This paper is based on my own experiences of classroom psychogeography, as experienced through working with a group of around 50 Masters students at Central Saint Martins over a period of more than ten years. Much has been written and published about the design of learning spaces, as well as the dynamics of group work, but relatively littlehas been published about the psychogeography of learning, especially at the higher education level. Space is never neutral. It separates or it includes. It can be used to reinforce or challenge power-based relationships. Students express their feelings about learning by their mode of occupation of learning spaces, but these choices can also influence peer dynamics and students' subsequent levels of engagement.I began my research as a passive observer, by noticing how certain student interactions tended to take place in certain parts of a classroom, irrespective of the individuals involved. I subsequently devised various interventions in classroom psychogeography, designed to facilitate the most effective mixing of students in group work. The outcomes of these interventions were recorded through questionnaires given to my students after participating in various classroom interventions, as well as through granular evidence, assembled through both formal and informal interviews. My conclusions reflect on my attempts to intervene in the spatial dynamics of learning, in order to facilitate a more inclusive psychogeography.

This paper is based on work carried out by the two authors during the first six months of 2021 – a period by which the practices of online learning and teaching had become familiarized and - to some extent - even standardized in our institution, as in most others. We are interested first and foremost in the online teaching space as a social space: as an environment designed to facilitate the interactions that adhibit learning and teaching. How suitable are the environments that we have created to achieving such outcomes? Is it reasonable - for example - to describe the environments in which we learn and teach online as ‘spaces’, using the same word (and in virtually the same sense) that we use to describe the familiar physical teaching spaces of bricks-and-mortar locations?   Our primary research involved bringing learners, teachers and digital specialists together into online learning spaces, and then inviting all those present to represent their experiences of the virtual space, using simple analogue tools: coloured pens and paper. The results of these workshops form the basis for this paper. In our conclusion, we attempt to formulate some explanations for the emotionally-inflected nature of these representations of digital learning spaces. Using concepts and approaches from psycho-geography (Augé), social-actor theory (Emirbeyer and Mische) and pedagogic theory (Gourlay, Wenger-Trayner), we begin to outline what might need to happen to the online learning environment as a social space for its full potential and promise to be realised.