The shifting sands of learning technology and design requirements

Entering the Interaction Age: Implementing a Future Vision for Campus Learning Spaces

Andrew J. Milne

EDUCAUSE Review, vol. 42, no. 1 (January/February 2007): 12–31


Learning space design for higher education has become a popular topic of discussion as institutions attempt to chart a course for the future of their campuses. Several authors in EDUCAUSE publications have forecast the future for such spaces, a future infused with new and sometimes exotic-sounding technologies.1 Indeed, some discussions in the literature may cause readers to infer that the future campus will be populated largely with technologies that have yet to be invented. However, noteworthy elements of these future visions are already emerging, in the form of new technologies. The changing character of the product options, coupled with a lack of actionable research findings regarding the impact of particular technology solutions, can make it difficult for institutional planners to predict which of these ideas might yield the greatest near-term benefit and which might be best left for future work. But with directed effort, some ingenuity, and a future-focused vision, colleges and universities should be able to identify and leverage existing technologies with which to build aspects of the “future” campus learning space—today.

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