A student learns across boundaries. Class, online, home, work and so many other places connect as spatial points in an expansive landscape. Campus design must play its part in integrating this multidimensional modality by incorporating a student’s individual and social needs for formal and non-formal engagement (SCHOMS et al., 2016). This chapter considers ways of looking at spaces, places and boundaries, and the benefit for students to create a stronger sense of their experiential ‘identityscape’ (Hancock & Spicer, 2011). It considers the concepts of Third Space, Third Place, liminality, boundary space, vernacular spaces, and learning networks, and concludes that in-between spaces that connect one experience to another are a critical dimension of the concept of hybrid learning space.
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