This chapter addresses the topic of aligning physical learning spaces with contemporary curricula in medicine and health professions education on university campuses. It is argued that the design of physical learning spaces is more important than ever at a time of an increased use of virtual learning approaches and a rapidly changing health…

The twenty-first century has seen the rapid emergence of wireless broadband and mobile communications devices which are inexorably changing the way people communicate, collaborate, create and transfer knowledge. Yet many higher education campus learning environments were designed and built in the nineteenth and twentieth centuries prior to…

Why is the physical learning environment in schools largely ignored by teachers within pedagogical practice? The cellular classroom has remained seemingly immutable since the Industrial Revolution, with spatiality playing a silent and subconscious role in schooling other than related to concerns around surveillance. Previous studies have shown…

Reviews designs for learning in the knowledge age, exploring the relationship between learning and the built environment, examining the role of teachers in designing educational spaces, and calling for a collaborative campaign, which relates space directly to changes in pedagogy, curriculum, and information and communication technologies and which…

This digest reviews a range of research studies that examine the possible causal linkages between school buildings and student outcomes and behavior, and it presents findings in support of the theory that facilities make a difference and also presents findings in areas where research to date is relatively inconclusive. The report also examines…

"Clicks, Bricks and Spondulicks" is the title of a seminar organised by PEB to examine the relationship between the built learning environment and information and communications technology (ICT), as well as cost implications. The meeting sought to determine whether educational buildings and ICT should continue to be seen as separate…