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These spaces will be flexible and functional and pay greater attention to aesthetics than traditional 20th-century classrooms. This design concept extends beyond the places normally designated as "academic" such that the entire campus can become a learning space.

The graduate students are working with local area middle school science teachers to design interactive games that will help children grasp difficult science concepts.

"Students can conduct simulated science experiments or engage in team-learning activities in our engineering buildings from anywhere, anytime."

The special island is completely isolated and can be accessed only in school with a teacher's permission, not from home.

A network is simply a collection of computers or similar devices that can communicate over a transmission medium.

To actually send any data from one computer to another we need to make use of a network protocol. A network protocol is a set of common rules that defines how data should be sent.

Without a common suite like TCP/IP, the internet would not be possible.

Stories definitely can teach, but they are also designed to be engaging, to pull at your heart as well as your head, and to help viewers draw conclusions about their own lives or actions."

felt that if they knew that they could turn those writing pieces — particularly the personal narrative that is part of the portfolio — into digital stories, their feelings about writing might change."

students creating digital stories about a time each of their lives changed.

For insights into where teaching and learning is headed, it is worth watching the evolution of iPod use at Duke University (NC), well known for its 2004 iPod initiative.

I see that one rationale for the Commons is to "get the students to the library." In our case, it has been very effective in attracting students…our gate count was 110 percent higher…so, it will attract students. But that begs the question?once they are in the building, what do we do with them? How do we engage them? The rationale for the learning commons, in my view, is that, properly designed, implemented, and operated, it will enhance student learning and scholarship. That is the real challenge, and the real goal, of the learning commons.3

Information commons have drawn students by offering environments that address their needs,4 bringing together technology, content, and services in a physical space that results in an environment different from that of a typical library.

The technology in an information commons is intentionally more pervasive than in most traditional academic libraries.

This alignment is important because well-designed learning spaces and enabling technologies encourage students to spend more time on campus, increasing engagement and improving retention.

They appear to prefer learning-by-doing rather than learning-by-listening and often choose to study in groups. Much to the consternation of adults acculturated to lectures, they become impatient in situations where they don't feel engaged.

While many student attributes may be important to educators, five characteristics seem particularly applicable for learning spaces: Digital Mobile Independent Social Participatory