Educational computing has evolved through three stages: topicality, surrogacy and progression; each new stage building onto, rather than replacing, existing practice. At ULTRALAB, Anglia Polytechnic University's Learning Technology Research Centre, work on the design and application of multimedia learning environments has identified three categories of use for interactive multimedia: narrative, interactive and participative. The evolution to a fourth stage of educational computing requires an emphasis on participative media, radical pedagogic change enabled by technological innovation, and recognition/incorporation of the emergent capabilities of learners whose information diet and menu are products of the information age. Teacher education is uniquely placed to support the development of participative media, to define the particular needs of the learning environment and to diminish the deficiency model of the learner.

Purpose -The purpose of this paper is to describe the relevant role of users/learners as designers/creators of meaningful and effective learning places and spaces in both digital and virtual worlds.Design/methodology/approach -The paper is based on research and observation of changing trends in users' behavior in physical and digital collaborative workplaces and spaces all over the world.Findings -In this third millennium, the new spirit of knowmadic workers and learners is breaking down old design concepts and rules. The progressively more subtle frontier between virtual and physical learning environments and working environments is changing the use by, and the behavior of, learners in these places and spaces. In this context, the transversal-thinking, designer-guided paradigm is rendered effectively useless. The era of user-led design has started. User-oriented design is an old trend; it has changed over time. In societies and economies based on learning, reflection and constant collaboration, the individualistic design guru has no place.Originality/value -This paper discusses the evolving strategic role of users/learners as designers and co-creators of their own places. Traditional design criteria and theories are outdated. The role of the designer as master/creator is not compatible with the collegiate and collaborative, reflective spirit of knowmadic learners. A consequence is a requirement for new strategies and a redefinition of the designer's role in the creation of space. The axis of design control has shifted.

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