Abstract

This chapter investigates ‘learning landscapes’ as shared vocabulary for universities’ collectives of on- and off-campus learning spaces so architects, designers and educators can consciously develop a university campus to offer the most learning opportunities. First reviewed is how the terminology of learning landscapes has been employed outside universities and its gradual absorption into university planning during the early 2000s. Discussed secondly are the forces that have been the impetus to develop the concept of learning landscapes: university conceptualisations, sociological and political imperatives, learning theories and practices, technology-based learning and last, our need for belonging. Finally demonstrated are the first techniques used for initial design of learning landscapes, mapping and user consultation.