Innovative Learning and Innovative Learning Spaces
Main Article Content
Abstract
The purpose of this article is to identify, analyze, and discuss the current state of the art in innovative learning spaces and next-generation learning spaces. The article focuses on the ongoing efforts to combine space, technology, and pedagogy to ensure learner success. The concept and characteristics of innovative learning spaces are discussed and elaborated. So are global challenges to the educational sector. In the discourse of rethinking traditional learning spaces, aligning them with learners’ expectations and the joy of learning are highly emphasized worldwide. Learning is ubiquitous today. It can take place anywhere, anytime and in many formats—formal, informal, and non-normal. Space, whether physical or virtual, can have a significant impact on learning. Those who create learning environments, such as faculty, learning technologists, librarians, estates, and administrators, understand that learners’ expectations influence such spaces. These learning environments creators also understand the principles and activities that facilitate learning, and the role of technology and digitization in learning. However, the most important stakeholders are the learners, who in the 21st century are co-producers, controllers, and orchestrators of their own learning. In the 21st century, from the pedagogical perspective, to offer and implement innovative learning spaces is a matter of taking into account the rights of learners. This means that the learners can expect and have the rights to modern, and high-quality environments which facilitate and empower learning in and for the 21st century.
Article Details
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OSSIANNILSSON, E. (2019). Innovative Learning and Innovative Learning Spaces. Asian Journal of Distance Education, 14(1), 98 - 116. Retrieved from https://asianjde.com/ojs/index.php/AsianJDE/article/view/296
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The work published in AjDE is licensed under a Creative Commons Attribution ShareAlike 4.0 International Licence (CC-BY).
References
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Jahnke, I. (2015). Digital didactical designs:Teaching and learning in cross action spaces. New York & London: Routledge.
Jahnke, I., Bergström, P., Lindwall, K., Mårell-Olsson, E., Olsson, A., Paulsson, F., &Vinnervik, P. (2012). Understanding, Reflecting and Designing Learning Spaces of Tomorrow. In I. Arnedillo Sánchez & P. Isaías (Eds.). Proceedings of IADIS Mobile Learning 2012. Berlin, pp. 147-156. Retrieved from http://www.mlearning-conf.org/ Keppel, M., Souter, H., & Riddle, M. (2012). Physical and virtual learning spaces in higher education. Concepts for the modern learning environment. Hershey: IGI Global. Kjällander, S. (2011). Designs for learning in an extended digital environment: Case studies of social interaction in the social science classroom.(Unpublished doctoral dissertation) Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
Kroksmark, T. (2011) Stretched learning. The digital mysterium of learning in one-to one environments in school. [Lärandets stretchadhet. Lärandets digitala mysterium i en-till-en-miljöer i skolan]. Didaktisk Tidskrift, 20(1), 1–22
Massey, D. (2007). Space, place, and gender. Malden: Policy Press.
Mattila,P., & Silander, P. (Eds.). (2015). How to create the school of the future: Revolutionary thinking and design from Finland. Oulu: Multprint, Oulu.
Moore, M. (1989). Three types of interaction. American Journal of Distance Education, 3(2):1-7.
Moore, M. (2009). Editorial: Three types of interaction, American Journal of Distance Education,3(2):1-7, DOI: 10.1080/08923648909526659
Oblinger, D. G. (Ed.). (2006). Learning spaces.EDUCAUSE.Retrieved from https://www.educause.edu/ir/library/pdf/PUB7102.pdf
Oblingerd. D. G. Oblinger, J. L. (Eds.) (2005). Educating the Net Generation.EDUCAUSE. Retrieved from https://www.educause.edu/ir/library/pdf/pub7101.pdf OECD. (2018). What does innovation in pedagogy look like? Teaching in Focus, 21.Paris: OECD Publishing. Retrieved from http://dx.doi.org/10.1787/cca19081-en
Ossiannilsson, E. (2018a). (Ed.). Ubiquitous inclusive learning in the digital era. Hershey: IGI Global (in progress).
Ossiannilsson, E. (2018b). Visionary leadership for digitaltransformation: In a time when learners take ownership of their learning. Distance Education in China 5. Pp 22-34. Ossiannilsson, E. (2018c). The ecosystem of open pedagogy. In C. Conrad&P. Prinsloo (Eds.),Ecologies of open: Inclusion, intersections, and interstices (in progress). Athabasca: Athabasca Publication. Ossiannilsson, E. (2018d). Leadership: In a time when learners take ownership of their own learning. In K. Buyuk, S. Kocdar, &A. Bozkurt (Eds.). Administrative leadership in open and distance learning programs. Hershey: IGI Global. Retrieved from https://www.igi-global.com/chapter/leadership/182901
Ossiannilsson, E., & Abeywardena, I. S. (2018). OER: Open to ideas, open to the world. Springer briefs in open and distance education. NewYork: Springer. (in progress).
Ossiannilsson, E., Eriksen, N.E., & Rung, N. (2015). Personal learning environment which enables inclusion and social interactions. In: E. Sorensen Korsgaard, A. Szucs, &K, Md. Saifuddin. Proceedings of the 1th D4|Learning international Conference Innovations in Digital Learning for Inclusion (D4Learning, 2015), Alborg. Retrieved from http://vbn.aau.dk/files/222220391/d4learning
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Santoianni, F., Ciasullo, A., De Paolis, F., Nunziante, P.,& Romano, S.P. 2017). Federico 3dsu. Adaptive educational criteria for a multi-user virtual learning environment. Journal of Virtual Studies
Schwab, K. (2017). The fourth industrial revolution. World Economic Forum.
Santoianni, F., Ciasullo, A., De Paolis, F., Nunziante, P.,& Romano, S.P. 2017). Federico 3dsu. Adaptive educational criteria for a multi-user virtual learning environment. Journal of Virtual Studies
Schwab, K. (2017). The fourth industrial revolution. World Economic Forum.
Schwab, K., Davis, N., & Nadella, S. (2018). Shaping the Fourth Industrial Revolution.World Economic Forum.
Sharples, M., de Roock, R., Ferguson, R., Gaved, M., Herodotou, C., Koh, E., Kukulska-Hulme, A., . . . Wong, L. H. (2016). Innovating pedagogy 2016: Open University innovation report 5. Milton Keynes: The Open University. Stuart Sinton, D., Bednarz, S. W., Gersmehl, P., Kolvoord, R. A., & Uttal, D. H. (2013). The People's Guide to Spatial Thinking. National Council for Geographic Education.
UNESCO. (2015). The Incheon declaration. Education 2030. Towards inclusive and equitable quality lifelong learning for all. Retrieved fromhttp://unesdoc.unesco.org/images/0023/002338/233813m.pdf Watters, Audrey (September 5, 2012). Unbundling and Unmooring: Technology and the Higher Ed Tsunami". educause.edu. Retrieved from https://er.educause.edu/~/media/files/article-downloads/erm1257.pdf
Arnold, D., & Sangra, A. (2018). Dawn or dusk of the 5th age of research in educational technology? A literature review on (e-)leadership for technology-enhanced learning in higher education (2013-2017). International Journal of Educational Technology in Higher Education, 15:24. https://doi.org/10.1186/s41239-018-0104-3
Bates, T. (2015a). Teaching indigital age. Guidelines for designing teaching and learning. BC Campus Open Ed. Retrieved from https://open.bccampus.ca/find-open-textbooks/?uuid=da50f5f1-bbc6-481e-a359-e73007c66932&contributor=&keyword=&subject=
Bates, T. (2015b, Marh 16). Re: Rethinking learning spaces in a digital age: an example from Singapore. Web log message. Retrieved from https://www.tonybates.ca/tag/learning-spaces/
Blessinger, P. (2017). Strengthening democracy through open education. University World news. 7 June 2018. Blessinger, P., &Bliss, T.J. (2017).Open Education: International perspectives in higher education. Open Book Publisher. Retrieved from https://www.openbookpublishers.com/product/531/open-education--international-perspectives-in-higher-education
Broggi, J.,Gallagher, M., Lilly, Duquette, J., Nimura, C., Pattenden, M.,Richter, F.,. . . Andreas Winkler, A. (2018). Woolf: Building the first blockchain university. Retrieved from https://woolf.university/assets/doc/whitepaper.pdf
Brown, M. (n.d.)Learning spaces. Educause.Retrieved from https://www.educause.edu/research-and-publications/books/educating-net-generation/learning-spaces
Brown, M., Dehoney, J., & Millichap, N. (2015). The next generation digital learning environment. A report on research. Educause. Learning Initiative.. Retrieved https://library.educause.edu/resources/2015/4/the-next-generation-digital-learning-environment-a-report-on-research
Cedefop. (2015) European guidelines for validating non-formal and informal learning.Retrieved from http://www.cedefop.europa.eu/en/publications-and-resources/publications/3073 Chatfield. T. (2012, November 23 November). Re: Can schools survive in the age of the web? Web log message. Retrieved from http://www.bbc.com/future/story/20121123-can-schools-survive-the-web-age
Commonwealth of learning. (2018). C-Delta. Retrieved form https://cdelta.col.org
ContactNorth. (2018). Teaching & learning in the digital age: a new understanding of quality. Retrieved from https://teachonline.ca/tools-trends/insights-online-learning/2018-02-07/teaching-learning-digital-age-new-understanding-quality
Cormier, D. (2008). Rhizomatic Education: Community as Curriculum. Innovate: Journal of Online Education 4(2)
Downes, S. (2018, June 03). The final frontier: Space. Stephen Downes weblog message. Retrieved from https://www.downes.ca/presentation/384 European Commission. (2013). Commission launches 'Opening up Education' to boost innovation and digital skills in schools and universities. Retrieved from http://europa.eu/rapid/press-release_IP-13-859_en.htm
Gassler, G., Hug, T., & Glahn, C. (2004). Integrated Micro Learning – An outline of the basic method and first results. In: Auer, Michael E. & Auer, Ursula (eds.): International Conference on Interactive Computer Aided Learning, ICL 2004, Sept. 29 – Oct. 1, 2004, Villach, Austria (CD-ROM).
Gulliksen, J., Lantz, A., Walldius, Å., Sandblad, B., & Åborg, C . (2015).Digital arbetsmiljö Digital working environments. Sorckholm: Arbetsmiljöverket. Retrieved from https://www.av.se/globalassets/filer/publikationer/rapporter/digital_arbetsmiljo-rap-2015-17.pdf Hase, S. and Kenyon, C. (2000). From andragogy to heutagogy. Ultibase, RMIT. http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm.
Harrison, M. (2018). Space as a tool for analyses. Examining digital learning spaces. Open Praxis10(1) pp 17-28.doi: http://dx.doi.org/10.5944/openpraxis.10.1.782
Jahnke, I. (2015). Digital didactical designs:Teaching and learning in cross action spaces. New York & London: Routledge.
Jahnke, I., Bergström, P., Lindwall, K., Mårell-Olsson, E., Olsson, A., Paulsson, F., &Vinnervik, P. (2012). Understanding, Reflecting and Designing Learning Spaces of Tomorrow. In I. Arnedillo Sánchez & P. Isaías (Eds.). Proceedings of IADIS Mobile Learning 2012. Berlin, pp. 147-156. Retrieved from http://www.mlearning-conf.org/ Keppel, M., Souter, H., & Riddle, M. (2012). Physical and virtual learning spaces in higher education. Concepts for the modern learning environment. Hershey: IGI Global. Kjällander, S. (2011). Designs for learning in an extended digital environment: Case studies of social interaction in the social science classroom.(Unpublished doctoral dissertation) Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
Kroksmark, T. (2011) Stretched learning. The digital mysterium of learning in one-to one environments in school. [Lärandets stretchadhet. Lärandets digitala mysterium i en-till-en-miljöer i skolan]. Didaktisk Tidskrift, 20(1), 1–22
Massey, D. (2007). Space, place, and gender. Malden: Policy Press.
Mattila,P., & Silander, P. (Eds.). (2015). How to create the school of the future: Revolutionary thinking and design from Finland. Oulu: Multprint, Oulu.
Moore, M. (1989). Three types of interaction. American Journal of Distance Education, 3(2):1-7.
Moore, M. (2009). Editorial: Three types of interaction, American Journal of Distance Education,3(2):1-7, DOI: 10.1080/08923648909526659
Oblinger, D. G. (Ed.). (2006). Learning spaces.EDUCAUSE.Retrieved from https://www.educause.edu/ir/library/pdf/PUB7102.pdf
Oblingerd. D. G. Oblinger, J. L. (Eds.) (2005). Educating the Net Generation.EDUCAUSE. Retrieved from https://www.educause.edu/ir/library/pdf/pub7101.pdf OECD. (2018). What does innovation in pedagogy look like? Teaching in Focus, 21.Paris: OECD Publishing. Retrieved from http://dx.doi.org/10.1787/cca19081-en
Ossiannilsson, E. (2018a). (Ed.). Ubiquitous inclusive learning in the digital era. Hershey: IGI Global (in progress).
Ossiannilsson, E. (2018b). Visionary leadership for digitaltransformation: In a time when learners take ownership of their learning. Distance Education in China 5. Pp 22-34. Ossiannilsson, E. (2018c). The ecosystem of open pedagogy. In C. Conrad&P. Prinsloo (Eds.),Ecologies of open: Inclusion, intersections, and interstices (in progress). Athabasca: Athabasca Publication. Ossiannilsson, E. (2018d). Leadership: In a time when learners take ownership of their own learning. In K. Buyuk, S. Kocdar, &A. Bozkurt (Eds.). Administrative leadership in open and distance learning programs. Hershey: IGI Global. Retrieved from https://www.igi-global.com/chapter/leadership/182901
Ossiannilsson, E., & Abeywardena, I. S. (2018). OER: Open to ideas, open to the world. Springer briefs in open and distance education. NewYork: Springer. (in progress).
Ossiannilsson, E., Eriksen, N.E., & Rung, N. (2015). Personal learning environment which enables inclusion and social interactions. In: E. Sorensen Korsgaard, A. Szucs, &K, Md. Saifuddin. Proceedings of the 1th D4|Learning international Conference Innovations in Digital Learning for Inclusion (D4Learning, 2015), Alborg. Retrieved from http://vbn.aau.dk/files/222220391/d4learning
Open Education Europa. (2018a). Learning spaces. Retrieved from https://www.openeducationeuropa.eu/en/topics/learning-spaces
Open Education Europa. (2018b). Guidebooks on designing modern and learning-rich learning environments. Retrieved from https://www.openeducationeuropa.eu/en/resource/guidebooks-designing-modern-and-learning-rich-learning-environments
Partnership for 21st-century learning(P21). (n.d.). Framework for 21st century learning. Retrieved fromhttp://www.p21.org/our-work/p21-framework
Pells, R. (April 22, 2018). Oxford academics launch world’s first ‘blockchain university’. World University Rankings. Times Higher Education. Retrieved from https://www.timeshighereducation.com/news/oxford-academics-launch-worlds-first-blockchain-university
Santoianni, F., Ciasullo, A., De Paolis, F., Nunziante, P.,& Romano, S.P. 2017). Federico 3dsu. Adaptive educational criteria for a multi-user virtual learning environment. Journal of Virtual Studies
Schwab, K. (2017). The fourth industrial revolution. World Economic Forum.
Santoianni, F., Ciasullo, A., De Paolis, F., Nunziante, P.,& Romano, S.P. 2017). Federico 3dsu. Adaptive educational criteria for a multi-user virtual learning environment. Journal of Virtual Studies
Schwab, K. (2017). The fourth industrial revolution. World Economic Forum.
Schwab, K., Davis, N., & Nadella, S. (2018). Shaping the Fourth Industrial Revolution.World Economic Forum.
Sharples, M., de Roock, R., Ferguson, R., Gaved, M., Herodotou, C., Koh, E., Kukulska-Hulme, A., . . . Wong, L. H. (2016). Innovating pedagogy 2016: Open University innovation report 5. Milton Keynes: The Open University. Stuart Sinton, D., Bednarz, S. W., Gersmehl, P., Kolvoord, R. A., & Uttal, D. H. (2013). The People's Guide to Spatial Thinking. National Council for Geographic Education.
UNESCO. (2015). The Incheon declaration. Education 2030. Towards inclusive and equitable quality lifelong learning for all. Retrieved fromhttp://unesdoc.unesco.org/images/0023/002338/233813m.pdf Watters, Audrey (September 5, 2012). Unbundling and Unmooring: Technology and the Higher Ed Tsunami". educause.edu. Retrieved from https://er.educause.edu/~/media/files/article-downloads/erm1257.pdf