ABSTRACT
This chapter adds new perspectives and understanding to the idea of learning ecology drawing on an orientation ontology. The learning ecology described is based on the descriptions of orientation as a reflective foundation for success in the design for learning practices. The ecological thinking offers a way of combining people, spaces and technologies by a process of wayfinding. The purpose of the chapter is to give researchers and practitioners an epistemological and empirical founded reflective basis, respectively, at researching the reflective basis and practice in the design for learning in higher education. The reflective basis of wayfinding adds perspectives to consider in any learning design process based on a learning ecology. The theoretical and epistemological frame of references will be introduced and supplemented by examples, acting as a foundation for contemporary research studies presented in the section of contemporary studies in wayfinding. The chapter finally suggests a reflective design model for learning through wayfinding, a figure capturing the conceptualised landscape of a learning ecology, orientation and wayfinding in digital and analogue environments and emerging practices.
