Learning Spaces 58 Introduction — Recent adoption of progressive pedagogies in schools has led to innovation in the design of learning environments. In many ways such innovation mirrors that of the open learning movement of the 1970s. In this paper, past experiences of open plan classrooms are explored and lessons learned during the 1970s are revisited. In addition, influences on contemporary school design are discussed and trends regarding recent spatial changes are presented. Research findings are discussed concerning the impacts and implications of ‘open’ school architecture and the following question is addressed: ‘What lessons from the 1970s experience of open classroom design and occupation can inform current school design and use? In order to address student’s individual learning needs, school-based education is becoming differentiated and personalised. As a result, educators are calling for learning environments that offer a range of modern contexts for learning. Learning environments are now required to support teachers and students working together in a variety of group sizes and learning modalities to develop the students’ personal and social competencies and prepare them for a lifetime of learning. Lifelong learning skills may be fostered through students working with greater independence and self- regulation. In order for this to occur, fundamental changes to traditional school architecture are required. In the concluding comments to this paper, suggestions are made regarding how a successful transition from traditional classrooms to contemporary learning spaces may be achieved through education, collaboration and design. Learning from past experiences: School building design in the 1970s and today. EDITORS’ PREAMBLE: This paper is co-written by Ben Cleveland, an educator and Ken Woodman, an architect who were awarded APAI scholarships to undertake postgraduate study as part of the Smart Green Schools’ Australian Research Council Linkage Grant (2008–2011). At the midway point through the three-year research program, the authors reflect on the lessons which can be learnt from the open-plan movement of the 1970s. The paper introduces for readers key influences that resulted in changes to the shape and appearance of learning environments in the 1970s and compares and contrasts them with current thinking influencing both pedagogy and the design of learning spaces. The paper ends by listing three strategies to help prevent the failures of the open-plan classrooms of the 1970s being repeated. BEN CLEVELAND Teacher PhD student Smart Green Schools ARC Linkage Faculty of Architecture, Building and Planning The University of Melbourne KEN WOODMAN Architect PhD student Smart Green Schools ARC Linkage Faculty of Architecture, Building and Planning The University of Melbourne International School of Bangkok Elementary School Library Informal learning pods Architect: Woods Bagot Thailand in collaboration with Rubida Research Image: Woods Bagot