Abstract
In this chapter the issue of how learning spaces and environments might be designed in the digital university is reviewed and related to the relevant elements of the matrix presented in Chap. 3. Space is presented as being physical, digital, pedagogical, and social and located both within and without the walls of the university. Space so conceived enables the design of suitable learning environments, not only for students enrolled on degree programmes, but also for a variety of different potential participants. Values of democratic engagement and critical pedagogy are proposed as key features of curriculum development, with teaching in such an environment described as primarily a matter of activity design. Digitally enriched learning spaces, supporting democratic engagement in learning and involving co-production of the curriculum, imply porous boundaries between knowledge, spaces, and formal organisation. This chapter should be seen as a companion to Chap. 8.
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Johnston, B., MacNeill, S., Smyth, K. (2018). Digitally Enriched Learning Spaces. In: Conceptualising the Digital University. Digital Education and Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-99160-3_7
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DOI: https://doi.org/10.1007/978-3-319-99160-3_7
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