New Campus Spaces
-
Upload
mike-keppell -
Category
Education
-
view
452 -
download
0
description
Transcript of New Campus Spaces
![Page 1: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/1.jpg)
1
The Campus as a Place of Learning – New Learning Spaces
Professor Mike KeppellDirector, The Flexible Learning Institute &
Professor of Higher EducationCharles Sturt University
![Page 2: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/2.jpg)
2
Overview
Distributed spaces
Ecological university
Principles
Diversity of spaces
Aligning with curriculum
![Page 3: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/3.jpg)
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.
![Page 4: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/4.jpg)
4
Barnett, R. (2011). Being a university. New York: Routledge.
![Page 5: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/5.jpg)
5
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 adopt a ‘care for the world’ as opposed to an ‘impact on the world’ approach (Barnett, 2011).
![Page 6: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/6.jpg)
6
Higher Education Principles
Access and Equity & Equivalence of Learning
Outcomesethical obligations
Student Learning Experience
traverses physical, blended and virtual learning spaces.
‘place’ of learning is diverse
Constructive Alignment
learning outcomes, subject, degree program, generic
attributes
Discipline Pedagogiesspecific needs of
disciplines
![Page 7: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/7.jpg)
7
Key principle throughout the presentation is ‘design’
![Page 8: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/8.jpg)
8
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).
![Page 9: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/9.jpg)
9
PhysicalPhysical VirtualVirtual
FormalFormal InformalInformal InformalInformalFormalFormal
BlendedBlended
MobileMobile PersonalPersonal
OutdoorOutdoorProfessionProfession
al al PracticePractice
Distributed Distributed Learning SpacesLearning Spaces
AcademicAcademic
9
![Page 10: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/10.jpg)
10
Seven Principles of Learning Space DesignThe SKG project has established seven principles of learning space 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
![Page 11: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/11.jpg)
11
Seven Principles of Learning Space Design
4Equity: consideration of the needs of cultural and physical differences
5Blending: a mixture of technological and face-to-face pedagogical resources
6Affordances: 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.
7Repurposing: the potential for multiple usage of a space (Souter, Riddle, Keppell, 2010) (http://www.skgproject.com)
![Page 12: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/12.jpg)
12
Albury-Wodonga Learning Commons
![Page 13: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/13.jpg)
13
ComfortAesthetics
FlowEquity
BlendingAffordancesRepurposing
![Page 14: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/14.jpg)
14
Wallenberg Hall - Stanford University
![Page 15: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/15.jpg)
15
ComfortAesthetics
FlowEquity
BlendingAffordancesRepurposing
![Page 16: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/16.jpg)
16
MIT – STATA Center - EDDY Spaces
![Page 17: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/17.jpg)
17
Technology-enhanced Active Learning (TEAL) Centre Affordances - Blending
![Page 18: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/18.jpg)
18
Discipline
Pedagogies
‘Plasma to Chalkboar
d ’ for Physics
Professors
![Page 19: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/19.jpg)
19
Affordances
![Page 20: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/20.jpg)
20
![Page 21: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/21.jpg)
21
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
![Page 22: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/22.jpg)
22
Informal Informal Virtual Virtual Learning Learning SpacesSpaces
Formal Formal Virtual Virtual Learning Learning SpacesSpaces
![Page 23: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/23.jpg)
23
![Page 24: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/24.jpg)
24
Flexible learning
“Flexible learning” provides opportunities to improve the student learning experience through flexibility in time, pace, place, mode of study, teaching approach, forms of assessment and staffing.
![Page 25: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/25.jpg)
25
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).
![Page 26: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/26.jpg)
26
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).
![Page 27: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/27.jpg)
27
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.
![Page 28: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/28.jpg)
28
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
![Page 29: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/29.jpg)
29
Academic SpacesUniversities 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
![Page 30: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/30.jpg)
30
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).
![Page 31: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/31.jpg)
31
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).
![Page 32: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/32.jpg)
32
![Page 33: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/33.jpg)
33
![Page 34: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/34.jpg)
34
![Page 35: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/35.jpg)
35
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.
![Page 36: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/36.jpg)
36
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).
![Page 37: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/37.jpg)
37
![Page 38: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/38.jpg)
38
![Page 39: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/39.jpg)
39
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).
39
![Page 40: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/40.jpg)
40
![Page 41: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/41.jpg)
41
![Page 42: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/42.jpg)
42
![Page 43: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/43.jpg)
43
Putting it all
together
![Page 44: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/44.jpg)
44
ConclusionA 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.
![Page 45: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/45.jpg)
45
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/
![Page 46: New Campus Spaces](https://reader038.fdocuments.us/reader038/viewer/2022103001/5591a6751a28abd4098b46e2/html5/thumbnails/46.jpg)
46