learning space design summit
TRANSCRIPT
DISTRIBUTED LEARNING SPACES: PHYSICAL, BLENDED AND VIRTUAL
LEARNING SPACES IN HIGHER EDUCATION
Professor Mike KeppellDirector, The Flexible Learning Institute &
Professor of Higher EducationCharles Sturt University
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OVERVIEW
Pedagogy
Students who don’t attend a campus
Distributed learning spaces
Students who are undertaking a PhD at 70 years of age
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ASSUMPTIONS
Universities value and seek to enhance the skills essential for lifelong and life wide learning, developing graduates who will continue to develop intellectually, professionally and socially beyond the bounds of formal education.
Universities believe that programs, services and teaching methods should be responsive to the diverse cultural, social and academic needs of students, enabling them to adapt to the demands of university education and providing them with the cultural capital for life success.
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HIGHER EDUCATION PRINCIPLES
Equivalence of Learning Outcomes ethical obligations
Student Learning Experience traverses physical, blended and virtual learning spaces
Constructive Alignmentlearning outcomes, subject, degree program, generic
attributes
Discipline Pedagogies specific needs of disciplines
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SUBJECT INTERACTIONS
Information access (subject expectations)
Interactive learning (learner-to-content interactions)
Networked learning (learner-to-learner, learner-to-teacher interactions)
User-generated content (learners-as-designers, assessment-as-learning) (Herrington & Oliver, 2001).
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LEARNING SPACES
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LEARNING SPACES
Physical, blended or virtual ‘areas’ that:
enhance learning
that motivate learners
promote authentic learning interactions
Spaces where both teachers and students optimize the perceived and actual affordances of the space
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Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor Professional Practice
Diversity of Learning Spaces
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FORMAL & INFORMAL SPACES
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Informal Virtual Learning Spaces
Formal Virtual Learning Spaces
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MOBILE LEARNING SPACES
“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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PERSONAL LEARNING SPACES
Studying subject materials while travelling to work via train or bus may represent the learning space for some students
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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, 2010).
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FLEXIBLE LEARNING
“Flexible learning” provides opportunities to improve the student learning experience through flexibility in time, pace, place (physical, virtual, on-campus, off-campus), mode of study (print-based, face-to-face, blended, online), teaching approach (collaborative, independent), forms of assessment and staffing. It may utilise a wide range of media, environments, learning spaces and technologies for learning and teaching.
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BLENDED & FLEXIBLE LEARNING
“Blended and flexible learning” is a design approach that examines the relationships between flexible learning opportunities, in order to optimise student engagement and equivalence in learning outcomes regardless of mode of study (Keppell, 2010, p. 3).
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PERSPECTIVES ON BLENDED LEARNING
… It’s very, very hard to get people who come on campus to want to do something that’s not face-to-face and it’s very hard to get people who want to be totally flexible and do something at two o’clock in the morning by themselves to actually want to engage with other people (Teaching Fellow, 2008).
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Putting it all together
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SEVEN PRINCIPLES OF LEARNING SPACE DESIGN
The SKG project has established seven principles of learning space design which support a collaborative and student-centred approach to learning:
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
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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)
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CONCLUSION
Due to lifelong and lifewide learning students may range from 17-70
Increasingly learners are deciding spaces appropriate for their own learning and life context
Personal learning spaces may not include the campus
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http://www.skgproject.com
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