As institutions invest time and money into constructing or redesigning spaces to meet educational goals of the innovation age, it is prudent for designers to be guided by lessons learned from research. Based on a synthesis of four leading future learning spaces, a novel conceptualization is offered here to advance both scholarship and practice of future learning spaces. Specifically, this synthesis distinguishes between two types of spaces: content-flexible and content-specific. Content-flexible spaces are dedicated for instruction or open learning, while content-specific spaces are used as a stage for learning or as sources of content. In addition to this conceptualization, eight principles about the process of establishing future learning spaces and about specific features of their designs are provided based on interviews of lead designers of the four exemplars considered for this paper. The analysis of these principles shows that developmental principles are relatively fixed, while design principles have a wider range of diversity. These conclusions provide formative knowledge for designers of future learning spaces.

中文翻译：

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学校未来的学习空间：学习科学的概念和设计

随着机构投入时间和金钱来建造或重新设计空间以满足创新时代的教育目标，审慎地从研究中汲取教训来指导设计师。在对四个主要未来学习空间进行综合的基础上，这里提供了一种新颖的概念化方法，以促进未来学习空间的学术性和实践性。具体而言，此综合区分两种类型的空间：内容灵活和内容特定。内容灵活的空间专用于教学或开放式学习，而内容特定的空间则用作学习的阶段或内容的来源。除了这种概念化之外，基于对本文考虑的四个示例的首席设计师的访谈，提供了关于建立未来学习空间的过程及其设计的特定特征的八项原则。对这些原则的分析表明，发展原则是相对固定的，而设计原则则具有更广泛的多样性。这些结论为未来学习空间的设计师提供了形成性知识。