Future of Learning Spaces in Higher Education

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PKAL's focus on facilities was an integral part of PKAL from the beginning, recognizing that new approaches (new wine) would not work in most old spaces (old bottles) As with all PKAL, our focus on facilities emphasized that there were already pioneering thinkers about the relationship of space and program, and PKAL took care to identify those pioneers and capture their wisdom and experience—translating experience---translating that into some theories that could inform the broader community of planners (academics and architects alike). Thus, we never just helped people fix leaky roofs, but always forced planners to begin from "what do you want to do" and "why do you want to do it now" and "who are the students you seek to serve" in planning new spaces for science. That said, it is remarkable now to step back and see how dramatically and rapidly the world is changing, in ways that we could never have anticipated in 1989, or in 1992 (the year of the 1st PKAL facilities workshop).

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• the speed and pervasiveness of pedagogical change, which is increasingly coupled with assessment of how new pedagogies succeed (and why they succeed—implications succeed---implications for space planning
• the focus on student and student learning, instead of on teachers and teaching
• the focus on students as "digital natives"
• the potential of technologies as tools for learning, research and teaching—within teaching---within an individual campus community, within disciplinary communities locally, regionally, and globally

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