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Technology is a valuable tool in education both to increase access to knowledge and to promote learning. On the one hand, the ability of ICTs to centralize and organize large amounts of knowledge and, on the other hand, the students' familiarization with information networks and the internet, aims to interconnect students in networks and learning communities. Much has been studied about how spaces should be designed to enhance this type of learning. New learning environments are being built from scratch, others are simply altered or reformulated to respond to changes in pedagogical styles to incorporate ICT. In an age where the real and the virtual coexist, the learning spaces must be designed and adapted to concretize these realities. In this study I will present the main premises that should support the construction or transformation of several specific Learning Spaces to make possible the existence of two worlds, the real and the virtual. In this context, we propose three new variables that parallel technology will play a key role in the future learning space, (i) Time, (ii) Space, (iii) Activity. If we consider that the occupation of a Learning Space implies available time and if learning is not fixed by time or place, we find that the learning space needs a conjugation between space and time. Higher Education Institutions have to be more efficient in the use of time, where different times may have different learning experiences with different conjugations. Effective learning involves Time, Space and Activity that is developed within it, which distinguishes it from other spaces. A new experiment is suggested using those new variables to elucidate the construction of High Quality Learning Environments.

Students have developed a different set of activities and opportunities, resulting from interactions with technology and environments rich in new and old media. This can provide great advantages in many areas, such as the ability to use information technology and the ability to work collaboratively. But, on the one hand, this may also create a discontinuity between their expectations and the work environment they will find in universities. To avoid this discontinuity, organizations must find alternative methods to traditional ones. On the other hand, universities should foster interactivity and collaborative work. For this, there must be a remodeling of existing spaces in organizations to enhance these characteristics. It is thus evident a necessary remodeling of the spaces of motivated learning, both by technological needs and by students' needs. A Learning Space project must be aligned with the strategy of the Institution. The face of an Institution will be characterized by the Spaces of Learning that it offers. The importance of the introduction Information and Communication Technologies in the learning/teaching process it’s an important point in the creation of Learning Environments, but just by itself it does not bring significant changes. In this context, we propose a Model of the Learning Space Organization based on identification of the factors considered essential for Building High Quality Learning Environments. We assume that Design changes, Cultural changes along with Rich spaces Technology and New Planning spaces lead to the construction of High Quality Learning Environments. In this context, we propose a Model of the Learning Space Organization based on identification of the factors considered essential for Building High Quality Learning Environments. We assume that Design changes, Cultural changes along with Rich spaces Technology and Planning New Spaces lead to the construction of High Quality Learning Environments.