ABSTRACT
This chapter aims to provide a perspective on the process of developing learning spaces in higher education. The development or redevelopment of learning spaces must be considered from an overall perspective of the intended curriculum experience and curriculum alignment. An analogy is made between the development of technical devices and the development of learning spaces; software and hardware developers have to work together on a specific product in order to make it work. The networked learning landscape model used the idea of a learning landscape combined with the new technology enabled opportunities for learning in four scales of settings in which particular kinds of learning activities can be organised: classroom, building, campus and city. In some projects the shell of a building is given far more attention and focus than the inside, sometimes to communicate the vision and aspiration of a university.
