Post on 19-Oct-2014
description
Redefining the Learning Space: Mobile and Distance Learning for New Generation
Students
Professor Mike KeppellExecutive Director
Australian Digital Futures Institute1
New Generation Learning Spaces - March 20
1Wednesday, 20 March 13
Overview
‣ New generation students
‣ Changing the space in which we learn
‣ Learning space literacies
‣ Redefining the learning space
2
2Wednesday, 20 March 13
New Generation Students
3
3Wednesday, 20 March 13
Rapport with technology4Wednesday, 20 March 13
Student-generated content (learner-as-designers)
Connected students (knowledge is in the network)
5Wednesday, 20 March 13
Ubiquitous cameras
3000 shots per trip
Share with friends
Print? Place on websites?
6Wednesday, 20 March 13
7Wednesday, 20 March 13
Owning the Place of Learning
rapport with
technology
mobile
generate content
personalise
connected
adapt space to
their needs
8Wednesday, 20 March 13
Changing the Space in which we Learn
9
9Wednesday, 20 March 13
Trends ‣ People expect to be
able to work, learn, and study whenever and wherever they want.
‣ Shift to diverse places of learning as opposed to a singular place of learning
10
10Wednesday, 20 March 13
Spaces for Knowledge GenerationnPhysical, blended or virtual ‘areas’ that:
n enhance learningnthat motivate learnersnpromote authentic learning interactions
nSpaces where both teachers and students optimize the perceived and actual affordances of the space (Keppell & Riddle, 2012).
1111Wednesday, 20 March 13
Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor Professional Practice
Distributed Learning Spaces
Academic
1212Wednesday, 20 March 13
Virtual Learning Spaces
Blending - Affordances - Equity? 13Wednesday, 20 March 13
Mobility
nGlobal mobilitynMobility of peoplenTechnologies to support
mobilitynAdapting our teaching and
learning?nAssessment?
14
14Wednesday, 20 March 13
Mobile Learning SpacesnMobile learning challenges educators to
understand learners’ needs.
nEncourages educators to understand how learning takes place beyond the classroom.
nExamines the intersection of education, life, work and leisure (Kukulska-Hulme, 2010).
15
15Wednesday, 20 March 13
Undergraduate Students and ITn Monitors students
relationship with digital technologies
n Portable devices are the ‘academic champions’
n 3x as many students used e-books or e-textbooks than in 2010
n Survey of 100,000 students across 195 institutions
16
16Wednesday, 20 March 13
Seamless Learning
Seamless learning occurs when a person experiences a continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012).
17Wednesday, 20 March 13
18Wednesday, 20 March 13
Learning Space Literacies
19
19Wednesday, 20 March 13
LiteraciesnLiteracy is no longer “the ability
to read and write” but now “the ability to understand information however presented.”
nCan't assume students have skills to interact in a digital age
nLiteracies will allow us to teach more effectively in a digital age (JISC, 2012)
20
20Wednesday, 20 March 13
Developing Literaciesn Employable graduates need to be digitally
literaten Digital literacies are often related to discipline
arean Learners need to be supported by staff to
develop academic digital literaciesn Professional development is vital in developing
digital literaciesn Professional associations are supporting their
members to improve digital literaciesn Engaging students supports digital literacy
development i.e. students as change agents (JISC, 2012)
21
21Wednesday, 20 March 13
Context of
Digital Literacies
(JISC)
22Wednesday, 20 March 13
Principles of Learning Space Design
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
23
23Wednesday, 20 March 13
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
•Repurposing: the potential for multiple usage of a space (Souter, Riddle, Keppell, 2010) (http://www.skgproject.com)
24
24Wednesday, 20 March 13
25
Redefining the Learning Space
25Wednesday, 20 March 13
Personal Learning Spaces
‣ Integrate formal and informal learning spaces
‣ Customised by the individual to suit their needs
‣ Allow individuals to create their own identities.
‣ Recognises ongoing learning and the need for tools to support life-long and life-wide learning.
26
26Wednesday, 20 March 13
Connectivism
‣ Knowledge has changed to networks and ecologies (Siemens, 2006).
‣ Need improved lines of communication in networks.
‣ “Connectivism is the assertion that learning is primarily a network-forming process” (p. 15).
27
27Wednesday, 20 March 13
28Wednesday, 20 March 13
Redefining the learning space
Seamless Learning
Learning Space Literacies Comfort
AestheticsFlow
EquityBlending
AffordancesRepurposing
Personalised Learning
Desire Paths/Learning Pathways
29Wednesday, 20 March 13
30
Questions?
30Wednesday, 20 March 13