Page 1 – Introduction: 1. Rise in student population and change in teaching methodology to flexible distributed learning (FDL) has resulted in a shift in course delivery, space design, and space use.

2. Despite the student intake rise, this has not resulted in an increase of funding and teaching space, thus virtual learning environments (VLE) have been created as another metaphorical ‘space’ in which to learn.

3. So, how has the ‘learning landscape’ changed and what can be expected from learning spaces in the future? 

Page 1 – Designing Learning Space: 4. Focus on ‘[…] flexible, learner-centric spaces supporting a range of learning models.’ For example, the Reinvention Centres at Warwick and Oxford Brookes are spaces which facilitate undergraduate research and provide a link between real and virtual learning environments. 

Page 2: 5. VLEs have their own pedagogy known as ‘Modes of Engagement’ to ensure they are as effective and useful to the learning experience as formal teaching.

6. These ‘Modes of Engagement’ include; course administration and student support; blended learning to build upon learning in the classroom; a fully online module. 

Page 3 – Learner Collaboration: 7. VLEs increase student collaboration and interaction, thus this then needs to be reflected in the physical learning environment by making it easier for group work and presentations to be carried out.

8. Successful VLEs involve a lot of student communication in an informal ‘café’ setting. Hence, this relaxed, social learning model is desirable for ‘real’ learning environments, as seen with Warwick’s Learning Grid, Stanford Learning Lab, Wallenberg Hall, and University of Chicago’s USITE. 

Page 4 – Key Characteristics of Blended Learning Environments: 9. Key characteristics include: student ownership of space – responsibility and open access; regulation – allow noise, food etc, yet provide swipe card security; layout and equipment – openness and accessibility, flexible furniture and technology points; up to date I.T learning technology; and support – co-location with other student services and advisors. 

Research Significance: Principles behind and evidence for new learning spaces allows us to examine both the physical changes in architecture and metaphorical changes in power relations within education institutions; from a regimented, segregated and teacher owned environment to an open, flexible and student owned virtual and real landscape.

Laura Evans