This document summarizes an agenda for a workshop on innovative learning spaces. The workshop will be held on December 5th from 9:00-13:00 and will focus on how to create and cultivate innovative learning spaces at the micro, meso, and macro levels. The agenda includes an introduction and drivers of innovative learning spaces, a workshop on best practices, and conclusions. The document also provides background on demands for new skills in students and discusses how space, technology, and pedagogy can empower learner success through innovative learning environments.

2. OEB 2018 Pre-Conference Workshop M3
How to Create Innovative Learning Spaces
Wednesday, Dec 5 Time 09:00 – 13:00
• Dr. Associate Professor
• Ebba Ossiannilsson, Sweden
• OEB Global Advisory Board
• Swedish Association for Distance
Education
• ICDE OER Advocacy Committee,
and ICDE Quality Network, Europe
• EDEN EC, Fellow Council, SIG TEL
QE
• Open Education Europa
Ambassador and Fellow

4. AGENDA
09:00
Welcome, and Icebreaking
session
09:20 Introduction, and drivers
10:00 Coffee break and networking mingle
10:45 Workshop, best/next practise
12:30
Wrapping up, conclusions, and
recommendations

5. In short, we will focus on how
we can create and cultivate a
true culture of innovative
learning spaces at the micro,
meso, and macro levels.

6. INTRODUCTION INNOVATIVE
LEARNING SPACES
With the rapid advancements in economy, technology and society
in general, that occurred in the last decades of the 20th Century,
the demands on the educational system increased in a number of
ways for the 21st century.
Critical thinking, collaboration, innovation, Information and
Communication Technologies (ICT), digital literacy, adaptiveness,
are some of the basic skills that students and citizens of today and
of tomorrow are asked to possess in order not only to fill the
industry demands but also to survive and function in society.

7. INNOVATIVE
LEARNING
SPACES
Learning is ubiquitous, as it
takes place in all means, at all
time and everywhere.
Learning today can take many
forms, such as formal, informal
and non-normal and take
place anywhere and anytime.
Whoever we are, wherever we
live we are presented with
opportunities to learn every
day of our life.
Humans are learning
throughout life, as life is
learning humans throughout.

8. Just for me,
and just in time
learning

10. The fourth
Industrial
Revolution
requires the
social revolution
as well:
SOCIAL
EMOTIONAL
COLLABORATIVE
EMPHATIC
IDENTITY
JUST FOR ME
JUST IN TIME
PERSONAL/
COLLABORATIVE

12. INNOVATI
VE
LEARNIN
G SPACES
Space as a change agent?
How can learning spaces change
teaching approaches?
Learners expectations
Learners satisfaction, engagement,
success
Impact on motivation and outcome
Leadership and management?
Learning spaces of the next generation?
Learning spaces and evolving
pedagogical approaches?
MICRO, MESO AND MACRO LEVEL

15. NMC2018NMC2018

17. Ferguson, R., Barzilai, S., Ben-Zvi, D., Chinn, C.A., Herodotou, C., Hod, Y., Kali, Y.,
Kukulska-Hulme, A., Kupermintz, H., McAndrew, P., Rienties, B., Sagy, O., Scanlon, E.,
Sharples, M., Weller, M., & Whitelock, D. (2017). Innovating Pedagogy 2017: Open
University Innovation Report 6. Milton Keynes: The Open University, UK
•Big-data inquiry: thinking
with data
•Learners making science
•Navigating post-truth
societies
•Immersive learning
•Learning with internal values
•Student-led analytics
•Intergroup empathy
•Humanistic knowledge-
building communities
•Open Textbooks
•Spaced Learning

18. INNOVATIVE
LEARNING
SPACES
Space, whether physical or virtual, can have
a significant impact on learning. Innovative
learning spaces focuses on how learner
expectations influence such spaces, the
principles and activities that facilitate
learning, and the role of technology from
the perspective of those who created
learning environments: academics, faculty,
learning technologists, librarians, and
administrators. Information technology has
brought unique capabilities to learning
spaces, whether stimulating greater
interaction through the use of collaborative
tools, videoconferencing with international
experts, or opening virtual worlds for
exploration.
Together space, technology, and pedagogy
empower learner success.

22. Personal learning is like shopping at a
grocery store. You need to assemble the
ingredients yourself and create your own
meals. It’s harder, but it’s a lot cheaper, and
you can have an endless variety of meals.
Sure, you might not get the best meals
possible, but you control the experience,
and you control the outcome.
Personalized learning is like being served
at a restaurant. Someone else selects the
food and prepares it. There is some
customization – you can tell the waiter how
you want your meat cooked – but
essentially everyone at the restaurant gets

23. From Interaction to Crossaction - new
designs for teaching and learning in a
networked world
Read more: https://www.isa-
jahnke.com/news/from-interaction-to-
crossaction/
Isa Jahnke (2015). Digital Didactical Designs - Teaching and Learning in
CrossActionSpaces.New York & London: Routledge

27. InamoratadosSantosetal,JRC,2016

28. Learning, teaching and learning are integrally connected.
Leadership can play a key role in improving learning outcomes
of learners by setting strategic direction and goal, influencing
teachers’ and facilitators’ behaviors and motivations, mobilizing
resources and support for institutional development and keeping
teachers/facilitators and learners focussed on teaching and
learning through monitoring, support and guideance.
Leadership Summit organised jointly with Open Education
Consortium, hosted by the French Ministry for Higher
Education and Research: The Open Education
Leadership Summit 2018. 2 – 3 December in Paris,
France.

29. OPEN PEDAGOGY, (Hegarty, 2016)

31. Contact North, Canada
Impact of learning over time – on careers, on habits of lifelong learning, on
community involvement and benefits.
Engagement as one of the key drivers for quality.
Innovative, flexible, effectively using technology for learning, teaching, analytics and
assessment or engaging students with practical applications of the content.
In re-thinking the approach to quality, we should ask ourselves
The How? How do the students experience their learning
The How? How do faculty experience their teaching?
The What? Focus on outcomes in more depth.
The So What?
The Then What?
… need to move to a much more experiential and outcome-based view of quality if
it is to be the engine of transformation.

32. (2012)

34. INNOVATI
VE
LEARNIN
G SPACES
Space as a change agent?
How can learning spaces change
teaching approaches?
Learners expectations
Learners satisfaction, engagement,
success
Impact on motivation and outcome
Leadership and management?
Learning spaces of the next generation?
Learning spaces and evolving
pedagogical approaches?
MICRO, MESO AND MACRO LEVEL

35. Roadmap ILS
• Assets
• People and community
• Operations and
sustainability
• Benefits and value
propositions
What I can give
What I want to recieve

37. https://padlet.com/ebba_ossiannil1/q9eryeooy1mz

38. CARING IS SHARING,
SHARING IS CARING
My Footprints
www.i4quality.se
Ebba.Ossiannilsson@gmail.com
info@i4qulity.se