Abstract
Over the last decade there have been many arguments in favour of new types of ‘informal’ learning spaces for post-compulsory education (Joint Information Systems Committee (JISC), 2006; Tertiary Education Facilities Management Association (TEFMA), 2006; Oblinger, 2006; Scottish Funding Council, 2006; Jamieson, 2008; Neary et al., 2010). These typically emphasise student-centred, playful, interactive and technology-rich environments. Just as importantly, such spaces are almost always set in opposition to a perceived norm of dull lecture halls, populated by dry pontificating professors lecturing to large groups of bored and passive students. Debate, then, is often framed around a simple binary and self-justifying good-bad division between such informal and formal learning spaces.
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Boys, J., Smith, H. (2011). What do we know about what Is Being Built?. In: Boddington, A., Boys, J. (eds) Re-Shaping Learning: A Critical Reader. SensePublishers. https://doi.org/10.1007/978-94-6091-609-0_3
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DOI: https://doi.org/10.1007/978-94-6091-609-0_3
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