In order to support equity and access in collaborative learning, it is important to understand the nature of collaborative learning itself. One approach is to look at the physical aspects of how students collaborate while engaged in open-ended group-work during Practice-Based Learning (PBL) activities. By analysing how students and teachers move and interact in relation to each other, the space they are in and the objects within it, we can gain a greater understanding of the physical nature of collaborative group-work. This understanding can help us to create a learning environment that intrinsically but unobtrusively supports access by all user profiles who seek to engage with it, thus promoting equity of engagement and participation. Using the example of the design of a Learning Analytics System (LAS) and the educational furniture in which it is implemented, we will show how the physical design of a CSCL implementation can support increased collaboration.