“This is a timely and important book which seeks to reclaim universities as places of learning. It is jargon free and forcefully argued. It should be on every principal and vice-chancellor's list of essential reading.” Jon Nixon, Professor of Educational Studies, University of Sheffield The ability to have or to find space in academic life seems to be increasingly difficult since we seem to be consumed by teaching and bidding, overwhelmed by emails and underwhelmed by long arduous meetings. This book explores the concept of learning spaces, the idea that there are diverse forms of spaces within the life and life world of the academic where opportunities to reflect and critique their own unique learning position occur. Learning Spaces sets out to challenge the notion that academic thinking can take place in cramped, busy working spaces, and argues instead for a need to recognise and promote new opportunities for learning spaces to emerge in academic life. The book examines the ideas that: Learning spaces are increasingly absent in academic life The creation and re-creation of learning spaces is vital for the survival of the academic community The absence of learning spaces is resulting in increasing dissolution and fragmentation of academic identities Learning spaces need to be valued and possibly redefined in order to regain and maintain the intellectual health of academe In offering possibilities for creative learning spaces, this innovative book provides key reading for those interested in the future of universities including educational developers, researchers, managers and policy makers.

There is a comforting tale that heads of higher education institutions (HEIs) like to tell each other. "Go around your university or college," they say, "and ask the first ten people who you meet how their morale is. The response will always be 'rock-bottom.' Then ask them what they are working on. The responses will be full of life, of optimism and of enthusiasm for the task in hand." The moral of the story is that the two sets of responses don't compute; that the first is somehow unthinking and ideological, and the second unguarded and sincere. The thesis of this book is that the contradictory answers may well compute more effectively than is acknowledged: that the culture of higher education and the mesh of psychological contracts, or "deals," that make it up make much of the current discourse about happiness and unhappiness in contemporary life look simplistic and banal. In particular, the much-vaunted "science of happiness" may not have much to say to us. There is also a potential link between the Manichean discourse about morale and our wider culture's approach to happiness. Both normally deal in extremes, and much more rarely in graduations. Why is so much discourse about contemporary higher education structured around (real and imagined) unhappiness? How does this connect with the realities of life within (and just outside) the institutions? Does it matter, and, if so, what should we be doing about it? Based on historical, sociological and philosophical analysis, this book offers some answers to these questions.

El espacio, ya sea físico o virtual, puede tener un impacto significativo en el aprendizaje. Learning Spaces se centra en la forma en que las expectativas de los alumnos influyen en dichos espacios, en los principios y actividades que facilitan el aprendizaje y en el papel de la tecnología desde la perspectiva de quienes crean los entornos de aprendizaje: profesores, tecnólogos del aprendizaje, bibliotecarios y administradores. La tecnología de la información ha aportado capacidades únicas a los espacios de aprendizaje, ya sea estimulando una mayor interacción mediante el uso de herramientas de colaboración, videoconferencias con expertos internacionales o abriendo mundos virtuales para la exploración. Este libro representa una exploración continua a medida que unimos el espacio, la tecnología y la pedagogía para asegurar el éxito de los estudiantes.

Accompanying The Metaverse: A Critical Introduction in CRC Press’ new The Metaverse Series, this book explores the ways in which the Metaverse can be used for education and learning, as well as how it is different from virtual reality (VR) application development. For example, institutions and tutors can make use of the Metaverse space to represent themselves in it or create their own content and share experiences, whilst students can access a wider range of material, learn within appropriate settings and create content to support their own and others’ learning. Key Features: • Provides practical advice from the authors’ collective three decades of work and experience in VR and Metaverse learning and education. • Examines different approaches to learning that are relevant in a VR and Metaverse context, including theoretical and practical approaches to pedagogy. • Suggests different approaches to learning that might be used and explores learning in practice in the metaverse – from early versions such as computer-supported collaborative learning and action learning through to more recent practices such as games and gamification and the use of problem-based learning in virtual worlds. • Examines a number of advantages of learning in the metaverse such as the opportunity to be inclusive towards different approaches to learning, the value of affordances, peer-to-peer learning and genres of participation. This book is aimed primarily at practitioners in the learning and education field, and those who set policy and commission work. It may also be of interest to parents, managers, other interested professionals, students, researchers and lay readers.

Learning ecologies are a new way of interpreting our presence and actions in the world. An ecology of practice for the purpose of learning and performing provides us with opportunities for action, information, knowledge and other resources. It includes the contexts and places we inhabit and the spaces we create to reason and imagine. It includes our processes and activities for performing and creating new value. It includes our relationships and the tools and technologies we use and it enables us to connect and integrate our past and current experiences. While the first edition of the book was aimed primarily at educators working in higher education, this shortened version has in mind the people who support learning and development in organisations that are not primarily educational.

How can we bring the curriculum to life so that all young people of compulsory school age are fully engaged in their learning and achieve to their maximum? Professor Janice Wearmouth and Dr Karen Lindley bring together contributions from practising teachers, researchers and academics to answer this question for a range of educational contexts and demonstrate the positive impact that can be achieved on student learning at all levels. This edited volume highlights challenges and opportunities within the current English education system. With reflective questions and ideas for teachers to implement in the classroom, this important book bridges the gap between theory and practice and will be invaluable reading for trainee teachers, teacher trainers, qualified teachers and others with an interest in education and the curriculum. "The intrinsic value of the book is that it seeks to illuminate the discussions surrounding the issues identified, from differing and alternative perspectives in education." Dr Barry Paraskeva Costas, Senior Lecturer in Physical Education, University of Hertfordshire, UK "A highly engaging and refreshing look at how a diverse range of learners might be immersed in their learning, this book provides an imaginative and thought-provoking consideration of creative curricula to involve and inspire learners." Julie Wharton, Senior Lecturer, University of Winchester, UK "This book does an excellent job of drawing together a wide range of contributions and contexts that collectively put the challenges and opportunities of curriculum centre stage." Dr Warren Kidd, School of Education and Communities, University of East London, UK Janice Wearmouth is Professor of Education at the University of Bedfordshire, UK. Dr Karen Lindley is Senior Lecturer in Education at the University of Bedfordshire, UK. Both editors are experienced teachers and researchers with continuing close links to Education students, trainee teachers, teacher trainers and practising teachers.

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