Own your learning : self-directed learning in informal environments

Technological advancements made it possible to create learning environments which can integrate learning from different sources and approaches. Moving between different modes and media become easier than ever before. Present day learner can record his/her learning journey in electronic databases and reflect upon them, identify the gaps and take initiatives towards future career goals. A cultural shift is required in our schools and universities to allow learners to be more responsible and have the ownership of their own learning. Changes such as integration of Web 2.0 tools and electronic portfolios in formal system will provide the opportunities to develop critical thinking skills, reflective skills, communication skills, decision making skills and foster collaboration and creativity. Some of the innovative learning environment design studies conducted by the authors are discussed in the article

The challenges of blended learning using a media annotation tool

Blended learning has been evolving as an important approach to learning and teaching in tertiary education. This approach incorporates learning in both online and face-to-face modes and promotes deep learning by incorporating the best of both approaches. An innovation in blended learning is the use of an online media annotation tool (MAT) in combination with face-to-face classes. This tool allows students to annotate their own or teacher-uploaded video adding to their understanding of professional skills in various disciplines in tertiary education. Examination of MAT occurred in 2011 and included nine cohorts of students using the tool. This article canvasses selected data relating to MAT including insights into the use of blended learning focussing on the challenges of combining face-to-face and online learning using a relatively new online tool.

Evaluation of University of Queensland Library Spaces: three case studies at St Lucia Campus

Introduction: The paper reports on an evaluation study of spaces in the Social Sciences and Humanities (SSHL), Biological Sciences (BSL) and Walter Harrison Law (WHLL) Libraries of the University of Queensland (UQ). The study was part of an evaluation of the quality and patterns of use of spaces in UQ libraries, which aimed to propose recommendations for future improvements and decision-making. This paper presents a study of areas of weakness in existing SSHL spaces, and impacts of the refurbishment of spaces at BSL and WHLL on students’ experiences. The findings evidence a link between students’ learning experiences and the quality of library spaces.Methods: An online survey, “Students’ Experiences and Perceptions of Library Physical Spaces”, was designed to collect data from students. The survey questions addressed seven topics: (1) overall satisfaction with spaces in the UQ Libraries; (2) welcoming nature of the library entry; (3) lighting; (4) acoustics; (5) furniture; (6) wayfinding; and (7) preferences for different space types in the library.Results: 1505 students completed the surveys, with 1098 responses recorded to open-ended questions on why students visited the libraries and the physical characteristics of the spaces that influenced their experiences. Quantitative and qualitative analysis of the data elucidated key design challenges and considerations. In particular, the data suggested that the provision of individual quiet study spaces remains an important role of academic libraries, with Studying Alone identified as the most important reason for student visits.Conclusions: The findings highlight the importance of individual study spaces and propose a number of recommendations in relation to physical space design and management.Relevance: Academic libraries face the challenge to keep pace with change in relation to students’ demographics, pedagogy and technology. In doing so, it is important to have an understanding of the evolving patterns of students’ learning behaviours, space uses and preferences through ongoing evaluation of library spaces.

The in‐between: exposing everyday learning at work

Much has been written about how space and time are integral to understanding social relations, in particular about associations between space and understanding learning in workplaces. Drawing from a research study exploring everyday learning at work, this paper looks beyond what is generally understood as work situations by turning to those spaces and times where ‘social’ and ‘work’ overlap, such as breaks in tearooms. These spaces are not so work orientated that they can be described as ‘workspaces’, nor are they entirely social. The nexus between work and the social, of being a worker and a social being, of engaging in legitimate work and socializing are put forward as rich expanses for everyday learning. The paper draws on interviews and observational data from four work sites within one organization. It undertakes an exploration of the intersection of space, time and informal learning with regard to the social/work spaces located at work. It argues that a key location for everyday learning at work is at the points of intersection between work and social spaces and that it is necessary to abandon simplistic dichotomies between work, social and learning space.

Critical success factors in e‐learning ecosystems: a qualitative study

Abstract
Purpose – The purpose of this paper is to evaluate the critical success factors for sustainable e-learning in an e-learning ecosystem framework. Three critical components of the e-learning ecosystem including principles and methods, processes and systems, and substance and content are considered based on a comprehensive review of the relevant literature in e-learning.
Design/methodology/approach – Systematic interviews are conducted with experts in e-learning for identifying the critical success factors to sustainable e-learning within an e-learning ecosystem framework. This leads to the development of an e-learning success model that describes the underlying relationship between and among the identified critical success factors.
Findings – A comprehensive analysis of the interview results shows that there are several barriers to the effective adoption of the proposed e-learning success model for improving the effectiveness of e- learning. These barriers include a lack of understanding of the technologies behind various pedagogies, insufficiencies of the popular learning management systems, and the sustainability of the learning objects repositories.
Research limitations/implications – The paper highlights the criticality of synergizing the three components of e-learning ecosystems namely pedagogies, technologies and management of learning resources for achieving a sustainable e-learning success.
Practical implications – A better understanding of these barriers would help e-learning stakeholders develop appropriate strategies and policies for the implementation of the proposed e-learning success model towards creating a sustainable e-learning environment.
Originality/value – Specific contributions of this research to the entire e-learning community are discussed with recommendations for concerted policy measures to eliminate the identified barriers in the process of adopting the developed e-learning success model.

Assessing students’ experiences in a virtual learning environment

CONTEXTTechnology has played an important role in the provision of educational equity for learners inAustralian communities. Engaging off-campus students through technology resources is vital for avirtual learning environment in engineering education. To ensure a positive experience for thestudents in off-campus (virtual) learning, the use of modern technology is crucial for collaborative andactive learning.PURPOSEDesign based education is a combination of project based and problem based approaches. Throughsmall or big projects, students work in teams with combinations of off-campus and on-campusstudents. Integration of technology resources takes place within these groups through collaborativelearning and active learning. Even though the facilities and technology support are provided for offcampusstudents, there is always a gap in fulfilling the off-campus students’ learning expectations in avirtual learning environment. Technology plays an important role in providing student engagement insolving design problems, which is a need for the distance learner community in future. The purpose ofthis study is to evaluate students’ experiences on the use of technology in learning and teaching,which is delivered in off-campus mode.APPROACHThe cohorts of students involved in this online survey are from first year undergraduate engineering inTrimester 2, 2016. The online survey analysis of students’ perceptions will help teaching staff to betterunderstand and assess off-campus students’ experiences, challenges and barriers in a virtual learningenvironment.RESULTSThe distance learners’ experiences are analysed from an online survey. This online survey analysesthe students’ experiences on use of technology and how it supports and enhances students learning indistance mode. It also analyses the student learning experiences on project/design-based learningapproach in engineering. In this particular unit (Electrical Systems), students work in teams of 2-3 onlab work and other assignments. The analysed results also discuss the students’ perceptions onteamwork, communication, interaction and assessment.CONCLUSIONSThe aim of the engineering curriculum is to provide learning and teaching support equally for both oncampusand off-campus students. From the analysed survey results, this study reveals that the use oftechnology plays a vital role in students learning from availability and accessibility of materials toassessment methods, lab tutorials, and online seminars. In a project/design based learningcurriculum, the distance learners have an equal opportunity to enhance the learning skills as the oncampusstudents experience in a study environment.

The room that was

Wood, sensor, found office chair, DVD player and screen, spy-hole, carpet 1.9x2.5x7m. The ghost of a mad astormonk inhabits the space the viewer sits in. The Room That Was creates a new learning space for the improvement of the unco-operative body – a mobile mnemonia room. It is a place where the subject’s memory can be rendered to suit other points of view. The subject can be indoctrinated anytime, anywhere, and by any method inside the The Room That Was – especially designed for the dimensions of the average sized human body (astromonk – an incipient being). It is a mobile asylum for the European consciousness (much like Australia).

Connecting with the horizon : developing teachers' appreciation of mathematical structure

A professional learning program for teachers of junior secondary mathematics regarding the content and pedagogy of senior secondary mathematics is the context for this study of teachers’ mathematical and pedagogical knowledge. The analysis of teachers’ reflections on their learning explored teachers’ understanding of mathematical connections and their appreciation of mathematical structure. The findings indicate that a professional learning program about senior secondary mathematics can enable practicing teachers to deepen and broaden their knowledge for teaching junior secondary mathematics and develop their practice to support their students’ present and future learning of mathematics. Further research is needed about professional learning approaches and tasks that may enable teachers to imbed and develop awareness of structure in their practice.

Inclusive practices in academia and beyond

This chapter explores a set of principles that underpin ensuring that the learning needs of all students are addressed in next generation learning spaces. With increasingly diverse higher education environments and populations, higher education needs to move from seeing student diversity as problematic and deficit-based, to welcoming, celebrating and recognising diversity for the contributions it makes to enhancing the experience and learning outcomes for all students. The principles of Universal Design for Learning (CAST, 2011) provide a framework for highquality university teaching and learning, as well as guidance on the multiple methods and means by which all students can be engaged and learn in ways that best suit their individual styles and needs. An inclusive approach is important pedagogically and applies to both the physical and virtual environments and spaces inhabited by students. When the design of physical environments does not incorporate universal design principles, the result is that some students can be locked out of participating in campus or university life or, for some, the energy required to participate can be substantial. With the digital education frontier expanding at an exponential rate, there is also a need to ensure that online and virtual environments are accessible for all. This chapter draws on the relevant research and the combined experience of the authors to explore an approach to inclusive practices in higher education next generation learning spaces and beyond. © 2014 by Emerald Group Publishing Limited.

Tokyo’s Dojunkai experiment: courtyard apartment blocks 1926–1932

Dojunkai apartments were constructed by the Japanese Government as a work of relief, after the Great Kanto Earthquake in Tokyo. These apartments were leading examples in concrete construction in Japan and were innovative in their exterior space design ideas and building organizational themes. Dojunkai apartments were designed not only as solutions to particular sites, but as possible models for the further development of well-planned, secure, and communal neighbourhood style residential developments. During 1920–1930, Japanese architects and designers were actively involved in experimenting with foreign concepts of urban remodelling and town planning. However while these town-planning concepts and theories were embraced by Japanese architects and town planners, the resultant apartment complexes suggest that they endeavoured to adapt and transform them to suit Japanese sensibilities and urban requirements. This paper examines the nature of these adaptations and transformations. The principles of exterior space design are deployed to examine and identify patterns in building arrangement and exterior space design for six selected Dojunkai apartments. This paper discusses the pre-existing models of urban planning in Japan to establish a relationship between the adopted foreign town-planning models and the pre-existing ideas of urban settlements in the Japanese society.

Technology student learning preferences and the design of flexible learning programs

The learning preferences of three hundred and thirty eight technology students enrolled in sub-degree programs at an Australian institution of Technical and Further Education were tested using the Canfield Learning Styles Inventory (CLSI). The results have been interpreted in a learning preferences framework and provide supportive evidence for the preferences factors of print-nonprint, collaborative, dependent,and autonomous learning identified by Sadler-Smith & Riding (1999). Although there search focussed on learning preferences the analysis also indicated support for the Wholist-Analytic cognitive style proposed by Riding & Cheema (1991). Gender differences were shown for the Interest subscales of the CLSI. Age-group differences were shown for several Conditions of Learning and Modes of Learning subscales. Implications for the design of training programs, and the skills that may need to be developed in technology learners to enable effective use of flexible delivery, are also discussed.