor space
n Your mobile phone
n Your tablet/ipad
n Virtual synchronous space
n Virtual asynchronous space
n Choose your own space
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81. Conclusion
n A global revolution is taking place in tertiary
education. The traditional concept of the lecture
room is being redefined as digital and
distance education becomes the "new
normal" (Mark Brown, Dominion Post).
n It is time that we begin changing our thinking
about the ‘place’ of learning for both learners
and staff.
n We need to let go of the tradition of universities
as being a ‘singular place’ where learning and
teaching occurs.
n Distributed learning spaces are the future.
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82. 82
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83. literacies for the future
mobility
digital communities
learning spaces
personalised learning
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