Using the theory of and practice of ‘Built Pedagogy' to inform learning space design
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This chapter contributes to the anthology on learning space design in higher education by focusing primarily on design decisions regarding non-formal learning. As inspiration for my conceptualisation of learning spaces I utilise Thody's (2008:13) definition of a related term: "learning landscapes', which she describes as being" conceptually holistic, loosely-coupled interconnections of all formal and informal, on- and off- campus, virtual and physical facilities, sites and services and how stakeholders use them". I also use the concept of built pedagogy as a starting point, which according to Olinger (2006) is the ability of space to define how we teach.
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