This presentation will explore how the places of learning might look in next generation learning spaces where learners traverse physical and virtual spaces using personalised learning strategies. It will examine how learning spaces may represent ubiquitous spaces in which the learner undertakes some form of study or learning. Although there has been extensive examination of the design of spaces for knowledge generation (Souter, Riddle, Sellers, Keppell, 2011; Keppell & Riddle, 2012, 2013) there has been little attention given to how learners customise and personalise their own physical and virtual learning spaces as they traverse their learning journey. Seven principles of learning space design will be adapted for use by the personalised learner. Personalised learning strategies encompass a range of knowledge, skills and attitudes that empower the learner to take charge of their learning within next generation learning spaces. Personalised learning consists of six broad concepts: digital citizenship, seamless learning, learner engagement, learning-oriented assessment, lifelong and life-wide learning and desire paths. Teachers will need to assist learners to design their own personalised learning spaces throughout formal education to encourage learners to be autonomous learners throughout their lifetime. In order to assist learners in developing personalised learning strategies we need to teach them about learning space literacies. We can’t assume learners have the knowledge, skills and attitudes to be able to identify and effectively utilise appropriate learning spaces that optimises engagement.

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Owning the Place of Learning:
Empowering Learners with
Personalised Learning Strategies
IQPC
New Generation Learning Space Design
Novotel Sydney Central
March 25-26, 2014
Professor Mike Keppell
Executive Director
Australian Digital Futures Institute
Director, Digital Futures - CRN

2. Overview
n‘Place’ of learning
!
nPersonalised learning
strategies
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nLearning space literacies
2

3. ‘Place’ of Learning

4. Formal
On-campus
Informal
On-campus
Informal
Off-campusPersonalised
Learning
Strategies
Face-to-face ‘Campus’

5. Formal
On-campus
Informal
On-campus
Formal/Informal
Off-campus
Distance Education ‘Campus’
Personalised
Learning
Strategies
Blended
Learning

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Interactive learning (learner-to-content)
Networked learning (learner-to-learner;
learner-to-teacher)
Student-generated content (learner-as-
designers).
Connected students (knowledge is in the
network)
Learning-oriented assessment
(assessment-as-learning)
Interactions

7. Next-Generation
Learners

10. Personalised Learning
Strategies

12. Characteristics
n Digital literacies
n Seamless learning
n Learner engagement/
self-regulated learning
n Learning-oriented
assessment
n Lifelong and life-wide
learning
n Desire paths
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13. Wheeler Digital Literacies
n Social networking skills
n Transliteracy skills
n Maintaining Privacy
n Managing Identity
n Creating content
n Organising and sharing content
n Reusing/repurposing content
n Filtering and selecting content
n Self broadcasting
!
!
http://steve-wheeler.blogspot.co.uk/2010/11/what-digital-literacies.html
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14. Cognitive
Technical
Social-
Emotional
Information literacy
Critical literacy
Multi-literacies
Socio-emotional
literacy
Critical literacy
Operational
literacy
Critical literacy
Digital literacy
NG (2012)
Can we teach digital natives digital literacy? Computers Education 59 (2012) 1065–1078

15. Mindfulness (Rheingold, 2010)

17. Pub BBQ
Boardroom Slide Night
Scrapbooking Journal

18. BBQ

19. Pub

20. Boardroom

21. Slide Night

22. Journal

23. Lifelong Life-wide
Learning
n Encompasses both formal
and informal learning,
self-motivated learning..
(Watson, 2003).
n Life-wide learning
“recognises that an
individual’s life contains
many parallel and
interconnected journeys
and experiences...”
n (Jackson, 2010, p. 492).
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24. Seamless Learning
Continuity of
learning across a
combination of
locations, times,
technologies or
social settings
(Sharples, et al,
2012).

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

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

29. Forward-looking Feedback
nStudents need to receive appropriate feedback
which they can use to ‘feed forward’ into
future work.
nFeedback should be less final and judgemental
(Boud, 1995)
nFeedback should be more interactive and
forward-looking (Carless, 2002; Keppell 2005)
nFeedback should be timely and with a potential
to be acted upon (Gibbs Simpson, 2004)
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35. Desire Paths

36. http://daniel.fone.net.nz/blog/2013/05/19/desire-paths-in-web-ui/

37. Learning Space Literacies

38. Comfort
Aesthetics
Flow
Equity
Blending
Affordances
Repurposing

39. Spaces for
Knowledge
Generation
Design Principles
Designing Physical
Learning Spaces
DesigningVirtual
Learning Spaces
Evaluating Learning
Spaces
Learning Space
Literacies

40. Defining Learning Space
Literacies
nLearning space literacies are the knowledge,
skills and attitudes that are required to
recognise, utilise and adapt distributed
learning spaces so that they allow the
personalised learner to engage with their
learning (Keppell, 2014).
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41. S K G L e a r n i n g S p a c e
Design Principles
Q u e s t i o n s f o r
Personalised Learners
Comfort: a space which creates
a physical and mental sense of
ease and well-being.
Are the chairs, tables, and
furniture conducive to learning in
this space? You might want to test
them out before committing to
this learning space. How
comfortable do you think this
space will be for learning? Is the
space noisy or quiet?
Aesthetics: pleasure which
includes the recognition of
symmetry, harmony, simplicity
and fitness for purpose.
What features of the learning
space might assist your learning?
Flow: the state of mind felt by
the learner when totally involved
in the learning experience.
What features of this space
promote your learning
engagement? Do you feel you can
engage with your work in the
learning space? Are you looking
for a quiet or noisy space?

42. Equity: consideration of the
needs of cultural and physical
differences.
Do you think the learning space
is inclusive for you and any
team members with whom you
might be working?
Blending: a mixture of
technological and face-to-face
pedagogical resources.
Can you utilise your computer,
tablet or mobile device in the
learning space?
How easy is it for you to
connect to the network?
Affordances: the “action
possibilities” the learning
environment provides the
users.
What does this learning space
allow you to do that you cannot
do in another space?
What action possibilities are
you looking for in this learning
space?
Repurposing: the potential for
multiple usage of a space
(Souter, Riddle, Sellers
Keppell, 2011).
Can you rearrange tables and
chairs to create your own
learning area?

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