Space-education’s new learning frontier

Learning Spaces
Diana G. Oblinger, Editor

EDUCAUSE e-book, 2006

Space, whether physical or virtual, can have a significant impact on learning. Learning Spaces focuses on how learner expectations influence such spaces, the principles and activities that facilitate learning, and the role of technology from the perspective of those who create learning environments: faculty, learning technologists, librarians, and administrators. Information technology has brought unique capabilities to learning spaces, whether stimulating greater interaction through the use of collaborative tools, videoconferencing with international experts, or opening virtual worlds for exploration. This e-book represents an ongoing exploration as we bring together space, technology, and pedagogy to ensure learner success.


Radical rethinking of facility design and flexible educators to make the most of it

Designing and Building for the Class of 2020.
Jay W. Schneider
Building Design and Construction; v47 n11 , p24-28,30,35,36,38 ; Sep 2006

“The nation’s colleges and universities have a decade until they welcome the Class of 2020 to campus. That’s just 10 years for schools to prepare for the demands these students will make on both their academic programs and physical facilities.

Judging by the presentations at this summer’s joint conference of the Society of College and University Planners, the National Association of College and University Business Officers, and the Association of Higher Education Facilities Officers, the student population entering college 10 years from now will require a radical rethinking of campus facility design. Building Teams need to start working with colleges and universities to plan some of the most significant changes to happen to academic facilities in recent memory—to design and build multipurpose academic buildings with flexible spaces that accommodate formal, informal, and group learning and residence halls that offer true live/work/play environments.“

Higher ed’s past attainments have led to unwarranted complacency

A Test of Leadership: Charting the Future of U.S. Higher Education
U.S. Department of Education, 2006.

“Three hundred and seventy years after the first college in our fledgling nation was established to train Puritan ministers in the Massachusetts Bay Colony, it is no exaggeration to declare that higher education in the United States has become one of our greatest success stories. Whether America’s colleges and universities are measured by their sheer number and variety, by the increasingly open access so many citizens enjoy to their campuses, by their crucial role in advancing the frontiers of knowledge through research discoveries, or by the new forms of teaching and learning that they have pioneered to meet students’ changing needs, these postsecondary institutions have accomplished much of which they and the nation can be proud.

Despite these achievements, however, this commission believes U.S. higher education needs to improve in dramatic ways. As we enter the 21st century, it is no slight to the successes of American colleges and universities thus far in our history to note the unfulfilled promise that remains. Our yearlong examination of the challenges facing higher education has brought us to the uneasy conclusion that the sector’s past attainments have led our nation to unwarranted complacency about its future.”