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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
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
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
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
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
Barnett, R. (2011). Being a
                          university. New York: Routledge.




                      6
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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
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
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Key principle
                           throughout the
                           presentation is
                               ‘design’




                      10
Thursday, 7 June 12                          10
LEARNING SPACES
                             11
Thursday, 7 June 12                     11
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
QUESTION: IDENTIFY THREE
                 WIDELY USED LEARNING
                   SPACES THAT YOUR
                 LEARNERS OR TEACHERS
                        UTILISE

                           13
Thursday, 7 June 12                        13
Distributed Learning
                                        Spaces

                      Physical              Blended                Virtual


            Formal           Informal                    Formal          Informal



                                 Mobile      Personal       Academic


                                                    Professional
                                  Outdoor
                                                      Practice
                                               14
Thursday, 7 June 12                                                                 14
PHYSICAL LEARNING
                            SPACES



                             15
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16
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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
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
ALBURY-WODONGA LEARNING
                              COMMONS
                                 19
Thursday, 7 June 12                             19
Comfort
                           Aesthetics
                               Flow
                              Equity
                             Blending
                           Affordances
                            Repurposing




                      20
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APPLE - CUPERTINO TRAINING ROOM
                                     21
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WALLENBERG HALL - STANFORD
                              UNIVERSITY
                                  22
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Affordances? - Blending
                                 23
Thursday, 7 June 12                             23
Comfort
                             Aesthetics
                                Flow
                               Equity
                              Blending
                            Affordances
                           Repurposing




                      24
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25
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MIT - STATA CENTER - EDDY SPACES
                                     26
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Technology-enhanced Active Learning (TEAL) Centre
               Affordances - Blending
                          27
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HARVARD UNIVERSITY
                              28
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Discipline
                           Pedagogies

                            ‘Plasma to
                           Chalkboard’
                           for Physics
                           Professors




                      29
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Affordances
                           30
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31
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SEVEN PRINCIPLES -
                                QUESTIONS

                      http://mike-keppell.blogspot.co.nz/2012/04/questions-to-
                      consider-in-learning-space.html




                                                32
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33
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34
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35
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ACTIVITY: ANALYSE YOUR
                      INSTITUTIONAL LEARNING
                      MANAGEMENT SYSTEM OR
                       VLE IN RELATION TO THE
                          SEVEN PRINCIPLES

                                36
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VIRTUAL LEARNING
                           SPACES



                             37
Thursday, 7 June 12                      37
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
Formal Virtual        Informal Virtual
             Learning Spaces        Learning Spaces




                               39
Thursday, 7 June 12                                    39
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
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41
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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
BLENDED LEARNING
                           SPACES



                             43
Thursday, 7 June 12                      43
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
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
MOBILE LEARNING
                          SPACES



                            46
Thursday, 7 June 12                     46
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
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
QUESTION: WHAT ARE THE
                 AFFORDANCES OR ACTION
                  POSSIBILITIES OF MOBILE
                    LEARNING SPACES?


                            49
Thursday, 7 June 12                         49
ACADEMIC LEARNING
                           SPACES



                             50
Thursday, 7 June 12                       50
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
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
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
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
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
56
Thursday, 7 June 12        56
57
Thursday, 7 June 12        57
58
Thursday, 7 June 12        58
59
Thursday, 7 June 12        59
60
Thursday, 7 June 12        60
PERSONAL LEARNING
                            SPACES



                             61
Thursday, 7 June 12                       61
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
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
64
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65
Thursday, 7 June 12        65
66
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67
Thursday, 7 June 12        67
OUTDOOR LEARNING
                           SPACES



                             68
Thursday, 7 June 12                      68
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
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70
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71
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72
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73
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74
Thursday, 7 June 12        74
75
Thursday, 7 June 12        75
Putting it
             all
          together




                       76
Thursday, 7 June 12         76
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
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

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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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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