1. Learning by Design: Changing Landscape in Digital Space, Place and Future
Prof. KARANAM PUSHPANADHAM Ph.D
Professor of Educational Management
Faculty of Education and Psychology
The Maharaja Sayajirao University of Baroda
INDIA

2. SETTING THE STAGE How would you like to be described?
How do people learn best? What follows for planning and instruction?
“Am I doing ‘best practice’? Or am I stuck in unhelpful habits?”
What do our goals demand of our methods of instruction?
If genuine understanding is the long-term goal, what follows for my learning and teaching?

3. The Rules are Changing
The internet has changed notions of place, time and space
Emerging new methods of teaching and learning based on an improved understanding of cognition
Effect of demographic changes on learning population
Changing financial context for education: increased competition, pressure on resources
Impact of changes in government policy: funding, participation, research strategy
Blending of living, learning, working and leisure

4. “Thirty years from now the big university campuses will be relics
“Thirty years from now the big university campuses will be relics. Universities won’t survive.….”
“…the cost of higher education has risen as fast as the cost of healthcare…. the system is rapidly becoming untenable. Higher education is in deep crisis.”
Peter Drucker, Forbes magazine, July 1997

5. “The pressure of change is on the classroom; it is utterly unthinkable that it can continue to be built, structured and equipped as it has been for all these decades.
It is rather grotesque that societies which essentially depend on and intently strive for innovation and progress should try to source the power and energy for their innovative and progressive future from the physical and conceptual conditions of the educational mills of the 19th century.”
Andreas Schratzenstaller (2010)

6. “How learning takes place”
Learners come to the classroom with preconceptions and prior knowledge gained through various learning experiences.

7. To develop competence, students must:
Have a deep foundation of factual knowledge
Understand facts and ideas in a conceptual framework
Organize knowledge in ways that facilitate retrieval and application

8. Students develop flexible under-standing of when, where, why, and how to use their knowledge to solve new problems if they learn how to extract underlying principles and themes from their learning exercises.

9. To develop competence, students must:
Have a deep foundation of factual knowledge
Understand facts and ideas in a conceptual framework
Organize knowledge in ways that facilitate retrieval and application

10. To develop competence, students must:
Have a deep foundation of factual knowledge
Understand facts and ideas in a conceptual framework
Organize knowledge in ways that facilitate retrieval and application

11. For example, many of us too often –
We all have a few habits that are neither helpful nor in line with ‘Best Practice’
For example, many of us too often –
Confuse the textbook with a valid syllabus based on transfer goals
Confuse fun activities with learning
“Teach” without checking for understanding early and often enough
Test what is easier to test and grade rather than what is most in line with our personal and institutional long-term goals

12. Learning by design” characteristics (from 8000+ educators)
Clear goals and explicit performance requirements
Models and modeling provided
A genuine challenge/problem/question frames work that stretches you - real, meaningful tasks
Lots of focused practice, feedback, and opportunities to use it built in - not over-planned and taught
Trial and error, reflection and adjustment are expected, encouraged and ‘designed in’
The teacher is more of a facilitator, coach
There is a safe, supportive environment for risk-taking, trying out new learning
‘Designed in’ variety, choice, and attention to difference
A good mix of collaboration/solo work
Immersion, active, hands-on - and earlier than typically done

13. Research on classroom teaching
“The single most important variable in promoting long-term retention and transfer is "practice at retrieval." This principle means that learners need to generate responses, with minimal cues, repeatedly over time with varied applications so that recall becomes fluent and is more likely to occur across different contexts and content domains.
Simply stated, information that is frequently retrieved becomes more retrievable. In the jargon of cognitive psychology, the strength of the "memory trace" for any information that is recalled grows stronger with each retrieval.”

14. Research on classroom teaching
“The single most important variable in promoting long-term retention and transfer is "practice at retrieval." This principle means that learners need to generate responses, with minimal cues, repeatedly over time with varied applications so that recall becomes fluent and is more likely to occur across different contexts and content domains.
Simply stated, information that is frequently retrieved becomes more retrievable. In the jargon of cognitive psychology, the strength of the "memory trace" for any information that is recalled grows stronger with each retrieval.”

15. Varying the conditions under which learning takes place makes learning harder for learners but results in better learning. Like practice at retrieval, varied learning conditions pay high dividends for the effort exerted.

16. Learning is generally enhanced when learners are required to take information that is presented in one format and "re- represent" it in an alternative format.

17. UbD big idea Why important? If not… Backward Design Plans need to be
well aligned to be effective
Aimless activity & coverage
Transfer as goal
It is the essence of understanding and the point of
schooling
Students fail to apply,
poor results on tests
Focus on big ideas
that’s how transfer
happens, makes
learning more connected
Learning is fragmented,
more difficult, less engaging
Meaningful learning
that’s what is most
engaging and inviting
You lose many kids
over time

18. Adjust Apply Get Feedback Evaluate Transfer Transfer
Goal: autonomy & fluency of performance in increasingly complex and novel situations, on worthy tasks

19. Purposeful Learning, aligned with goals
The essence of backward design
ALIGNMENT of learning with goals and evidence: Determine how to teach and what to teach by the demands not habit or comfort level of the approach
The key question, then: what learning is needed? How can the needed learning best occur?
Think of “teaching” and “content” as resources, not the causes of learning.
Think of textbook as resource, not the syllabus

20. Transformation not extinction:
New space models • Traditional categories of space are becoming less meaningful as space becomes less specialized, boundaries blur, and operating hours extend toward 24X7
Space types designed primarily around patterns of human interaction rather than specific needs of particular departments, disciplines or technologies
New space models focus on enhancing quality of life as much as on supporting the learning experience

21. Supporting new ways of learning
Collaborative, active learning with hands-on experiences
Integrated, multidisciplinary
Distributed, learning takes place anywhere/anytime, mobile technology with social activity
Immersive with simulated or real-world experiences
Blended activities, online with face-to-face, mixed

22. The future learning experience
Layered experience
Creation of flexible activity zones to support learning, living and working
Users choosing appropriate settings and technology for the tasks they want to achieve
Blending of physical and virtual research areas
Blurring of learning with working, living and leisure
Sharing of facilities with other institutions/ uses
• Thinking beyond the campus – the wider learning landscape