‘Agents, Agency, Agencies in Assembling Liminal Learning Spaces’

‘Agents, Agency, Agencies in Assembling Liminal Learning Spaces’ research project will investigate the types of learning landscapes we have at LCC and UAL in order to propose a remodelling of the way we teach our students now and in the new LCC building in Elephant and Castle. It recognises that the more involved all participants in the hosting, delivery and acquisition of teaching and learning become in this research, the more likely we are to have a building that delivers world class teaching and learning. As Dr Cathy Hall states in the literature review of, The impact of new learning spaces on teaching practice (2013) ‘To “create a world-class learning environment for students by offering opportunities for collaboration, team work, a sense of belonging, a creative culture and opportunities to excel…” (6)

The research would look at how we can create, spaces, physical, virtual and representational that fully allows for learning gain and aims to answer the question that Hall (2013 sets that, “no one knows how to prevent ‘learning-loss’ when you design a room ‘pedagogically’, whereas we know lots about designing for minimum ‘heat loss’ ” (6)

This project will interrogate a number of key questions such as ‘What do we want our learners to become? (15). The Learning Spaces Collaboratory (LCS) has given a number of answers to this question based on their research one of them is that our leaners becoming ‘Agents of their own learning’. (15). This would then lead to the question. ‘What experiences make that becoming happen? (8) One answer could be that we create access to “laboratory” ‘hack’ ‘maker’ ‘prototype’ spaces to experiment with innovative pedagogies or more temporary mobile spaces, which fill an urgent pedagogical need.

The idea of liminal learning spaces (landscapes) would be an over arching concept that drives this research. What might be called ‘uncontrolled’ informal spaces’ that rub shoulders and be contiguous with all other teaching and learning places. I would like this project will strive to ask can we go beyond the metaphors of ‘Blended Learning’, Braided Learning’ (16) or even ‘Woven Learning’ to a model of learning spaces that are agencies of for our agents of change so they enhance, articulate and understand their own agency?



  1. Designing Spaces for Effective Learning: A guide to 21st century learning space design (2006) JISC http://bit.ly/2lyiQCs
  2. THE HILT ROOMGUND 522 (2013) http://research.gsd.harvard.edu/gund522/
  1. Innovative learning spaces (2011) https://architectureau.com/articles/innovative-learning-spaces/
  1. Innovation Spaces: The New Design of Work (2017) http://brook.gs/2o0ba7N
  1. Classrooms of the future (2002) http://bit.ly/2yZsNOV
  1. The impact of new learning spaces on teaching practice (2013) http://bit.ly/2ygA0u5
  1. Learning Landscapes in Higher Education (2010) http://bit.ly/2zlImAU
  1. A Guide Planning for Assessing 21st Century Spaces for 21st Century Learners http://bit.ly/2A3cYo3
  1. Design for Learning Spaces and Innovative Classrooms (2013) http://bit.ly/2iOKslS
  1. Forms of Learning Spaces http://bit.ly/2A45XmQ
  1. State Of The Estate http://bit.ly/2zUkYGR
  1. Learning in Liminal Spaces http://bit.ly/2yx7cOs
  1. The Liminal Space Consultancy http://bit.ly/2hHjklr
  1. Using Concept Maps to Gather Data http://bit.ly/2ix8Fcw
  1. Learning Spaces Collaboratory http://pkallsc.org/
  1. Braided Learning – a theoretical background http://bit.ly/2y2DrAp



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