The concept of spatialised knowledge in instructional design

Abstract

The constraint of student physical mobility and the forced engagement with the virtual space amidst the Covid-19 crisis has certainly stimulated more attention on pedagogy and the quality of students’ experiences within higher education. Technological consideration of whether to employ online or hybrid should be subordinate to pedagogy and our intended learning outcomes. The bigger picture of university education is how to develop students’ competencies to meet the present and future complexities and challenges of the ‘real world’. In thinking about how we can build students’ competencies, I visit de Certeau’s (1984) concept of spatialised knowledge and explain its relevance for guiding teachers in designing the teaching, learning, and assessment experience.