The call for submission is now closed. Abstracts are now available, click on the Theme headings below for further information.


  1. Transformative learning spaces

Although many learning activities are generic, some are closely tied to specific disciplines.  Accordingly, many institutional teaching and learning spaces are designed to accommodate a range of programmes, whereas others are designed specifically for disciplinary needs (eg. laboratories or studios). Here, we invite you to explore how different teaching places are used to enable learning in different ways, in different contexts.

We welcome papers which discuss the transformation of places into learning spaces, from one of two perspectives:

i) How are general teaching places (seminar rooms, lecture theatres, virtual learning environments) used to enable learning in specific disciplines or subjects?

Examples might include creative uses of rooms or online tools to support a single learning activity or a significant change in approach to large or small group teaching for a specific subject.

ii) How are disciplinary places used to enable the learning of more generic skills common to/shared by many disciplines (e.g. critical analysis, group work, presentation skills)?

For example, where places which have been designed and equipped for specific learning activities (e.g. experiments or performances) are transformed into writing spaces, dialogic spaces or reflective spaces for learning.

  1. Beyond the ‘Physical Campus’

Here, we welcome papers which explore the use of places which exist outside of the physical university campus as learning spaces.  These might be

  1. Virtual spaces where staff/and or students interact outside of formal ‘working hours’.
  2. Places of work (work-based learning, placements, part-time study, employers on campus).
  3. ‘Satellite’ and partner campuses, both in the UK and abroad.

Central to the theme is the question of how we support student learning in those spaces, providing settings where mutually beneficial interactions can occur and communities developed.

Papers may include the following:

  • How do students learn ‘off-campus’?
  • What is the role of the ‘campus-based’ teacher in these contexts?
  • What are the benefits and risks associated with the opening up of the ‘campus borders’?
  • How might these spaces be linked to concepts of academic effectiveness and the student experience?

Review Criteria

Submissions were peer reviewed according to the following criteria:

  • Responds and contributes to the conference theme.
  • Connected to, and in conversation with, appropriate scholarly literature.
  • Demonstrates how and why it is of interest to the intended audience.