#OurPlace2020: Blurring Boundaries of Learning Spaces

Abstract

The move to online learning has blurred the distinction between the Foucauldian conceptualisation of university as a ‘Heterotopia’ with the real world of contingent alternative learning spaces students create. In this paper, we highlight the need for a broader and more holistic approach to educational design which requires a re-conceptualisation of the learning environment to include the students’ real-world spaces and their socio-cultural surroundings through a postdigital paradigm. We seek to understand how Covid-19 has accelerated postdigital disruption of the concept of university as heterotopia, where learning is traditionally highly structured and segmented in slices of time for seminars, lectures, and workshops. In April 2020, the University of Sydney Business School invited students to share stories of their remote learning experience using the #OurPlace2020 hashtag. Using Actor Network Theory (ANT), we analyse 37 digital stories to provide examples of how the boundaries of the traditional learning spaces of university campus are blurred with real-life learning spaces when students are studying remotely. We argue for the need to adopt a broader analytical approach that can elucidate the complexity of heterogenous networks of interacting digital and non-digital entities through which learning spaces are constructed.