This integrated collection of perspectives on the spaces of
teaching and learning uses 'learning space' to place educational
practice in context. It considers the complex relationships
involved in the design, management and use of contemporary learning
spaces. It sheds light on some of the problems of connecting the
characteristics of spaces to the practices and outcomes of teaching
and learning. The contributions show how research into learning
spaces can inform broader educational practices and how the
practices of teaching, learning and design can inform research. The
selection of chapters demonstrates the value of gathering together
multiple sources of evidence, viewed through different
epistemological lenses in order to push the field forward in a
timely fashion. The book provides both a broad review of current
practices as well as a deep-dive into particular educational and
epistemological challenges that the various approaches adopted
entail. Contrasts and commonalities between the different
approaches emphasise the importance of developing a broad, robust
evidence-base for practice in context. This is the inaugural book
in the series Understanding Teaching-Learning Practice.
General
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