Redefining the Learning Space
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This document discusses how learning spaces are being redefined for new generation students. It notes that students now expect to learn anywhere and anytime using mobile devices. Learning spaces are shifting from a single physical classroom to diverse physical, blended and virtual spaces. It also discusses the need for students and educators to develop new literacies to learn effectively in this digital age, and how principles like comfort, aesthetics and seamless learning can help redefine learning spaces.
Redefining the Learning Space
- 1. Redefining the Learning Space: Mobile and Distance Learning for New Generation Students New Generation Learning Spaces - March 20 Professor Mike Keppell Executive Director Australian Digital Futures Institute 1 Wednesday, 20 March 13 1
- 2. Overview ‣ New generation students ‣ Changing the space in which we learn ‣ Learning space literacies ‣ Redefining the learning space 2 Wednesday, 20 March 13 2
- 3. New Generation Students 3 Wednesday, 20 March 13 3
- 4. Rapport with technology Wednesday, 20 March 13 4
- 5. Student- generated content (learner- Connected as-designers) students (knowledge is in the network) Wednesday, 20 March 13 5
- 6. Ubiquitous 3000 shots Share with cameras per trip friends Place on Print? websites? Wednesday, 20 March 13 6
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- 8. rapport generate with connected content technology adapt mobile personalise space to their needs Owning the Place of Learning Wednesday, 20 March 13 8
- 9. Changing the Space in which we Learn 9 Wednesday, 20 March 13 9
- 10. Trends ‣ People expect to be able to work, learn, and study whenever and wherever they want. ‣ Shift to diverse places of learning as opposed to a singular place of learning 10 Wednesday, 20 March 13 10
- 11. 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). 11 Wednesday, 20 March 13 11
- 12. Distributed Learning Spaces Physical Blended Virtual Formal Informal Formal Informal Mobile Personal Academic Professional Outdoor Practice 12 Wednesday, 20 March 13 12
- 13. Virtual Learning Spaces Blending - Affordances - Equity? Wednesday, 20 March 13 13
- 14. Mobility n Global mobility n Mobility of people n Technologies to support mobility n Adapting our teaching and learning? n Assessment? 14 Wednesday, 20 March 13 14
- 15. Mobile Learning Spaces n Mobile learning challenges educators to understand learners’ needs. n Encourages educators to understand how learning takes place beyond the classroom. n Examines the intersection of education, life, work and leisure (Kukulska-Hulme, 2010). 15 Wednesday, 20 March 13 15
- 16. Undergraduate Students and IT n Monitors students relationship with digital technologies n Portabledevices are the ‘academic champions’ n 3x as many students used e-books or e-textbooks than in 2010 n Survey of 100,000 students across 195 institutions 16 Wednesday, 20 March 13 16
- 17. Seamless Learning Seamless learning occurs when a person experiences a continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012). Wednesday, 20 March 13 17
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- 19. Learning Space Literacies 19 Wednesday, 20 March 13 19
- 20. Literacies n Literacy is no longer “the ability to read and write” but now “the ability to understand information however presented.” n Can't assume students have skills to interact in a digital age n Literacies will allow us to teach more effectively in a digital age (JISC, 2012) 20 Wednesday, 20 March 13 20
- 21. Developing Literacies n Employable graduates need to be digitally literate n Digital literacies are often related to discipline area n Learners need to be supported by staff to develop academic digital literacies n Professional development is vital in developing digital literacies n Professional associations are supporting their members to improve digital literacies n Engaging students supports digital literacy development i.e. students as change agents (JISC, 2012) 21 Wednesday, 20 March 13 21
- 22. Context of Digital Literacies (JISC) Wednesday, 20 March 13 22
- 23. Principles of Learning Space Design 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 23 Wednesday, 20 March 13 23
- 24. 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) (http:// www.skgproject.com) 24 Wednesday, 20 March 13 24
- 25. Redefining the Learning Space 25 Wednesday, 20 March 13 25
- 26. Personal Learning Spaces ‣ Integrate formal and informal learning spaces ‣ Customised by the individual to suit their needs ‣ Allow individuals to create their own identities. ‣ Recognises ongoing learning and the need for tools to support life-long and life-wide learning. 26 Wednesday, 20 March 13 26
- 27. 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). 27 Wednesday, 20 March 13 27
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- 29. Redefining the learning space Seamless Learning Personalised Learning Learning Space Literacies Comfort Aesthetics Flow Equity Blending Affordances Desire Paths/Learning Repurposing Pathways Wednesday, 20 March 13 29
- 30. Questions? 30 Wednesday, 20 March 13 30