Abstract:

Many changes have occurred in the higher education system over the last few decades, many of which have been expedited by recent events. They entailed a transition from a typical university learning environment based on static facilities to a new framework where the user is at the centre of a flexible educational system. Here, the interaction between novel pedagogical approaches and users' requirements is given tremendous weight. In reality, the employment of modern learning methods is altering the classroom layout, allowing for a design that encourages various user interactions. (Neuman, 2013).

Furthermore, according to Lomas and Oblinger (Lomas & Oblinger, 2006), classrooms with widespread access to technology can better engage students in learning and increase interactivity. Thus, technology must be described in conjunction with its usage (space) and the activity that uses it (pedagogy).

In this context, informal learning spaces become essential for developing collaborative learning approaches. Students can construct a positive environment to evolve their knowledge and build their community through communication, interaction, and collaboration (Jamieson, 2003). The construction of informal learning spaces, such as learning corridors, must be done in synergy with formal learning spaces, the classrooms. This synergy of these two kinds of learning spaces can give rise to complex and robust learning environments that may serve each institution's purpose of supporting student learning (Oblinger, 2005).

The formal classroom expands beyond its walls, not only through technology but also through the design and the furniture that make up informal spaces. Moreover, informal spaces have other positive effects on the university system they are part of. The first is an increase in students' sense of belonging to the institution (through the experience of the space) (Morieson et al., 2018), the second is an increase in reputation due to the physical evidence brought by the tangible elements of the learning experience (through the impression generated by the space) (Enache, 2011; Ivy, 2008), the third is the creation of a positive learning experience (through the active occupation of the space and the furniture) (Cox, 2018).

To achieve these goals, a Politecnico di Milano research team has been assigned to create solutions for the main design of innovative teaching and learning environments. The learning environment links the material and immaterial domains where identity is formed, encouraging thoughtful and constructive learning via debate and interaction (Wheeler, 2009).

The paper aims to show, also through international case studies, the results of a research project conducted at the Politecnico di Milano. It analyses innovative learning environments, focusing on specific approaches and approaches composed of formal and informal spaces, concentrating on the latter.

It accomplishes so using the PST framework's magnifying glass. The PST framework (Radcliffe et al., 2008) draws on Oblinger's work by actively tying technology, space, and pedagogy to assess pedagogical, technical, and physical elements.

Keywords:

Innovative learning environment, learning corridors, informal learning environment, PST framework.