Designing informal learning spaces using student perspectives

Article English OPEN
Matthew David Riddle ; Kay Souter (2012)
  • Publisher: University of North Carolina at Greensboro
  • Journal: Journal of Learning Spaces (issn: 2158-6195)
  • Subject: Special aspects of education | NA2695-2793 | Architectural drawing and design | learning commons | learning space | student | design | focus group | eddy spaces | informal learning space | LC8-6691
    acm: ComputingMilieux_COMPUTERSANDEDUCATION

This article describes the design of informal learning spaces at an Australian university that support students in the generation of knowledge. Recent learning space design projects at La Trobe have been informed by a number of pre-existing projects, including a small research project on student use of technologies, a national project on learning space design, and a significant curriculum renewal process at the university. It demonstrates the ways in which evidence based on student perspectives and principles developed through applied research in teaching and learning can inform real world learning space design projects in a higher education context.
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