Recognition of the learning paradigm highlights the inadequacy of the formal-informal binary as a construct for conceptualising learning space. In this chapter, the value of non-formal space emerges as a useful construct for reflecting learning as it is experienced individually and socially. The meanings and implications of formal provision, flexible learning, non-formal learning, friendship and belonging, social presence, learning context, and ‘place’ are all explored. A hybrid view of learning space as pervasive, augmented and learner-centred is developed.
Swipe to navigate through the chapters of this book
Please log in to get access to this content
To get access to this content you need the following product:
- Renegotiating the lifewide learning landscape
- Macmillan Education UK
- Sequence number
- Chapter number