Learning spaces need to encompass formal teaching spaces, informal learning spaces and virtual learning and teaching spaces. The combination of space, pedagogy and technology needs to be seamlessly integrated to support 21st Century learning. Learning spaces must utilise new technology and flexibility to enable active learning and meet student expectations and accommodate different teaching approaches. In this session, Professor Mike Keppell will reflect on different institutional approaches in addressing student learning by choreographing space, technology and pedagogy to achieve Institutional goals. Professor Keppell is an internationally respected academic and has held leadership roles across six universities. In this session he will to discuss his experience in transformational teaching and learning spaces that require the blend of technological tools and pedagogical practices to meet teacher and learner expectations. Case studies from different universities will be presented in the points below: " Pedagogy, space and technology: What's new? How have the three elements evolved? How do they all relate " Swinburne University of Technology Learning Space Case Study " European Learning space Case study " Malaysian University Case Study

1. Empowering Active Learning of Higher
Education Students through Space, Pedagogy
and Technology
Professor Mike Keppell
Pro Vice-Chancellor, Learning and Teaching

2. Preparing Students to Solve
the Problems of the Future

4. 4
Overview
• Pedagogy
• Learning spaces
• Technology
• Case: Swinburne University
• Case: University of Twente
• Case:Taylor’s University
• Conclusion

5. 5
Active Learning
• Active learning places the student at
the centre of the learning process
• Engages the learner through
authentic learning, solving problems,
working on relevant projects and
contributing to their professional
portfolio.
• Challenging and motivating projects
focus on meaningful tasks, real-world
issues, generative tasks, collaborative
activities and teachers as
facilitators.

6. 6
Active Learning
• Solving problems creates life-long learners
who graduate possessing the ability to
proactively shape their
environment
• The personalised learner collects
evidence, reflects on their learning, and
achieves learning outcomes that are
integrated into their professional portfolio.
• Active learners are designers who
create media-rich assessments that
exemplifies their 21st century skills
embodying their creativity, design thinking
and responsibility for their own learning.

7. 7
Authentic Learning
• …require students to complete
complex real-world tasks
over a period of time in
collaboration with others as
they would in a real setting
or workplace (Herrington,
2006)

8. 8
Authentic Assessment
• Empowering the learner by
engaging them in assessment
tasks that simulate or engage the
learner in real-life
situations.
• Engaging and worthy
problems or questions of
importance, in which students
must use knowledge to fashion
performances effectively and
creatively (Wiggins, 1993, p. 229).

9. Learning Spaces

10. 10
Learning Spaces
• Physical, blended or virtual learning
environments that enhance learning
• Physical, blended or virtual ‘areas’
that motivate a learner to learn
• Spaces where both teachers and
learners optimise the perceived
and actual affordances of the
space
• Spaces that promote authentic
learning interactions (Keppell
& Riddle, 2012, 2013).

11. 11
Principles of Learning Space Design
• 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

12. 12
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)

13. Technologies

14. 14
Blended Learning and Teaching
• Institutional blending: formal,
informal and virtual spaces
• Blended teaching: being aware of
the affordances of spaces and
technologies to optimise learning
• Blended learning:
• Active learning
• Interactive learning
• Networked learning
• Learner-generated content
• Authentic assessment

15. Formal
on-campus
teaching
spaces
Informal
on-campus
learning spaces
Online learning
and teaching
spaces
Blended
Learning
On-Campus Learning and Teaching

16. Informal
Central Role of Technology

17. Swinburne University

24. University of Twente

25. 25
Twente Education Model
• Distinctive approach to learning
related to the focus of the
University
• Inter-disciplinary approach to
teaching and research
• No pre-structuring programmes
by discipline
• Modular and project-based

26. 26
Core Aspects of Twente Education Model
• Three professional roles
• researcher, designer, organiser
• Student-driven learning
• assess and develop skills
• invite students to ask
questions,
• Modular and project-based
• 10 week modules
• central to each module is a
project which students address
a real-world problem
• project-led education
• collaboration skills
• self-assessment

29. Taylor’s University

30. 30
Taylor’s Curriculum Framework
• Broad-based education (e.g. electives
across disciplines)
• Holistic education (e.g. life skills)
• International exchanges
• Physical and virtual learning spaces
(e.g. REWIND, X-Spaces, TIMES,
MOOCs, Mobile)
• Assessment as learning
• Blended and flipped learning
• Teaching Engagement Survey

38. Questions