In considering this conundrum, this chapter is viewed through two lenses: (1) a teacher practising problem-based learning (PBL) for more than 20 years and (2) an educational planner who designs learning spaces. Together the paper explores the "challenges" of "pedagogy" and "design," some "disruptors" that are making change imperative and, specifically, the "opportunities" available in both pedagogy and design to create new learning activities and spaces. The paper argues that curricula need to be dominated by collaborative investigation and problem solving in spaces that encourage and afford such activity. [For the complete volume, "The Future of Learning and Teaching in Next Generation Learning Spaces. International Perspectives on Higher Education Research. Volume 12," see ED601207.]