2012 june eden_ls
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This document discusses distributed learning spaces in open learning environments. It provides an overview of distributed learning spaces and examines seven principles of learning space design: comfort, aesthetics, flow, equity, blending, affordances, and repurposing. Examples of physical, blended, and virtual learning spaces are explored, including the Albury-Wodonga Learning Commons, an Apple training room, and learning spaces at Stanford and MIT that demonstrate the seven design principles.
2012 june eden_ls
- 1. DISTRIBUTED LEARNING SPACES IN OPEN LEARNING ENVIRONMENTS Professor Mike Keppell Director, The Flexible Learning Institute & Professor of Higher Education Charles Sturt University 1 Thursday, 7 June 12 1
- 2. OVERVIEW Provide an overview of distributed learning spaces Examine seven principles of learning space design Explore affordances of learning spaces 2 Thursday, 7 June 12 2
- 3. INTRODUCTIONS Personal introductions (University?; Role? One goal? Number of EDEN conferences attended?) My background (University?; Role? One goal? Number of EDEN conferences attended?) 3 Thursday, 7 June 12 3
- 4. DISTRIBUTED SPACES Growing acceptance that learning occurs in different ‘places’ 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). Growing acceptance of life-long and life-wide learning also have a major influence on distributed learning spaces. 4 Thursday, 7 June 12 4
- 5. 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. 5 Thursday, 7 June 12 5
- 6. Barnett, R. (2011). Being a university. New York: Routledge. 6 Thursday, 7 June 12 6
- 7. ECOLOGICAL UNIVERSITY Global connectedness and dependence on world around them Instead of ‘having an impact’ on the world which can be both positive and negative ecological universities seek sustainability They are self-sustainable in their multiple levels of interactions. They adopt a ‘care for the world’ as opposed to an ‘impact on the world’ approach (Barnett, 2011). 7 Thursday, 7 June 12 7
- 8. HIGHER EDUCATION PRINCIPLES Access and Equity & Equivalence of Learning ethical obligations Outcomes traverses physical, blended Student Learning Experience and virtual learning spaces. ‘place’ of learning is diverse learning outcomes, subject, Constructive Alignment degree program, generic attributes Discipline Pedagogies specific needs of disciplines 8 Thursday, 7 June 12 8
- 9. 9 Thursday, 7 June 12 9
- 10. Key principle throughout the presentation is ‘design’ 10 Thursday, 7 June 12 10
- 11. LEARNING SPACES 11 Thursday, 7 June 12 11
- 12. 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 (Keppell & Riddle, 2012). 12 Thursday, 7 June 12 12
- 13. QUESTION: IDENTIFY THREE WIDELY USED LEARNING SPACES THAT YOUR LEARNERS OR TEACHERS UTILISE 13 Thursday, 7 June 12 13
- 14. Distributed Learning Spaces Physical Blended Virtual Formal Informal Formal Informal Mobile Personal Academic Professional Outdoor Practice 14 Thursday, 7 June 12 14
- 15. PHYSICAL LEARNING SPACES 15 Thursday, 7 June 12 15
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- 17. 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 17 Thursday, 7 June 12 17
- 18. 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) 18 Thursday, 7 June 12 18
- 19. ALBURY-WODONGA LEARNING COMMONS 19 Thursday, 7 June 12 19
- 20. Comfort Aesthetics Flow Equity Blending Affordances Repurposing 20 Thursday, 7 June 12 20
- 21. APPLE - CUPERTINO TRAINING ROOM 21 Thursday, 7 June 12 21
- 22. WALLENBERG HALL - STANFORD UNIVERSITY 22 Thursday, 7 June 12 22
- 23. Affordances? - Blending 23 Thursday, 7 June 12 23
- 24. Comfort Aesthetics Flow Equity Blending Affordances Repurposing 24 Thursday, 7 June 12 24
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- 26. MIT - STATA CENTER - EDDY SPACES 26 Thursday, 7 June 12 26
- 27. Technology-enhanced Active Learning (TEAL) Centre Affordances - Blending 27 Thursday, 7 June 12 27
- 28. HARVARD UNIVERSITY 28 Thursday, 7 June 12 28
- 29. Discipline Pedagogies ‘Plasma to Chalkboard’ for Physics Professors 29 Thursday, 7 June 12 29
- 30. Affordances 30 Thursday, 7 June 12 30
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- 32. SEVEN PRINCIPLES - QUESTIONS http://mike-keppell.blogspot.co.nz/2012/04/questions-to- consider-in-learning-space.html 32 Thursday, 7 June 12 32
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- 36. ACTIVITY: ANALYSE YOUR INSTITUTIONAL LEARNING MANAGEMENT SYSTEM OR VLE IN RELATION TO THE SEVEN PRINCIPLES 36 Thursday, 7 June 12 36
- 37. VIRTUAL LEARNING SPACES 37 Thursday, 7 June 12 37
- 38. VIRTUAL LEARNING SPACES Virtual learning spaces provide unique opportunities that are unavailable in physical learning spaces These affordances or ‘action possibilities’ allow a richer range of learning interactions 38 Thursday, 7 June 12 38
- 39. Formal Virtual Informal Virtual Learning Spaces Learning Spaces 39 Thursday, 7 June 12 39
- 40. VIRTUAL SPACES FLI Website: http://www.csu.edu.au/division/landt/flexible- learning/ FLI Blog: http://blendedandflexiblelearning.blogspot.com/ FLI Twitter: http://twitter.com/#!/FLINews FLI Delicious: http://www.delicious.com/flexiblelearninginstitute Design: http://blendedandflexiblelearning.wikispaces.com/home FLI YouTube: http://www.youtube.com/user/FLIMedia Slidehare: http://www.slideshare.net/mkeppell 40 Thursday, 7 June 12 40
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- 42. FACEBOOK Online and offline worlds are clearly coexisting Face-to-face friendships from home have been developed and sustained through continued online interactions Newer online relationships have flourished at university and developed into face-to-face indepth relationships” (Madge, Meek, Wellens and Hooley 2010, p. 145). 42 Thursday, 7 June 12 42
- 43. BLENDED LEARNING SPACES 43 Thursday, 7 June 12 43
- 44. 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. 44 Thursday, 7 June 12 44
- 45. 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). 45 Thursday, 7 June 12 45
- 46. MOBILE LEARNING SPACES 46 Thursday, 7 June 12 46
- 47. 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) 47 Thursday, 7 June 12 47
- 48. MOBILE LEARNING SPACES With its strong emphasis on learning rather than teaching, mobile learning challenges educators to try to understand learners’ needs. Understanding how learning takes place beyond the classroom, and Intersection of education, life, work and leisure” (Kukulska-Hulme, 2010, p.181). 48 Thursday, 7 June 12 48
- 49. QUESTION: WHAT ARE THE AFFORDANCES OR ACTION POSSIBILITIES OF MOBILE LEARNING SPACES? 49 Thursday, 7 June 12 49
- 50. ACADEMIC LEARNING SPACES 50 Thursday, 7 June 12 50
- 51. ACADEMIC LEARNING SPACES Physical, blended or virtual ‘areas’ that: enhance academic ‘work’ that motivate academic ‘work’ enable networking Spaces where academics optimize the perceived and actual affordances of the space. 51 Thursday, 7 June 12 51
- 52. ACADEMIC SPACES Barnett (2011) suggests that “today’s university lives amid multiple time-spans, and time- speeds” (p. 74). Constant email... Committee meetings...... Historians who focus on the past Researchers who may focus on the future 52 Thursday, 7 June 12 52
- 53. ACADEMIC SPACES Universities may need to be conscious of the 24/7 existence of their students across the globe, each in their own unique time-span. Virtual spaces Residential students 53 Thursday, 7 June 12 53
- 54. ACADEMIC SPACES Barnett (2011) suggests that academics may be active in university spaces that may include: Intellectual and discursive space which focus on the contribution to the wider public sphere. Epistemological space which focuses on the “space available for academics to pursue their own research interests” (p. 76). 54 Thursday, 7 June 12 54
- 55. ACADEMIC SPACES Pedagogical and curricular space focuses on the spaces available to trial new pedagogical approaches and new curricular initiatives. Ontological space which focuses 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). 55 Thursday, 7 June 12 55
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- 61. PERSONAL LEARNING SPACES 61 Thursday, 7 June 12 61
- 62. 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. 62 Thursday, 7 June 12 62
- 63. CONNECTIVISM PLE may also require new ways of learning as knowledge has changed to networks and ecologies (Siemens, 2006). The implications of this change is that improved lines of communication need to occur. “Connectivism is the assertion that learning is primarily a network-forming process” (p. 15). 63 Thursday, 7 June 12 63
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- 68. OUTDOOR LEARNING SPACES 68 Thursday, 7 June 12 68
- 69. 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). 69 Thursday, 7 June 12 69
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- 76. Putting it all together 76 Thursday, 7 June 12 76
- 77. CONCLUSION 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). It is time that we begin changing our thinking about the ‘place’ of learning for both learners and staff. We need to let go of the tradition of universities as being a ‘singular place’ where learning and teaching occurs. Distributed learning spaces are the future. 77 Thursday, 7 June 12 77
- 78. FURTHER INFORMATION SKG Report: http:// documents.skgproject.com/skg-final- report.pdf Book Chapter: http:// www.slideshare.net/mkeppell/ distributed-spaces-for-learning Mike’s Blog: http://mike- keppell.blogspot.com.au/ 78 Thursday, 7 June 12 78