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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.

In higher education, as in other levels of education, there are different teaching strategies (expository with interaction, use of technological resources, problem-solving, project-based, game-based, etc.) in which success always depends on the involvement of students, the commitment of teachers, and much of the interaction between them in the task of contributing together so that the teaching-learning process is as fruitful as possible for the student. This task is not always easy for the teacher, because they have to divide the teaching activity with other tasks, because the number of students in charge is large, because each student has different characteristics and competences, etc. Correctly monitoring the different learning speeds of each student requires frequent collection of appropriate information, metrics and respective analysis. In this context, continuous assessment is a good approach, but it requires tools that, without consuming too much useful class time, allow the teacher to collect information about the perception and retention of knowledge by the students, and through the analysis of this information, allows them to adapt the strategies in order to reinforce the matters in which there are more difficulties or to increase the teaching pace in the case of matters already assimilated. It is also important that the collection of this information during class is done in a non-intrusive and in a motivating way, exploring the means currently available to students, namely in terms of technology. With the tool presented in this paper, the teacher has at their disposal the means to check if at a given moment their students are assimilating the material taught, what percentage of them are having learning difficulties, if in a period of time they have evolved in terms of knowledge acquired, if students still remember what they have learned since a past period, etc. In this way, the syllabus planning and execution of a given subject can be improved in terms of focus and time slots for explanation of certain topics, reinforcement of exercises, evaluation emphasis, etc. With this tool, it is possible to simplify the sampling of the learning progress, and thus adopt strategies that bring gains in agility to the teaching-learning process.

The immersive training systems and virtual reality represent the new generation of learning spaces. This new computer technology has an incredible potential in education field. Virtual Training, Interface Checking, Full Digital Immersion are same the uncountable applications of those technologies. This paper provides an introduction to the new dimensions of learning spaces using virtual reality (VR) and its possibilities for learning space. Provides a brief overview of existent immersive training systems and show the potential for education and training in: (i) exploration; (ii) Training practical / technical skills; (iii) operation / maintenance; and (iv) academic concerns. Educational institutions will benefit from better accessibility to virtual technologies; this will make it possible to teach in virtual environments that are impossible to visualize in physical classrooms, like accessing into a mine. This type of visits may be conditioned due to difficult accesses, safety conditions and reduced space. The huge possibilities of accessible virtual technologies will make it possible to break the boundaries of formal education. This paper also aims to explore immersive virtual reality as a potential strategy for students learn about Geology and Geomining Heritage, addressing several topics, such as landscapes, rocks, ores, veins, exploitation and transformation processes and intangible heritage. An immersive learning experience is now being developed for the Naturtejo Geopark Interpretative Center.