This paper is based on work carried out during the first six months of 2021, a year into the COVID-19 pandemic and a time by which the practices of online learning and teaching had become familiarised and -- to some extent -- even standardised in our institution, as in most others. We are chiefly concerned here with the online teaching space as a social space: as an environment designed to give agency to staff and students and to facilitate interactions that adhibit learning and teaching. How suitable are the environments that we have created to achieve such outcomes? Is it reasonable to describe the environments in which we learn and teach online as 'spaces', using the same word (and in virtually the same sense) used to describe the familiar physical teaching spaces of bricks-and-mortar locations? Our primary research involved bringing learners, teachers and digital specialists together within online learning spaces, and inviting the students present to represent their experiences of the virtual space, using simple analogue tools -- coloured pens and paper. The results of these workshops form the basis for this paper. In using these analogue methods to capture responses to a digital environment, we planned to step away from habitual online behaviours, and to capture personal and even emotional responses to digital experiences. In our conclusion, we attempt to formulate some explanations for the emotionally-inflected nature of these representations of digital learning spaces. Using ideas from psychogeography, approaches taken from the study of place (Augé, 1995), social-actor theory (Emirbeyer and Mische, 1998) and pedagogic theory (Gourlay, 2014, 2021; Wenger-Trayner, 2014), we question the status of the online learning environment as a social space and its consequent impact on teaching and learning.