2016 twente: new generation learning spaces
TRANSCRIPT
CRICOS 00111D TOID 3059
NEW GENERATION LEARNING
SPACES
Professor Mike KeppellPro Vice-Chancellor, Learning Transformations
European Consortium for Innovative UniversitiesUniversity of Twente, September 2016
Preparing Students to Solve the Problems of
the Future
Overview
• Defining learning spaces• Trends and challenges • Ecosystem• Blended learning • Guiding pedagogies• Designing spaces• Professional development• Personalised learning
Defining Learning Spaces
Defining Learning Spaces
• Physical, blended or virtual learning environments that enhance learning
• Physical, blended or virtual ‘areas’ that motivate a learner to learn
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).
Trends and Challenges
Trends
Challenges
Swinburne Ecosystem
Ecosystem
Pathways and Vocational Education
Higher Education
Work Integrated Learning
Blended Learning
Formal on-campus
teachingspaces
Informalon-campus
learning spaces
Online learning and teaching
spacesBlended Learning
On-Campus Learning and Teaching at Swinburne
Guiding Pedagogies
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)
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).
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)
Peer Learning
• S tu d e n t s t e a c h i n g a n d learning from each other.
• Sharing ideas, knowledge and experiences
• Emphasises interdependent as opposed to independent learning (Boud, 2001).
Designing Spaces
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
Principles of Learning Space Design• Equity: consideration of the needs
of cultural and physical differences
• B l e n d i n g : a m i x t u r e o f technological and face-to-face pedagogical resources
• A f f o r d a n c e s : t h e “ a c t i o n p o s s i b i l i t i e s ” t h e l e a r n i n g environment provides the users
• Repurposing: the potential for multiple usage of a space (Souter, Riddle, Keppell, 2010)
FACTORY OF THE FUTURE
SWINBURNE FIRE STATION
Professional Development
Empowering our Learners
Knowledge Skills and Attitudes
• Knowledge is now co-created
• Skills form a basis for learning
• A t t i t udes influence beliefs and behaviours
Personalised Learning Toolkit
• Digital literacies• Seamless learning• Self-regulated learning• Learning-oriented
assessment• Lifelong and life-wide learning• Flexible learning pathways
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’
Digital Design Spaces
Seamless Learning
• Continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012, 2013).
Levels of Seamless Learning
• On-campus• comfortable with formal
and informal spaces• Virtual campus
• comfortable with blended, online, social media
• Anywhere• trains, cafes, teleworking
Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
OutdoorProfessional
Practice
Distributed Learning Spaces
Academic
Virtual Learning Spaces
Levels of Learning-oriented Assessment
• Authentic assessment• learners participate in
authentic assessment• Negotiated assessment
• learners negotiate assessment with teachers
• Self-assessment• learners act on ‘feedback
as feed-forward’
Learning-oriented Assessment
Assessment tasks as
learning tasks
Student involvement in assessment
processes
Forward-looking
feedback
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)
Carless, D. (2014). Exploring learning-oriented assessment processes. Higher Education.
Dweck, C. (2006). Mindset: How you can fulfil your potential. Constable and Robinson, Ltd. London.
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 &Development, 29(5), 491-505. doi:10.1080/07294360.2010.502218
Keppell, M., & Riddle, M. (2013). Principles for design and evaluation of learning spaces. In R. Luckin, S. Puntambekar, P. Goodyear, B. Grabowski, J. Underwood, & N. Winters (Eds.), 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. Assessment in Education, 13(2), 153-165.
Keppell, M., Souter, K. & Riddle, M. (Eds.). (2012). Physical and virtual learning spaces in higher education: Concepts for the modern learning environment. IGI Global, Hershey: New York. ISBN13: 9781609601140.
Keppell, M. & Riddle, M. (2012). Distributed learning places: Physical, blended and virtual learning spaces in higher education. (pp. 1-20). In Mike Keppell, Kay Souter & Matthew Riddle (Eds.). (2011). Physical and virtual learning spaces in higher education: Concepts for the modern learning environment. Information Science Publishing, Hershey.
References
Keppell, M.J. (2014). Personalised learning strategies for higher education. In Kym Fraser (Ed.) The Future of Learning and Teaching in Next Generation Learning Spaces. International Perspectives on Higher Education Research, Volume 12, 3-21. Copyright 2014 by Emerald Group Publishing Limited.
Keppell, M.J. (2015). The learning future: Personalised learning in an open world. In Curtis J. Bonk, Mimi Miyoung Lee, Thomas C. Reeves, and Thomas H. Reynolds. MOOCs and Open Education around the World. Routledge/Taylor and Francis.
Rheingold, H. (2012). Net smart: How to thrive online. Cambridge, MA: MIT Press.
Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., & Gaved,M. (2013). Innovating pedagogy 2013: Open University Innovation Report Milton Keynes: The Open University.
Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., & Whitelock, D. (2012). Innovating pedagogy 2012: Open University Innovation Report 1. Milton Keynes: The Open University.
Siemens, G. (2006). Knowing knowledge. Creative commons. Retrieved from http://www.elearn space.org/KnowingKnowledge_LowRes.pdf
Souter, K., Riddle, M., Sellers, W., & Keppell, M. (2011). Final report: Spaces for knowledge generation. The Australian Learning and Teaching Council (ALTC). Retrieved from http://documents.skgproject.com/skg-final-report.pdf
Watson, L. (2003). Lifelong learning in Australia (3/13). Canberra, Australia: Commonwealth of Australia.
Wheeler, S. (2010). Digital literacies. Retrieved from http://steve-wheeler.blogspot.com.au/2010/11/what-digital-literacies.html?q=digital+literacies
References