Inversions are fascinating phenomena. They are reversals of the normal or expected order. They occur across a wide variety of contexts. What do inversions have to do with learning spaces? The author suggests that they are a useful metaphor for the process that is unfolding in higher education with respect to education. On the basis of constructivist learning theory, networked information technology, and a new kind of student and faculty, the traditional educational layers (with the teacher as the maker and presenter of information and with the student as the recipient and audience of information) are inverting. In the new curriculum, students can be presenters, knowledge creators, and active planners of their own learning. Nowhere is this inversion more evident or visible than in learning spaces. The articles in this issue of "EDUCAUSE Review" make this inversion very apparent. In this article, the author ties these articles together by identifying their common ideas and themes. (Contains 4 notes.)