The document summarizes a presentation about principles for designing personal learning spaces for learners and teachers. It discusses trends toward more distributed and blended learning spaces and proposes seven principles for learning space design: comfort, aesthetics, flow, equity, blending, affordances, and repurposing. It provides examples of different types of physical, virtual, and blended learning spaces that embody these principles, including learning commons, outdoor spaces, and personal learning environments.

1. Owning the Place of Learning:
Principles for Designing Personal
Learning Spaces for Learners and
Teachers
TeL 2013 - Technology Enhanced Learning
Towards an Engaging & Meaningful Digital Future
NUS, Singapore
October 7-8, 2013
Professor Mike Keppell
Executive Director
Australian Digital Futures Institute
Director, Digital Futures - CRN
1Tuesday, 8 October 13

2. Overview
n Provide an overview
of distributed learning
spaces
n Examine seven
principles of learning
space design
n Explore affordances of
learning spaces
n Design personal
learning spaces
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3. Schedule - 9:30 - 12:30
n 9:30-10:45
n Trends and challenges
n Defining Space
n Distributed spaces
n Principles
n 10:45-11:15 Break
n 11:15 - 12:30
n Analysis of spaces
n Evaluating our current
space
n Affordances
n Next steps
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4. Introductions
n Personal introductions
(University?; Role? One
word goal? A favourite
space?)
n My background
(University?; Role? One
goal? A favourite space?)
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5. What Trends and
Challenges do we Need
to Consider?
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6. CSIRO Megatrends
6
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 Report
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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. 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).
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13. What Spaces are You
Currently Using for
Learning?
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14. Distributed Learning
Spaces
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15. 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.
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16. Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor
Professional
Practice
Distributed
Learning Spaces
Academic
16
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17. n Book Chapter: http://
www.slideshare.net/
mkeppell/distributed-
spaces-for-learning
Distributed Learning
Spaces
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18. Seamless Learning
Continuity of
learning across a
combination of
locations, times,
technologies or
social settings
(Sharples, et al,
2012).
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19. 19Tuesday, 8 October 13

20. http://www.skgproject.com
20Tuesday, 8 October 13

21. http://documents.skgproject.com/skg-final-report.pdf
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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. 36Tuesday, 8 October 13

37. Virtual Learning Spaces
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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. Aesthetics
Blending
Affordances
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41. Academic Learning
Spaces
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42. Barnett, R. (2011).
Being a university. New
York: Routledge.
42Tuesday, 8 October 13

43. 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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44. 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?
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45. 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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46. 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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47. 47Tuesday, 8 October 13

48. 48Tuesday, 8 October 13

49. 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.
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50. Outdoor Learning Spaces
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51. 51Tuesday, 8 October 13

52. 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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53. 53Tuesday, 8 October 13

54. 54Tuesday, 8 October 13

55. 55Tuesday, 8 October 13

56. Mobile Learning Spaces
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57. Mobility
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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58. Mobile Learning Spaces
n With its strong emphasis
on learning rather than
teaching, mobile learning
challenges educators to
try to understand
learners’ needs.
n Intersection of
education, life, work
and leisure” (Kukulska-
Hulme, 2010, p.181).
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59. Evaluating our Current
Space
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60. 60Tuesday, 8 October 13

61. 61Tuesday, 8 October 13

62. Personal Learning Spaces
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63. 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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64. 64Tuesday, 8 October 13

65. 65Tuesday, 8 October 13

66. 66Tuesday, 8 October 13

67. 67Tuesday, 8 October 13

68. Personal Learning
Networks
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69. 69Tuesday, 8 October 13

70. Connectivism
‣ Knowledge has changed to
networks and ecologies
(Siemens, 2006).
‣ Need improved lines of
communication in networks.
‣ “Connectivism is the assertion
that learning is primarily a
network-forming process” (p.
15).
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71. Affordances
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72. 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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73. 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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74. Access and Equity &
Equivalence of Learning Outcomes
ethical obligations
Student Learning Experience
traverses physical, blended and
virtual learning spaces.
‘place’ of learning is diverse
Constructive Alignment
learning outcomes, subject,
degree program, generic
attributes
Discipline Pedagogies specific needs of disciplines
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75. 75
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76. 76
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