This document discusses how learning spaces are changing due to the blurring line between the physical and digital. It introduces the concepts of "striated space" which is structured and limited, versus "smooth space" which is open and allows free movement, perception and action. Modern technology has a smoothing effect by allowing connectivity and access to vast resources. The document argues learning spaces should be designed to accommodate multiple overlapping smooth spaces by providing ubiquitous technology and maintaining connectivity to facilitate flexible functional realities that are conducive to learning.

1. Learning spaces and the future of
learning
Tryggvi Thayer
MVS – HÍ
May, 2022

2. A subtle but significant
change over the last decade
The increasingly fuzzy line separating
the physical and the digital
• Communicate with anyone at any time
• Virtual reality
• Media manipulation (fake news – echo
chambers)
• Augmented reality (physical and digital
merge)

3. Two concept
pairs to frame
this talk
• Striated and smooth space
(Deleuze & Guattari, 1987)
• Physical and functional reality
(my own jam)

4. Striated and smooth space
Striated space: controlled, structured, regulated
• Movement is limited
• Perception is limited
• Action is limited
Smooth space: open, tranparent, traversible
• Movement is free
• Perception is unhindered
• Action is unlimited

5. Technology in striated spaces
Modern ICTs have a significant smoothing effect on our spaces

6. Physical and functional
realities in learning spaces
We are placed in physical realities:
• Demarcated by walls and other obstructions
• Everything has its place and purpose
• Actions are purposefully constricted
We construct functional realities:
• Defined by the environment/community with
which we are interacting at any given moment
• Subjective, boundaryless bubbles that exist within
our physical reality
• Are enhanced by smooth space (more affordances)

7. What does all
this mean for
learning spaces?
Multiple smooth spaces coexist within a learning space:
• Unhindered access to vast amount of resources
• Unperceived individuals have a presence within the learning space
• Any individual within the learning space is potentially interacting with
an unperceived functional reality
• Perceived environments are individualised
• Striated spaces are transcended

8. Designing learning spaces
for the future
Learning spaces designed to accommodate
smooth space:
• Ubiquitous technology
• Access to resources and intelligences is
unhindered (and promoted)
• Facilitate functional realities that are
conducive to learning (it’s all about the
affordances, see Thayer, 2016)
• Striations are made to be transcended
• Maintaining connectivity within smooth
learning spaces is the central challenge
(Deleuze & Guattari’s “rhizome” concept)
Image: Marc Ngui https://happysleepy.com/

9. References
Deleuze, G. & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia (Massumi, B.,
Trans.) Minneapolis: University of Minnesota Press.
Thayer, T. (2016, August 24). Addendum on affordances and educational technology. Education4site.
http://www.education4site.org/blog/2016/addendum-on-affordances-and-educational-
technology/.