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Figure 4.1 The new learning landscape do believe it’s facing evolutionary change. The value of face-to-face
discourse undoubtedly remains, despite the fact that technology will
Central hubs Learning spaces Lifestyle facilities enable the rigorous transfer of information in an increasing variety
City Study Catering of ways. The university of the future will incorporate different types
One-stop Teaching Sports of space to accommodate new ways of learning.
Knowledge Skills Living
In exploring new space models for the higher education sector
Student Work Retail
DEGW’s research has found that traditional categories of space
are less meaningful as boundaries between disciplines become less
rigid and space consequently becomes less specialised. We’ve also
found that spatial typologies are increasingly responding to patterns
of human interaction rather than the specific, technical requirements
of particular departments, disciplines or technologies. We’ve also
found a distinct shift of focus in new space models towards quality
of life as much as the learning experience, and towards 24-hour,
seven-day-a-week availability.
Through research activities with institutions around the world
DEGW has developed the notion of the ‘learning landscape’ as a
way of defining the constituents of the university environment and
analysing what they contribute towards the experience. No element
of the learning environment should be there just because it is – it
should be adding value in some way whether it’s defined as a
‘learning space’, a ‘central hub’, or one of the associated ‘lifestyle’
spaces that are a key part of the university experience Figure 4.1.
The spatial constituents of the university can also be perceived in
the terms indicated in this diagram: ‘specialised learning spaces’
which are tailored to specific functions or learning modalities (we’re
seeing a reduction of these as a percentage of the overall space);
‘generic learning spaces’ which are the typical classrooms and
learning spaces; and an increasingly large canopy of ‘informal
learning spaces’, the interaction spaces, the bits in between
that are becoming a more important part of the overall learning
DEGW has developed the notion experience Figure 4.2.
of the ‘learning landscape’ as a
We help institutions address issues such as supporting mobility
way of defining the constituents and promoting learning wherever it takes place. This might involve
of the university environment and providing ‘touch-down’ spaces across the university environment,
analysing what contributes towards outside and inside, that enable and support personally owned
devices to become learning tools. It might involve making sure
the experience. No element of the
there are plenty of power sources in transition spaces, or providing
learning environment should be moveable furnishings that users can modify according to their
there just because it is. learning requirements. Enriching transition spaces is, I believe,

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