Informal learning spaces and their impact on learning in tertiary education: Framing new narratives of participation

Abstract

Evaluating informal learning spaces in higher education institutions needs to respond to the complex conceptual orientation underpinning their intention and design. This article outlines a model of participatory analysis that accounts for the conceptual complexity, lived experience and broad intentions of informal learning space. Further, the article contributes an educational language and orientation to the learning space narrative to inform post-occupancy evaluations and future projects.