The Learning21 project involves the redesign of physical learning spaces at Dublin City University (DCU) with a particular focus on the development of Digitally Enhanced Active Learning Spaces (DEALS). There is a growing body of literature on the design of new active and collaborative learning spaces that help institutions better harness the potential of flexible pedagogies and the affordances of new digital technologies. Barnett (2014), for example, proposes a useful set of conditions of flexibility as yardsticks by which higher education providers can guide their commitment towards flexible learning experiences and flexibility more generally as a valued feature of institutional culture. More specifically in the area of learning design, Keppell, Souter and Riddle (2011) suggest the following Seven Principles of Learning Space Design: 1 Aesthetics - recognition of symmetry, harmony, simplicity and fitness for purpose (http://www.skgproject.com/what-are-aesthetics/);
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机译：Learning21项目涉及都柏林城市大学（DCU）的物理学习空间的重新设计，特别着重于数字增强型主动学习空间（DEALS）的开发。关于新的主动式和协作式学习空间的设计的文献越来越多，可以帮助机构更好地利用灵活的教学法和新的数字技术的潜力。例如，巴尼特（Barnett，2014）提出了一套有用的灵活性条件，作为衡量标准，高等教育提供者可以以此指导他们致力于实现灵活的学习体验，更广泛地将灵活性作为制度文化的重要特征。更具体地说，在学习设计领域，Keppell，Souter和Riddle（2011）提出了以下学习空间设计的七项原则：1美学-对称，和谐，简单和适合目的的认识（http://www.skgproject.com）。 com / what-are-aesthetics /）;
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