REREDESIGNING FORMAL AND INFORMAL LEARNING SPACES

TO CREATE A CONSISTENT STUDENT EXPERIENCE

and Consistent Student Experience

Professor Mike KeppellPro Vice-Chancellor, Learning Transformations

New Generation Learning Space Design

Preparing Students to Solve the Problems of

the Future

Overview

• Ecosystem• Blended learning • Guiding pedagogies• Designing spaces• Informal learning spaces• Formal learning spaces• Professional development

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

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 t u 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)

Informal Learning Spaces

Survey• 251 responses• Among the factors that

influenced a student’s preference of one space over another were: - access to power points, - natural light, - being close to a kitchenette/

microwave, - being able to easily secure a seat/

desk/computer, - quietness, and - comfortable furniture.

Formal Learning Spaces

FACTORY OF THE FUTURE

Professional Development