Learning in Fluid: A New University Building Typology
Flexible Learning Spaces: A New University Building Typology _ Isabel Potworowski
– The Forum at University of Exeter _ Wilkinson Eyre Architects
– Ngoolark, ECU Student Services Building _ JCY Architects and Urban Designers
– Melbourne School of Design at University of Melbourne _ John Wardle Architects + NADAAA
– The Investcorp Building for Oxford University’s Middle East Center _ Zaha Hadid Architects
– Anacleto Angelini UC Innovation Center _ Elemental
Outdoor Rooms and Indoor Squares: Enveloping Communities
Enveloping Communities _ Douglas Murphy
– Madeleine Media Library _ Tank Architectes
– Andrée Chedid Media Library _ D’HOUNDT+BAJART architectes & associés
– Micro-Yuan’er _ ZAO / Standardarchitecture
– St. Nikolaus Cultural Center in Ischgl _ Parc Architekten
– Baños Community Center _ Brown Meneses Arquitectos
– Montforthaus in Feldkirch _ Hascher Jehle Architektur
– Visegrád Town Center _ aplusarchitects
– Saint-Germain-lès-Arpajon Cultural Center _ Ateliers O-S Architectes
C3 no.374 (2015 #10/12)
Learning in Fluid: A New University Building Typology
Flexible Learning Spaces: A New University Building Typology _ Isabel Potworowski
University buildings reflect the educational philosophies of a given geographical area during a particular period in time. This relation is true of Plato’s Academy, the medieval universities, the early American campuses, and post-war universities. While the approach to university planning has differed greatly throughout these successive historical phases, certain aspects have remained consistent. One such aspect is the central role of the teacher, which is reflected in the importance of teaching and lecture spaces in academic buildings. In the 21st century, however, this aspect of education is beginning to change. With the advent of the knowledge economy, new technologies, and flexible educational programmes, students have more choice and control over where, how, and when they learn, making them privileged customers to which universities cater as they compete for status and funds. Universities have responded by providing large, flexible spaces for active student-centered learning, often featuring natural elements or views to nature, simulating the environment of a college lawn.
C3 no.374 (2015 #10/12)
Learning in Fluid: A New University Building Typology
Flexible Learning Spaces: A New University Building Typology _ Isabel Potworowski
University buildings reflect the educational philosophies of a given geographical area during a particular period in time. This relation is true of Plato’s Academy, the medieval universities, the early American campuses, and post-war universities. While the approach to university planning has differed greatly throughout these successive historical phases, certain aspects have remained consistent. One such aspect is the central role of the teacher, which is reflected in the importance of teaching and lecture spaces in academic buildings. In the 21st century, however, this aspect of education is beginning to change. With the advent of the knowledge economy, new technologies, and flexible educational programmes, students have more choice and control over where, how, and when they learn, making them privileged customers to which universities cater as they compete for status and funds. Universities have responded by providing large, flexible spaces for active student-centered learning, often featuring natural elements or views to nature, simulating the environment of a college lawn.
