Learning Spaces Iceberg

This infographic represents the complexity of learning space discourse and points to the experiential value of the ‘hidden depths’ where the space is least understood because it is least represented and least visible – who are the advocates for the non-formal experience in which the agency and spatial literacy of all stakeholders is vital?

The iceberg metaphor suggests space is ‘off the radar’ for so many people. We may have a surface engagement with what we perceive, but mostly learning space is not as hospitable as we need, often being cold and alienating and frequently slippery.

We keep our distance from this ambiguous landmass, knowing that it is potentially complex, out of our control, and fraught with dangers – whatever our role.

We understand that we are knowledgeable, experienced, equipped and resourceful to different extents.

At the heart of these dilemmas are the common ontological matters that connect all of us with an interest in education. Space should not be problematic, we know we all want to be part of something and fully engaged in spaces that help us to thrive, together. To thrive we need to understand and develop our spatial literacies.

About Andrew Middleton

NTF, PFHEA, committed to active learning, co-operative pedagogies, media-enhanced teaching and learning, authentic learning, postdigital learning spaces. Key publication: Middleton, A. (2018). Reimagining Spaces for Learning in Higher Education. Palgrave.
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