Major invited presentation to Dublin City University on learning space design

1. CRICOS 00111D TOID 3059
NEW DESIGNS FOR
NEW TIMES: 21ST
CENTURY LEARNING
SPACES
Professor Mike Keppell
Pro Vice-Chancellor, Learning Transformations
Dublin City University
September 2016

2. Preparing Students to
Solve the Problems of
the Future

3. Overview
• Defining learning spaces
• Trends and challenges
• Ecosystem
• Blended learning
• Guiding pedagogies
• Designing spaces
• Professional development
• Personalised learning

4. Defining Learning
Spaces

5. Defining Learning Spaces
• Physical, blended or virtual
learning environments that
enhance learning
• Physical, blended or virtual
‘areas’ that motivate a learner
to learn

6. 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).

7. Trends and Challenges

8. Trends

9. Challenges

10. Swinburne Ecosystem

11. Ecosystem
Pathways and
Vocational
Education
Higher
Education
Work Integrated
Learning

12. Blended Learning

13. Formal
on-campus
teaching
spaces
Informal
on-campus
learning spaces
Online learning
and teaching
spacesBlended
Learning
On-Campus Learning and Teaching
at Swinburne

14. Guiding Pedagogies

15. 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)

16. 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).

17. 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)

18. Peer Learning
• Students teaching and
learning from each other.
• Sharing ideas, knowledge
and experiences
• Emphasises interdependent
as opposed to independent
learning (Boud, 2001).

19. Designing Spaces

20. 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

21. 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)

29. FACTORY OF THE FUTURE

33. SWINBURNE FIRE STATION

36. Professional
Development

39. Empowering our
Learners

40. Knowledge Skills and Attitudes
• Knowledge is now co-
created
• Skills form a basis for
learning
• Attitudes influence
beliefs and behaviours

41. Personalised Learning Toolkit
• Digital literacies
• Seamless learning
• Self-regulated learning
• Learning-oriented
assessment
• Lifelong and life-wide learning
• Flexible learning pathways

42. 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’

43. Digital Design Spaces

44. Seamless Learning
• Continuity of learning
across a combination of
locations, times, technologies
or social settings (Sharples,
et al, 2012, 2013).

45. Levels of Seamless Learning
• On-campus
• comfortable with formal
and informal spaces
• Virtual campus
• comfortable with blended,
online, social media
• Anywhere
• trains, cafes, teleworking

46. Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor
Professional
Practice
Distributed Learning
Spaces
Academic

47. Virtual Learning Spaces

48. 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’

49. Learning-oriented
Assessment
Assessment
tasks as
learning tasks
Student involvement
in assessment
processes
Forward-
looking
feedback

53. 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)

55. 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

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