In this chapter, the authors argue that a disjuncture has emerged between the look of learning spaces within learning spaces discourse, definitions of learning spaces, and the aspirations of learning spaces as a design concept that transforms higher education. Using Visual Studies methodology and photographs, the chapter contrasts the hegemonic look of learning spaces with a viral learning space - learning that is not designed or controlled by the institution. The authors argue that the Learning Spaces agenda will fail to transform higher education in the twenty first century if its proponents do not adequately conceptualize lifelong and lifewide learning achieved by learners outside the institution.
|Title of host publication||Physical and Virtual Learning Spaces in Higher Education: Concepts for the Modern Learning Environment|
|Editors||Mike Keppell, Kay Souter, Matthew Riddle|
|Place of Publication||Hershey, PA|
|Number of pages||18|
|Publication status||Published - 2012|