A taxonomy of spatial, pedagogic and agentic transitions and tensions between formal and informal learning spaces

Research Method · All research methods
Evidence · 3 claims (3 for) · 1 study (1 qualitative), q1 · 0 of 1 report an effect size · 3 claims rest on one study

Description

The article defines three categories of transitions and tensions between timetabled and non-timetabled learning spaces. 'Spatial' ones "exist as a function of timetables and architectural divides between formal and informal space"; 'pedagogic' ones exist between teacher-centred transmission intent and student-centred intent, producing 'failed', hidden and postponed interactions; and 'agentic' ones occur between the fixed power dynamic of the lecture theatre and the more democratic adjacent informal space. The taxonomy emerged from mixed-methods analysis of occupancy data, ethnographic observation and field interviews, and conceptualises the spaces as interconnected ecological zones.

Accounts

• A taxonomy of spatial, pedagogic and agentic transitions and tensions between formal and informal learning spaces: The article defines three categories of transitions and tensions between timetabled and non-timetabled learning spaces. 'Spatial' ones "exist as a function of timetables and architectural divides between formal and informal space"; 'pedagogic' ones exist between teacher-centred transmission intent and student-centred intent, producing 'failed', hidden and postponed interactions; and 'agentic' ones occur between the fixed power dynamic of the lecture theatre and the more democratic adjacent informal space. The taxonomy emerged from mixed-methods analysis of occupancy data, ethnographic observation and field interviews, and conceptualises the spaces as interconnected ecological zones. (Luke McCrone et al. (2024))

Claims

• In an observational comparison of timetable configurations, 43% of students meaningfully engaged in off-ramp transitions during the type 2 'bridge' configuration versus 19% in type 1 [+M]
• The fixed power dynamic of the lecture theatre produces 'failed', hidden and postponed pedagogic interactions among confused students [+W]
• Students perceive the breakout space as more democratic than the teacher-owned lecture theatre, feeling freer to direct questions and take learning risks [+W]

Related Research Methods

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Key Sources

• Luke McCrone & Martyn Kingsbury. (2024). An ecological approach to understanding transitions and tensions in complex learning contexts. npj Science of Learning. https://doi.org/10.1038/s41539-024-00267-1

Page metadata

Field	Value
type	research-method
id	a-taxonomy-of-spatial-pedagogic-and-agentic-transitions-and-tensions-between-formal-and-in
title	A taxonomy of spatial, pedagogic and agentic transitions and tensions between formal and informal learning spaces
description	The article defines three categories of transitions and tensions between timetabled and non-timetabled learning spaces.
status	review
generated	by process:settle-candidates on 2026-10-26
trust	unverified — no one has confirmed this page's content

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