The recent advent of wireless broadband Internet access and mobile communications devices has provided remarkable opportunities for 21st century blended learning models--simultaneous online and face-to-face--and seriously called into question the industrial-age traditional "egg crate classroom" model of teaching and learning. It has also enabled the emergence of a true synchronous/asynchronous and virtual/physical matrix of learning opportunities for which existing built learning environment infrastructure is not well suited. In response to these developments, many innovative learning environments are being trialed. These include an increasing focus on the "third space" which supports social forms of student interaction. The important issue here, especially in universities, is that students can now learn off-campus on line. This is forcing educators to rethink the nature of the 21st century campus, and more specifically what physical attributes need to be provided to encourage students to attend campuses and to actually meet face-to-face with their colleagues, rather than interacting through the now prevalent social networking tools. Interestingly, many of these spatial developments are being instigated--through initiatives lead by information technology and communications departments--particularly in universities and increasingly in further education and schools. This article examines the emergence of technology-enabled active learning environments and the reasons for their appearance. It explores three case studies and considers how effective they are in enhancing teaching and learning outcomes. (Contains 4 figures and 12 footnotes.)