Page Header

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

Craig Deed, Scott Alterator


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.

Full Text:



  • There are currently no refbacks.

ISSN: 21586195

Visit the Journal of Learning Spaces on Facebook

Creative Commons Licensed This work is licensed under a Creative Commons Attribution 3.0 Unported License.