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Learning can and does happen anywhere. Sometimes that learning occurs in classrooms (formal learning), other times it results from face-to-face and virtual encounters and interactions between individuals away from lecture halls and seminar rooms (social or informal learning). Space – whether physical or virtual, individual or shared – can have an important impact on learning. It can bring people together; it can encourage exploration, collaboration and discussion; it can also frame an unspoken message of exclusion, disconnectedness and disengagement (Oblinger, 2006). Higher education institutions are growing increasingly aware of the power of “built pedagogy” (Monahan, 2002) – the ability of spaces to shape and define how educators teach their students – and with it an attitude underlining the orthodox view of higher education learning spaces that has tended to treat space and learning as two related but separate domains of academic life.