The focus of this presentation was to examine how learning spaces need technologies to assist in the transformation of learning.

1. CRICOS 00111D TOID 3059
USING DIGITAL TOOLS
AND TECHNOLOGIES
TO RESHAPE OUR
LEARNING SPACES
Professor Mike Keppell
Pro Vice-Chancellor, Learning Transformations
Public Infrastructure
Summit
October 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
• Blending: a mixture of technological
and face-to-face pedagogical
resources
• Affordances: the “action possibilities”
the learning environment provides the
users
• Repurposing: the potential for
multiple usage of a space (Souter,
Riddle, Keppell, 2010)

32. SWINBURNE FIRE STATION

35. Professional
Development

38. Empowering our
Learners

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

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

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

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

45. 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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Jackson, N. J. (2010). From a curriculum that integrates work to a curriculum that integrates
life: Changing a university’s conceptions of curriculum. Higher Education Research
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Keppell, M., & Riddle, M. (2013). Principles for design and evaluation of learning spaces.
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Handbook of design in educational technology (pp. 20-32). New York, NY: Routledge
Keppell, M., Au, E., Ma, A. & Chan, C. (2006). Peer learning and learning-oriented assessment in
technology-enhanced environments. Assessment and Evaluation in Higher Education, 31(4),
453-464.
Keppell, M. & Carless, D. (2006). Learning-oriented assessment: A technology-based case study.
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References

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