New patterns of organization are required to make openspace work in order to achieve the individual learning goals of students working at their own level, seeking information independently, and interacting freely with other students when required. A comparison of the traditional classroom with what is happening in the more "open" openrooms reveals that the roles of both teachers and students have altered. New roles require new norms to coordinate them and, although many of the new rules of the classroom may no longer apply, there are still rules for the student to learn while he is in the openroom. However, because of the greatly increased autonomy of the student, these new norms must be more general in what they specify. Instead of letting discussion of the open plan idea degenerate into a classroom-versus-openrooms debate, the whole variety of learning situations that are possible in a school should be evaluated. (Author)