Proposes that engaging future users in designing learning spaces increases the likelihood that those spaces will accomplish the mission of achieving student learning outcomes. As research on the physiological aspects of learning has revealed, active engagement with the learning object--whether a lecture, laboratory process, text, or creative medium--increases the likelihood that the learner will both retain and be able to use information and skills later. As it turns out, spaces that are created to engage students in active, collaborative learning are best designed by facilitating similar processes with users to identify their learning space needs. A challenge for designers and planners is how to most effectively bring the user's voice into the design process and, ultimately, deliver the richest use of spaces for learning. Includes seven references.
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References to Journal Articles