This document discusses disruptions to learning space and time caused by changes in higher education and online learning. It notes a decline in campus-based learning and an increase in online and blended approaches. This represents a shift from operational to functional relationships between students and universities. Key elements of university education like interaction with experts and peers, and access to resources, can now be delivered flexibly across physical and virtual spaces. However, campus experiences providing community and extracurricular activities remain important to many students. Universities must negotiate how to provide diverse learning opportunities on and off campus to meet varied student needs and priorities.

1. When ‘us’ and ‘them’ become one:
Reflecting on disruptions in
learning space-time
Gregor Kennedy
The University of Melbourne

2. An ODLAA perspective?
Fostering an insidious link between quality and exclusivity

3. The Buzz

4. The Online Learning World Changed

5. A Small Explosion

6. A Slow Burn then a Small Explosion
http://cmadland.wikispaces.com/file/view/MOOC

7. Long time coming …
These changes reflect, and have been accompanied by a range of changes in
the higher education landscape:
•‘Mass’ participation in more vocationally-oriented education system
• A‘deregulated’ higher education sector
• Increasingly competitive, global higher education market
• Increasing Higher Education costs … to the student
• The gradual maturing of online learning
• Rapid technological change and adoption
• OER : Free, high quality, online content (esp. instructional lectures)
• Reinvigorated learning analytics – adaptive tutoring
• Cheap or alternative credentialing

8. Disruptions in Learning Space & Time
Changes in the Changes in the
Higher Education landscape Online learning landscape
Changes in the relationship between “student” and “university”
Functional Relationship Operational Relationship

9. The Student and the Institution
Functional
Why do students attend
University?
What do students see as the Operational
value of higher education?
How do students attend
University?
How do students engage and
interact with the University?

10. The Functional Relationship
Why do students attend University?

11. The Functional Relationship
Why do students attend University?
James, Krause & Jennings (2010)

12. The Functional Relationship
Norton (2012)

13. The Functional Relationship
Undergraduate : School Leaver : Arts Student
Norton (2012)

14. The Functional Relationship
Postgraduate : Professional Entry: Health Science Student
Norton (2012)

15. The Student and the Institution
Functional
Why do students attend
University?
From Norton’s perspective there are
What do students see as the at least 10 different reasons
value of higher education?
– or “sub products” –
why students might attend University.
Different students see different value
in going to University.

16. The Student and the Institution
Operational
How do students attend
University?
How do students engage and
interact with the University?

17. The Operational Relationship
The First Year Experience in Australian Universities:
Findings from 1994 to 2009
“There has been a significant decline in the amount of time first year
students spend on campus…”
“On average, course contact hours have declined…”
“Time spent in private study has declined…”
“Only half of the students report feeling like they belong on their
university campus...”
“One of the standout changes over time is the number of hours
students spend online”
(James, Krause & Jennings, 2010, p.35)

18. Digital Native Students?

19. International Research
There is no evidence that there is a single
new generation of young students entering
Higher Education and the terms
Net Generation and Digital Native
do not capture the processes of change that
are taking place.
Jones & Shao (2011)

20. The Non-Digital Natives Students
Another way of thinking about students:
- Numerous - Time poor - Working
- Diverse - Strategic - Off campus
Mobile and Web technologies are used by students
as essential tools to support and enhance
their University and learning experiences
- Access - Immediate - Flexible
- Individualised - Relevant - Convenient

21. Where Students Learn
On Campus Off Campus
In Class In Class
Mobile and Web technologies are used by students
as essential tools to support and enhance
their University and learning experiences
On Campus Off campus
Out of Class Out of Class

22. Disruptions in Learning Space & Time
Changes in the Changes in the
Higher Education landscape Online learning landscape
Changes in the relationship between “student” and “university”
Functional Relationship Operational Relationship
A disruption of learning space and time

23. Traditional Learning Space and Time

24. Disruptions of Learning Space
www.sunway.com http://www.eecs.mit.edu/images/big-stata18.jpg

25. Do we need (to fund) Physical Space?
Tertiary Education Minister Chris
Evans has questioned whether the
government should keep funding
universities’ building programs as
higher education rapidly moves online.
October 4, 2012

26. Physical vs Virtual Learning Space
Physical Virtual

27. Disruptions of Learning Time
1. Speed 2. Phase 3. Synchronicity
http://static.ddmcdn.com/gif/relativity-ig-3.jpg

28. Disruptions of Learning Time: Speed
source: www.edudemic.com

29. Speed
Always Connected
Ι
Ι
Ι
Immediate Access
Fast Response
Anytime
Anywhere
Any screen

30. Phase
• Intensives
• Semesterisation
• Modeularisation
• Summer School

31. Synchronicity
• Lecture Recordings ✓ • Web Conferencing
• Discussion Boards • Survey Tools
• Presentation Tools • Social Networking Tools
• Online Video • Podcasting
• Email • File Sharing Tools
• Wikis ✓ • Instant Messaging
• Blogs • Social Bookmarking
• Online Assessment Tests ✓ • Texting
• Google Docs ✓ • Twitter
• Plagiarism Detection Tools ✓ • Polls and Clickers

32. So what …
•We are experiencing a disruption in learning space and time….
•A disruption in …
­ The life and role of campus
­ Use of teaching spaces
­ Speed of learning
­ Phase of learning
­ Synchronicity of learning

33. So what …
• Possible implications for …
1. How different universities think about the ‘delivery’ of teaching and learning.
2. How we think about learning space design and student engagement.
3. The important elements of a University education and the ‘essential’
ingredients of teaching and learning practice.

34. When ‘Us’ become ‘Them’
Online and Distance
Education Providers
Research intensive, comprehensive,
campus-based Universities

35. Learning Space Design
La Trobe University
1. Comfort
2. Aesthetics
3. Flow
4. Equity
5. Blending
6. Affordances
7. Repurposing
Spaces for knowledge generation.

36. Learning Space Design
University of Technology Sydney

37. Learning Space Design
University of Melbourne

38. Learning Space Design
• The message: not less space … but different space
• The spaces being created are:
- comfortable
- collaborative
- technology imbued
- flexible
• Goal : Make the campus‘sticky’
Draw students into centralised space;
engage and then hold them when they get here

39. Implications for Teaching & Learning
• Implications for the important elements of a University education and the
‘essential ingredients of teaching and learning practice.
So what are these important elements or essential ingredients?

40. Implications for Teaching & Learning
• Engagement with a scholarly community; time to engage with the public
debate about the issues of the day; opportunities for extra or co-curriculuar
activities (sport, music, theatre, politics, religion, clubs, community service).
• Interaction with an expert: dialogue between, and activities among teachers
and learners within the structure of a curriculum involving teaching,
questioning, advising, facilitating, articulating, demonstrating, guiding,
observing, and the provision of feedback along the way.
• Independent learning and reflection; self-directed learning and inquiry;
individually, in pairs or in groups; semi-structured study undertaken
independent of the teacher as part of a cohort.
• Access to high quality, often curated, content and resources (books, reading
packs, library databases, web resources, specialised software, cases,
judgments, specimens, musical performances, etc).
• Assessment and, eventually, accreditation.

41. Implications for Teaching & Learning
• Engagement with a scholarly community; time to engage with the public
debate about the issues of the day; opportunities for extra or co-curriculuar
activities (sport, music, theatre, politics, religion, clubs, community service).
• Interaction with an expert: dialogue between, and activities among teachers
and learners within the structure of a curriculum involving teaching,
questioning, advising, facilitating, articulating, demonstrating, guiding,
observing, and the provision of feedback along the way.
• Independent learning and reflection; self-directed learning and inquiry;
individually, in pairs or in groups; semi-structured study undertaken
independent of the teacher as part of a cohort.
• Access to high quality, often curated, content and resources (books, reading
packs, library databases, web resources, specialised software, cases,
judgments, specimens, musical performances, etc).
• Assessment and, eventually, accreditation.

42. Implications for Teaching & Learning
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Assessment and
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Independent learning
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43. Implications for Teaching & Learning
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44. Implications for Teaching & Learning
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45. Implications for Teaching & Learning
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46. Implications for Teaching & Learning
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47. Implications for Teaching & Learning
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Independent learning
and reflection

48. And annoyingly, it varies by …
envisionwealth.wordpress.com
desktop-icon.com
large-icons.com
iconhot.com

49. And it varies by …
enrolments

50. And by Students’ Priorities

51. And there are bargains to be made…
Cost
Scholarly
Community
Expert
Interaction
Access to content
and resources
Assessment and
Accreditation
Independent learning
and reflection
Quality Access

52. Negotiating Forms of Higher Education
Face-to-Face
Scholar Expert Accredit Content IDL Campus Online
Free
Scholar Expert Accredit Content IDL Campus Online
Wholly Online
Scholar Expert Accredit Content IDL Campus Online

53. Negotiating Forms of Higher Education
80%
Face-to-Face
Scholar Expert Accredit Content IDL Campus Online
5%
Free
Scholar Expert Accredit Content IDL Campus Online
15%
Wholly Online
Scholar Expert Accredit Content IDL Campus Online

54. Conclusion 1
• Traditional practices are being
disrupted, not just by the Internet,
but by a range of socio-cultural-
political movements in the tectonic
plates over the last 50 years.
http://www.civildefence.govt.nz/memwebsite07.nsf/

55. Conclusion 2
• All universities now need to negotiate how to provide open and distance
learning, and how this is integrated with their existing delivery mechanisms
and current teaching and learning practice.

56. Conclusion 3
• The role of‘campus’ is being challenged.
• The re-design and reinvigoration of physical
space is seen as one way to attract and hold
students on campus.
• But if the campus is to remain a central part
of students’ University experience, then the
events and activities that Universities and
their educators design into campus spaces
need to be seen by students as required,
relevant and valuable.

57. Conclusion 4
• We need to understand and be clearer about the essential ingredients of high
quality teaching and learning in all its forms: face-to-face, free and online.
• The ODLAA and ASCILITE communities in Australasia lead the charge here
… improving staff understanding of learning design through eLearning and
online learning.
• We need much more explicit about this;
And how it might be differentially
valuable to a diverse range of students,
And importantly, we need to
communicate to students what is
valuable.

58. Us and Them
“Lord Rees of Ludlow, Astronomer Royal and former president of the Royal
Society, also doubted whether MOOCs would affect teaching methods at
Cambridge. ‘The lecturer can be replaced by distance learning - what cannot be
is seminars or tutorials,’ he said.”
Times Higher Education, January 2013
“Personally, I think it has been pretty well established that online learning has
captured the essentials of traditional education - access to learning materials,
interaction, educational outcomes - without many of the distractions, such as
commuting”
Steven Downes, January 2013

59. Thanks for listening …
www.cshe.unimelb.edu.au
gek@unimelb.edu.au