Abstract
The article discusses the design of space-time relations in media (educational) spaces in schools. The starting point is a relational understanding of space, in which the institutional framing as well as the socio-cultural perceptual characteristics and usage habits of the actors also play an important role. In schools, traditional teaching-learning patterns are being changed by the use of digital (social) media - new experiences of time and an overlapping of physical and media spaces are emerging. In order to gain impulses for the design of these expanded spaces, the informal learning space "museum" is considered with regard to the interplay of materiality and virtuality and social interaction and a transfer to the school context is discussed.
