2012 nov 3_rls
TRANSCRIPT
Spaces for Knowledge Generation: A Framework
for Designing Student Learning Environments
Professor Mike KeppellExecutive Director
Australian Digital Futures Institute
1
1Thursday, 22 November 12
Overview‣ What are the trends and challenges we need
to consider?
‣ What are ‘spaces for knowledge generation’?
‣ What is a framework for designing student learning environments?
‣ How do we meet student needs and improve the learning environment?
‣ What design principles are useful for learning space design?
2
2Thursday, 22 November 12
What are the trends and challenges we need to consider?
3
3Thursday, 22 November 12
CSIRO Megatrends
4
On the movePersonalisationIWorld
4Thursday, 22 November 12
University of the Future
nDemocratisation of knowledge and access
nContestability of markets and funding
nDigital technologiesnGlobal mobilityn Integration with industry
5
5Thursday, 22 November 12
Horizon Reports
6
6Thursday, 22 November 12
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.
‣
7
7Thursday, 22 November 12
ChallengesnSeamless learning – people expect to be
able to work, learn, and study whenever and wherever they want.
nDigital literacies – capabilities which fit an individual for living, learning and working in a digital society (JISC)
nPersonalisation - our learning, teaching, place of learning, technologies will be individualised
nDigital scholarship will be the norm.
8
8Thursday, 22 November 12
9
What are spaces for knowledge generation?
9Thursday, 22 November 12
Spaces for Knowledge GenerationnPhysical, blended or virtual ‘areas’ that:
n enhance learningnthat motivate learnersnpromote authentic learning interactions
nSpaces where both teachers and students optimize the perceived and actual affordances of the space (Keppell & Riddle, 2012).
1010Thursday, 22 November 12
11
What is a framework for designing student learning environments?
Principles
Distributed Learning Spaces
Seamless Learning
11Thursday, 22 November 12
Distributed SpacesnGrowing acceptance that learning occurs in
different ‘places’
nUbiquity of learning in a wide range of contexts (Lea & Nicholl, 2002).
nGrowing acceptance of life-long and life-wide learning also have a major influence on distributed learning spaces.
12
12Thursday, 22 November 12
Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor Professional Practice
Distributed Learning Spaces
Academic
1313Thursday, 22 November 12
nBook Chapter: http://www.slideshare.net/mkeppell/distributed-spaces-for-learning
Distributed Learning Spaces
14
14Thursday, 22 November 12
nFocuses on the continuity of the learning journey
nDifferent places and spaces
nDiverse technologies
Seamless Learning
15
15Thursday, 22 November 12
16Thursday, 22 November 12
Seven Principles of Learning Space Designn 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
17
17Thursday, 22 November 12
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
18Thursday, 22 November 12
CSU Albury-Wodonga Learning commons
19Thursday, 22 November 12
ComfortAesthetics
FlowEquity
BlendingAffordancesRepurposing
20Thursday, 22 November 12
Flow21Thursday, 22 November 12
Discipline Pedagogies
‘Plasma to Chalkboard’ for Physics Professors
Repurposing
22Thursday, 22 November 12
Virtual Learning Spaces
Blending - Affordances - Equity? 23Thursday, 22 November 12
24Thursday, 22 November 12
AestheticsBlending
Affordances25Thursday, 22 November 12
26Thursday, 22 November 12
27Thursday, 22 November 12
Outdoor Learning SpacesThese 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).
28Thursday, 22 November 12
29Thursday, 22 November 12
30
Seven Principles - Questions
nhttp://mike-keppell.blogspot.co.nz/2012/04/questions-to-consider-in-learning-space.html
30Thursday, 22 November 12
31Thursday, 22 November 12
Keppell & Riddle
(in-press)
32Thursday, 22 November 12
33
How do we meet student needs and improve the learning environment?
33Thursday, 22 November 12
34Thursday, 22 November 12
35Thursday, 22 November 12
36
Questions?
36Thursday, 22 November 12