Learner Agency in Innovative Spaces

Abstract

The convergence of educational technologies, associated possibilities for anywhere/anytime learning, and conceptions of the twenty-first century self-regulating learner has driven the ideology of designs for innovative architectural schooling spaces in advanced capitalist societies. These architectural innovations in educational facilities mark a departure from nineteenth and twentieth century industrial school designs with their single cell enclosures encompassing one teacher to every class of 25–50 students. In flexible learning spaces (FLS), value is placed on the fluidity and adaptability of spatial designs and the agency of children to maximize their learning opportunities in these classroom spaces.