In an agrarian economy, the model of education was the one-room rural schoolhouse. In an industrial economy, the big brick schoolhouse took over, rising above busy pavements and crowded streets.The information age is fast introducing a new educational paradigm, but has not yet produced a definitive model for the schoolhouse of the future. Will it be, as some futurists have predicted, a rich but wholly virtual space, as students learn in their own time and at their own pace in cyberspace? Or will it be an enhanced physical space, as we understand more and more how good physical design supports exemplary learning? inventio invites scholars from all disciplines to contribute to this debate. Areas of interest include (but are in no way limited to):

• What are the characteristics of good learning spaces, physical and virtual? How are we reshaping the relationship of space to learning in the design and renovation of buildings and learning facilities? What are the lessons learned from building and renovating learning facilities?
• Is the optimum teaching space also the optimum learning space? What is the relationship between learning spaces and learning styles? What are successful methods for using virtual space as a complement to physical space for learning or vice-versa?
• What are the multiple routes (for example, web sites, 'course-in-a-box' packages, MOOs, virtual worlds) to the creation of virtual spaces for learning?
• What conclusions are can we draw from research on the experiences of faculty and students teaching and learning in virtual space (including student perceptions of online learning, community-building in virtual space and faculty/student challenges in teaching and learning in virtual space)?

For more information about the journal, please visit http://www.doiiit.gmu.edu/inventio/issue.asp?pID=spring01&sID=about&tID=invcall