Using the theory of and practice of ‘Built Pedagogy' to inform learning space design

Abstract

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.