As the two main CETLD learning spaces researchers, Hilary and I have been talking a lot recently about what is already available, in terms of appropriate conceptual frameworks, research methods and taxonomies. Hilary has been reviewing the many good practice case studies of contemporary learning spaces in post-compulsory education. There are lots of interesting examples but also some on-going problems: potential citation distortion (where the same examples are referenced again and again without much checking on the validity of the data proffered); difficulties of finding out what is happening across the sector, intersecting with varying degrees of promotion by individual universities and projects; and – because of the recent focus on technology-rich and informal learning spaces – a tendency to ignore (or fail to effectively classify/compare and contrast) the range of developments taking place across the variety of learning spaces from lecture theatres, to labs, to studios to research centres.

In the latter area, for example, Woods Bagot have done an interesting ‘study tour’ of advanced learning institutes, aimed at bringing together researchers from different disciplines; of which the MIT Stata Center (pictured above), designed by Frank Gehry Associates, is probably one of the most famous/infamous.

These are very relevant to CETLD because it brings together HE institutions with non-university partners. Who, for example, is analysing and comparing museum education spaces with HE versions? Well, us I hope!