2012 nov 3_rls

Spaces for Knowledge
Generation: A Framework
for Designing Student
Learning Environments

Professor Mike Keppell
Executive Director
Australian Digital Futures Institute

1

Thursday, 22 November 12 1

Overview
‣ What are the trends and challenges we need
to consider?
‣ What are ‘spaces for knowledge generation’?
‣ What is a framework for designing student
learning environments?
‣ How do we meet student needs and improve
the learning environment?
‣ What design principles are useful for learning
space design?

2


What are the trends and
challenges we need to consider?

3


CSIRO Megatrends

On the move
Personalisation
IWorld

4


University of the Future
n Democratisation of
knowledge and access
n Contestability of markets
and funding
n Digital technologies
n Global mobility
n Integration with industry

5


Horizon Reports

6


Trends
‣ People expect to be able to work, learn, and
study whenever and wherever they want.
‣ The abundance of resources and
relationships will challenge our educational
identity.
‣ Students want to use their own technology
for learning.
‣ Shift across all sectors to online learning,
hybrid learning and collaborative models.
‣

7


Challenges
n Seamless learning – people expect to be
able to work, learn, and study whenever
and wherever they want.
n Digital literacies – capabilities which fit an
individual for living, learning and working in a
digital society (JISC)
n Personalisation - our learning, teaching,
place of learning, technologies will be
individualised
n Digital scholarship will be the norm.

8


What are spaces for knowledge
generation?

9


Spaces for Knowledge
Generation
n Physical, blended or virtual ‘areas’ that:
n enhance learning
n that motivate learners
n promote authentic learning interactions
n Spaces where both teachers and students
optimize the perceived and actual
affordances of the space (Keppell &
Riddle, 2012).

10

What is a framework for designing
student learning environments?

Distributed Seamless
Learning Learning
Spaces

Principles
11


Distributed Spaces
n Growing acceptance that learning occurs in
different ‘places’
n Ubiquity of learning in a wide range of
contexts (Lea & Nicholl, 2002).
n Growing acceptance of life-long and life-
wide learning also have a major influence on
distributed learning spaces.

12


Distributed
Learning Spaces

Physical Blended Virtual

Formal Informal Formal Informal

Mobile Personal Academic

Professional
Outdoor
Practice
13

Distributed Learning
Spaces
n Book Chapter: http://
www.slideshare.net/
mkeppell/distributed-
spaces-for-learning

14


Seamless Learning

n Focuses on the
continuity of the
learning journey

n Different places and
spaces

n Diverse technologies

15


Seven Principles of
Learning Space Design
n The SKG project has established seven principles of
learning space design which support a collaborative
and student-centred approach to learning:
n Comfort: a space which creates a physical and
mental sense of ease and well-being
n Aesthetics: pleasure which includes the
recognition of symmetry, harmony, simplicity and
fitness for purpose
n Flow: the state of mind felt by the learner when
totally involved in the learning experience

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


CSU Albury-Wodonga Learning commons

Comfort
Aesthetics
Flow
Equity
Blending
Affordances
Repurposing


Flow

Discipline
Pedagogies

‘Plasma to
Chalkboard’
for Physics
Professors

Repurposing


Virtual Learning
Spaces

Blending - Affordances - Equity?

Aesthetics
Blending
Affordances

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).


Seven Principles -
Questions
n http://mike-keppell.blogspot.co.nz/2012/04/
questions-to-consider-in-learning-space.html

30


Keppell &
Riddle
(in-press)


How do we meet student
needs and improve the
learning environment?

33


Questions?

36


2012 nov 3_rls

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