Just as recent building designs for post-compulsory education have been surprisingly little informed by contemporary architectural theories, so much of the assumed importance of moving from formal to informal learning spaces has little direct connection with current educational theories. It can often seem that education is over-theorised, across a variety of approaches and paradigms (Schunk 2007; Atherton 2009; Learning Theories Knowledgebase 2010) (Table 2.1). Most debates around learning spaces make reference, at least in passing, to constructivist approaches, sometimes also called ‘conversational theory’. In her seminal text, Re-thinking University Teaching (2001), Diana Laurillard simultaneously attempted to outline a detailed description of post-compulsory learning based on theories of social constructiv ism, and to understand how new information and communication technologies (ICT) could be best used to support and enhance this type of learning. Her work continues to have considerable impact on debates around the design of both physical and virtual learning spaces.