The concept, use and experiences of 'space' in higher education have a deep influence on students and teachers. Reframing Space for Learning uniquely explores space as both a 'learning place' that may be physical, virtual, in work or in the field, and a 'belonging space' in which learners and teachers can engage and develop individually and collectively. Featuring the work of 40 experienced university teachers, most of whom are UK National Teaching Fellows, the book describes and analyses innovative ways of using place and space for learning in a range of disciplines in higher education. In so doing, it provides practical ideas, solutions and inspiration for practitioners responsible for delivering learning in spaces within and outside universities, nationally and internationally, for undergraduates, postgraduates, adult learners and staff. National Teaching Fellowships, awarded by the UK's Higher Education Academy, celebrate and recognise individuals who have made an outstanding impact on student outcomes and the learning and teaching profession in higher education. Following a foreword by Becky Huxley-Binns and introduction by Tim Bilham, chapters in this book include: (1) Beyond the walls: Learning and the importance of place (Tim Bilham); (2) Authentic learning through place-based education (Derek France, Alice Mauchline, Brian Whalley, Martina A. Doolan and Tim Bilham); (3) Crossin' the Bridge: Learning in community places (Tess Maginess and Tim Bilham); (4) Moveable feasts: Unusual learning in unexpected spaces (Alison James); (5) Creative learning spaces: Facilitating student-led learning (Carrie Winstanley and Kirsten Hardie); (6) Making learning spaces: Working with architects and estates (Ingrid Murphy, Gareth Thomson, Kevin Singh and Tim Bilham); (7) Borderland spaces: Moving towards self-authorship (Jennifer Hill, Helen Walkington and Pauline Kneale); (8) Space for the self: Creating my academic identity (Mary Hartog); (9) Creating space for the self: Thinking differently (Celia Hunt); (10) Space for belonging: Induction and beyond (Ruth Matheson and Mark Sutcliffe); (11) Spaces for performance: Becoming a professional (Laura Ritchie and Ben Hall); (12) Recognizing the interior and relational spaces of workplace learning (Ruth Helyer, Philip Frame and Mary Hartog); (13) Live projects: Collaborative learning in and with authentic spaces (Jane Anderson); (14) Collaborative and reflective spaces for developing professional practitioners (Claire Hamshire, Deborah O'Connor and Kirsten Jack); (15) Reframing spaces for staff learning (Joy Jarvis and Rebecca Thomas); (16) Towards a learning landscape: The potential for technologies to create social learning spaces (Peter Klappa, Simon Lancaster, Helena Gillespie, Claire Hamshire and Tim Bilham); (17) Expanding the cross-cultural space: Providing international experiences in the digital global classroom (Natascha Radclyffe-Thomas, Catherine McDermott and Rachel Forsyth); (18) Without walls: Using massive open online courses to extend collaborative learning spaces; and (19) Thinking outside the box: Utilizing real-world space in teaching and learning (Clive Holtham and Angela Dove). A postscript, "Teaching excellence and the NTFS," by Sally Brown concludes the book.