Journal of Formative Design in Learning

, Volume 1, Issue 2, pp 99–109 | Cite as

Future Learning Spaces in Schools: Concepts and Designs from the Learning Sciences

  • Yotam HodEmail author


As institutions invest time and money into constructing or redesigning spaces to meet educational goals of the innovation age, it is prudent for designers to be guided by lessons learned from research. Based on a synthesis of four leading future learning spaces, a novel conceptualization is offered here to advance both scholarship and practice of future learning spaces. Specifically, this synthesis distinguishes between two types of spaces: content-flexible and content-specific. Content-flexible spaces are dedicated for instruction or open learning, while content-specific spaces are used as a stage for learning or as sources of content. In addition to this conceptualization, eight principles about the process of establishing future learning spaces and about specific features of their designs are provided based on interviews of lead designers of the four exemplars considered for this paper. The analysis of these principles shows that developmental principles are relatively fixed, while design principles have a wider range of diversity. These conclusions provide formative knowledge for designers of future learning spaces.


Future learning spaces Educational technologies Innovation age Learning sciences 



This work was supported by the I-CORE Program of the Planning and Budgeting Committee and the Israel Science Foundation grant [1716/12], as specifically the LINKS Research Center. Special thanks goes to the designers of the exemplary FLSs analyzed in this paper, who include Elizabeth Charles, Scott McDonald, Tom Moher, Michael Rook, Jim Slotta, Chris Whittaker, and Jianwei Zhang, as well as to the LINKS FLS partners: Dani Ben-Zvi, Ornit Sagy, Yael Kali, and Tamar Weiss.

Compliance with Ethical Standards

Conflict of Interest

The authors declare that they have no conflict of interest.


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Copyright information

© Association for Educational Communications & Technology 2017

Authors and Affiliations

  1. 1.University of HaifaHaifaIsrael

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