Beyond the bounded notion of the classroom: A theoretical orientation for evaluating the geographies of New Generation Learning Environments

Abstract

Leander, Phillips and Taylor’s (2010) critique of the bounded notion of the classroom is our point of departure for investigating how learning contained within a static conceptual space limits understandings of the geographies of learning. We reframe the traditional perceptions of the classroom as a container to make explicit the multi-dimensional nature of learning environments. The nested, intersecting, and overlapping characteristics of these spaces are reflected in our individual research approaches. Although the studies conducted by each author will follow a unique trajectory, the evaluation of effective learning spaces is a common and critical anchor allowing us to navigate new concept..