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Disrupting Higher Education

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  • CRICOS 00111D TOID 3059


    Professor Mike KeppellPro Vice-Chancellor, Learning Transformations

    Learning Innovation WeekCampus Development

    October 2016

  • Disruption versus innovation

    Disruptors displace an existing market (Christensen)



    Customer service Learning pathways


    Schools exist to maximise human potential (Christensen)


  • Preparing Students to Solve the Problems of

    the Future

  • Overview

    Defining learning spaces Trends and challenges Ecosystem Blended learning Guiding pedagogies Designing spaces Professional development Personalised learning

  • Defining Learning Spaces

  • Defining Learning Spaces

    Physical, blended or virtual learning environments that enhance learning

    Physical, blended or virtual areas that motivate a learner to learn

  • Defining Learning Spaces

    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).

  • Trends and Challenges

  • Trends

  • Challenges

  • Swinburne Ecosystem

  • Ecosystem

    Pathways and Vocational Education

    Higher Education

    Work Integrated Learning

  • Blended Learning

  • Formal on-campus



    learning spaces

    Online learning and teaching

    spacesBlended Learning

    On-Campus Learning and Teaching at Swinburne

  • Guiding Pedagogies

  • 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)

  • 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).

  • Personalised Learning

    Learning pathways ePortfolios

    The knowledge, skills and attitudes that enable learning and act as a catalyst to empower the learner to continue to learn (Keppell, 2015)

  • Peer Learning

    S tu d e n t s t e a c h i n g a n d learning from each other.

    Sharing ideas, knowledge and experiences

    Emphasises interdependent as opposed to independent learning (Boud, 2001).

  • Designing Spaces

  • 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

  • Principles of Learning Space Design Equity: consideration of the needs

    of cultural and physical differences

    B l e n d i n g : a m i x t u r e o f technological and face-to-face pedagogical resources

    A f f o r d a n c e s : t h e a c t i o n p o s s i b i l i t i e s t h e l e a r n i n g environment provides the users

    Repurposing: the potential for multiple usage of a space (Souter, Riddle, Keppell, 2010)

  • Professional Development

  • Empowering our Learners

  • Knowledge Skills and Attitudes

    Knowledge is now co-created

    Skills form a basis for learning

    A t t i t udes influence beliefs and behaviours

  • Personalised Learning Toolkit

    Digital literacies Seamless learning Self-regulated learning Learning-oriented

    assessment Lifelong and life-wide

    learning Flexible learning pathways

  • Levels of Digital Literacies

    Digital Competency knowing how to use digital

    tools Digital Fluency

    applying digital knowledge and skills

    Digital Design user-generated content learner-as-designer

  • Digital Design Spaces

  • Seamless Learning

    Continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012, 2013).

  • Levels of Seamless Learning

    On-campus comfortable with formal and

    informal spaces Virtual campus

    comfortable with blended, online, social media

    Anywhere trains, cafes, teleworking

  • Physical Virtual

    Formal Informal InformalFormal


    Mobile Personal



    Distributed Learning Spaces


  • Virtual Learning Spaces

  • Disruptors Displace an Existing Market

  • Personalised Learning

    the knowledge, skills and attitudes that enable learning and act as a catalyst to empower the learner to continue to learn (Keppell, 2015)

  • Carless, D. (2014). Exploring learning-oriented assessment processes. Higher Education.

    Dweck, C. (2006). Mindset: How you can fulfil your potential. Constable and Robinson, Ltd. London.

    Jackson, N. J. (2010). From a curriculum that integrates work to a curriculum that integrates life: Changing a universitys conceptions of curriculum. Higher Education Research &Development, 29(5), 491-505. doi:10.1080/07294360.2010.502218

    Keppell, M., & Riddle, M. (2013). Principles for design and evaluation of learning spaces. In R. Luckin, S. Puntambekar, P. Goodyear, B. Grabowski, J. Underwood, & N. Winters (Eds.), Handbook of design in educational technology (pp. 20-32). New York, NY: Routledge

    Keppell, M., Au, E., Ma, A. & Chan, C. (2006). Peer learning and learning-oriented assessment in technology-enhanced environments. Assessment and Evaluation in Higher Education, 31(4), 453-464.

    Keppell, M. & Carless, D. (2006). Learning-oriented assessment: A technology-based case study. Assessment in Education, 13(2), 153-165.

    Keppell, M., Souter, K. & Riddle, M. (Eds.). (2012). Physical and virtual learning spaces in higher education: Concepts for the modern learning environment. IGI Global, Hershey: New York. ISBN13: 9781609601140.

    Keppell, M. & Riddle, M. (2012). Distributed learning places: Physical, blended and virtual learning spaces in higher education. (pp. 1-20). In Mike Keppell, Kay Souter & Matthew Riddle (Eds.). (2011). Physical and virtual learning spaces in higher education: Concepts for the modern learning environment. Information Science Publishing, Hershey.


  • Keppell, M.J. (2014). Personalised learning strategies for higher education. In Kym Fraser (Ed.) The Future of Learning and Teaching in Next Generation Learning Spaces. International Perspectives on Higher Education Research, Volume 12, 3-21. Copyright 2014 by Emerald Group Publishing Limited.

    Keppell, M.J. (2015). The learning future: Personalised learning in an open world. In Curtis J. Bonk, Mimi Miyoung Lee, Thomas C. Reeves, and Thomas H. Reynolds. MOOCs and Open Education around the World. Routledge/Taylor and Francis.

    Rheingold, H. (2012). Net smart: How to thrive online. Cambridge, MA: MIT Press.

    Sharples, M., McAndrew, P., Weller, M., Ferguson, R., Fitzgerald, E., Hirst, T., & Gaved, M. (2013). Innovating pedagogy 2013: Open University Innovation Report Milton Keynes: The Open University.

    Sharples, M., McAndrew, P., Weller, M., Ferguson, R., Fitzgerald, E., Hirst, T., & Whitelock, D. (2012). Innovating pedagogy 2012: Open University Innovation Report 1. Milton Keynes: The Open University.

    Siemens, G. (2006). Knowing knowledge. Creative commons. Retrieved from http://www.elearn space.org/KnowingKnowledge_LowRes.pdf

    Souter, K., Riddle, M., Sellers, W., & Keppell, M. (2011). Final report: Spaces for knowledge generation. The Australian Learning and Teaching Council (ALTC). Retrieved from http://documents.skgproject.com/skg-final-report.pdf

    Watson, L. (2003). Lifelong learning in Australia (3/13). Canberra, Australia: Commonwealth of Australia.

    Wheeler, S. (2010). Digital literacies. Retrieved from http://steve-wheeler.blogspot.com.au/2010/11/what-digital-literacies.html?q=digital+literacies