ABSTRACT
Interest in the influence of learning spaces on learning and teaching has been growing in recent times (e.g. Boys, 2011; Ellsworth, 2005; Goodyear, 2008; Luckin, 2010). Projects such as the Spaces for Knowledge Generation Project (Souter, Riddle, Sellers, & Keppell, 2011) explicitly focused on the influence of technology, economic and social developments in relation to learning spaces and how space influences both the role of the teacher and the learner and the range of learning approaches that can be undertaken within the space.
The SKG project found that students move in nomadic but purposeful ways across a learning landscape of which the university is only part. Students are already enmeshed in a work/home/study continuum, and the problem for the university is to indeed advance these open and flexible communities on campus.
(Souter et al. 2011, p. 1)