STLHE 2016 SAPES

The physical environments of post secondary institutions are coming under scrutiny with the shifts in learning paradigms, new technologies offering hybrid types of instruction, and institutions using spatial resources more effectively. Emergent learning spaces are becoming less specialized, and designed around patterns of human interaction. As territorial boundaries begin to blur, new spatial models have emerged recognizing that students' experiences are impacted by their physical environment, and that learning is not confined exclusively to formal teaching spaces. Discovery can occur from serendipitous interactions among individuals, whether the space be physical or virtual. Space brings people together, encouraging exploration and collaboration, and, as Oblinger (2006) suggests, we come to accept "the power of built pedagogy" and its role in shaping how one learns, and how we teach.


Liminality is a concept often used in architectural discourse about spatial experience. It is applied when discussing the ambiguity of transitional or in-between thresholds linking perceived dissimilar spaces. In this session liminal space within academic buildings (corridors, entryways, cafes/cafeterias) will be presented as transformative spaces that advance the learning experience. Frequently referred to as forgotten classrooms, these liminal spaces continue to be differentiated from formal learning environments. However, it is important that we appreciate the benefits of liminal spaces which, while offering areas that encourage collaborative work, also allow for individual activities. In keeping with the conference theme I will focus on the diverse range of spaces that aim to offer the next generation of interactive, flexible, and technology-rich learning environments, transcending barriers between space types and uses, and creating environments that support a wider range of pedagogies and learning styles.