This paper presents an alternative method for learning space design that is driven by user input. An exploratory study was undertaken at an English university with the aim of redesigning technology-enhanced learning spaces. Two provocative concepts were presented through participatory design workshops during which students and teachers reflected and discussed the values of technology and provided insight into how to effectively embed technology in learning space design. The findings provide a set of recommendations for integrating technology with learning spaces and present alternative designs for the given concepts.