Campus as NetworkEmbedding Learning Landscapes across the University estateApril 2012

Sam WilliamsSpace Planning & Strategy Manager

and Jayne BannisterSpace Planning Officer

Contents Space planning at Lincoln Learning Landscapes – the four Es

Efficiency – making it all fit in Effectiveness – making it all fit for purpose Expression – the idea of the University of Lincoln Experience – benefiting students and staff

The campus as a network of places Getting there: human-scale interventions Low cost, high impact: specific proposals

University of Lincoln strategic objectives (from the Strategic Plan)

1. To continuously improve our learning environment based on personal engagement with all students through quality research-engaged teaching and learning where students create and develop new knowledge in collaboration with their lecturers

2. To promote an internationalised culture of enterprise and innovation across our communities - locally, regionally and internationally, working closely with employers

3. To develop and promote purposeful knowledge and research and develop innovative practices working to support the changing environment

4. To help students develop into highly engaged, employable and creative-thinking graduates who contribute to the development of the society and economy

5. To create a financial environment to allow us to invest in our future

Space Planning & Strategy team mission:

Optimise the University’s space in support of the University’s objectives

Key parameters for space planning

Availability – how much space, or more correctly how much capacity, is optimal, and how much exists?

Quality – how efficient, effective and expressive are the spaces?

Utilisation – how, when, why, by whom, and to what extent are the spaces theoretically and actually used?

Impacts – what are the strategic benefits, costs, and other results which flow from the spaces?

Institutional competencies for space planning

1. Describe current conditions (footprint, allocation, use, cost, suitability etc)

2. Share this information with stakeholders

3. Understand the reasons for current conditions

4. Predict future conditions given planned changes

5. Optimise conditions to support organisational goals

Effectiveness

Expression

Efficiency

Student and staff

Experiences

Neary, Williams et al. (2010) Learning Landscapes in Higher Education (http://learninglandscapes.lincoln.ac.uk)

Learning LandscapesThe experiences of students and staff in University spaces will be shaped by the interactions between three agendas which are in constant tension and must be balanced: efficiency, effectiveness, and expression (the idea of the University).

Central pool room size mix as of April 2012

Each horizontal line represents one room

Room Wizard - Steelcase

Meeting Monitor - QEDMeeting Monitor on iPad - QED

In-situ, on-demand booking solutions

Effectiveness

Expression

Efficiency

Student and staff

Experiences

Neary, Williams et al. (2010) Learning Landscapes in Higher Education (http://learninglandscapes.lincoln.ac.uk)

Thephysicalspace

FinishesFurn

iture

Technologies

Location

Serv

icingSpo

ntan

eity

Scheduling

Access

Aspirations

PedagogyC

omm

unity

Terms of use

Dens

ityDemography

Focus

Lifes

tyle

Comfor

t

Not just space

planning, but place planning

“With greater mobility, students have a choice in where they can work and tend to gravitate to spaces they enjoy – so quality of design matters more.

New space models for educational institutions therefore need to focus on enhancing quality of life as well as supporting the learning experience.”

Shirley Dugdale (2009) Space strategies for the new learning landscape

9am 10am 11am 12pm 1pm 2pm

Lecture Seminar

Arrive on campus

Leave campus

The non-stick campus

9am 10am 11am 12pm 1pm 2pm

Students choose to occupy the campus for longer- Reading- Working on group projects- Socialising- Relaxing

The sticky campus

Levels of student access to space – a simplified model

Poor

I can’t access the space / resource at all

[even worse] and I can’t see why this is the case.

Good

I need to book the space / resource in advance, but I know how to do so and it is easy.

Best

I can walk up to the space / the resource and just use it without booking.

Plan-Do-Check-Act cycle (from Deming)

Time

Fitn

ess

Space fitness over time

Maintenance only

Periodic interventio

n*

LOW Contribution to strategy HIGH

H

IGH

Cos

t

L

OW

Good projects

Bad projects

LOW Contribution to strategy HIGH

H

IGH

Cos

t

L

OW

Kaizen approach: many small, human-scale interventions which have a large compound effect

Campus as network

Learning Landscapes are designed to create rich and memorable user experiences as we navigate physical places and virtual environments. Magnets, landmarks, and icons as well as strong connections and clear organization help bring people and activities together in a meaningful way. Within this collage of spaces and programs, uses and communities mix – each part of a system of layered ownership as in a lively urban neighbourhood – so that the campus may grow into a fertile ground for learning, discovery, and interaction.

DEGW

Campus overview

Provide a network of places for learning, discovery and discourse between students, faculty, staff and the wider community

Support multiple types of learning:

collaborative / blended / integrated / immersive / hybrid

Recommendation 1: Analyse the Whole Campus as Learning Space

Shirley Dugdale (2009) Space Strategies for the New Learning Landscape

Campus as network

Characteristics

domestic

contemplativehubmeeting place

entertainment

recreational

cultural

sports

domestic

Outdoor interventions- creating new places

along existing desire lines

Possible outdoor areas for interventions (black)

Create and enhance places (blue) along existing desire lines (red)

Define entry and arrival points – not just with markers but with pauses

Key nodes: spaces and places to connect

Vehicular EntrancePedestrian EntranceArrival StatementLearning Landscapes

4

23

2

2

2

1 1

4 Canopy: • Remove and relocate existing

trees• Provide useable outdoor space

even when raining• Assist in the dispersal of smokers

away from building entrances

3 Surface treatment and detail:• Remove existing loose slate• Provide useable surfaces• Acknowledge desire lines• Introduce inhabitable spaces

2 Place making:• Part of the Learning

Corridor• Provide places for

encounter and collaboration• Introduce a range of

outdoor seating and booths

Connecting spaces and places- the northern crossing (between MAB and MHT)

1 Interior spaces:• Part of the Learning

Corridor• Provide places for individual

study and collaboration

Create external / semi-external rooms

Cabot Footbridge, Bristol

La Grande Arche de la Defence

Cabot Circus, Bristol

Cabot Circus, Bristol

Arizona State University – Atkins Fabrication

Small structures

Pavilion, Bratislava – Vallo Sadovsky Architects

The Bucky Bar - Pop-up Architecture, Rotterdam

Sky River Bubble Hotel, France

Create memorable outdoor places

Urban parks

Harrogate Skatepark – Maverick Industries

Railway sleeper benchesEmu Ivy collection – Paola Navone

Outdoor Chesterfield – DWR Design Studio

Indoor interventionsRethinking formal spaces,

exploiting connective spaces

Supporting Student as Producer: new classrooms for a new learning and teaching paradigm

Impact of learning modes on space requirements (by DEGW)

Supporting Student as Producer: new classrooms for a new learning and teaching paradigm

Supporting Student as Producer: new classrooms for a new learning and teaching paradigm

Learning corridor concepts (by DEGW) - 2

Learning corridor concepts (by DEGW) - 1

The learning corridor – examples of human-scale interventions- New LPAC Café / box office shutters

…make the space useable when the café is closed

Remove the need for the fire safety shutter…Install new shutters

The learning corridor – examples of human-scale interventions- LPAC 1st floor

4

2

3

11 Upholstered seating booth

2 Upholstered fixed bench

3 Plumbed water fountain

4 Computer console

Introduce a place to work, rehearse and socialise

Provide additional seating for students and studio visitors

Save on energy, cost and eliminate clutter from existing water bottles Provide computer access

for all

Brandbase Shipping Pallet Office – Most Architects

Car furniture - Meritalia

Inventive settings

Ravensbourne College, Greenwich Learning Zone, University of Lancaster

Comfortable booths for different levels and typesof engagement (and disengagement)

The learning corridorCollaborative settings

The North Entrance- a key intervention site

relax - contemplatemeet - study - relax

Arrival:Announcement

Pause:Locate, orientate and introduce

Experience:• processional route• ‘what’s on’ information• historical connections• links to the city

Opportunity:• to make a statement • to provide a learning

environment

High impact arrival

relax - contemplate

meet - study - relax

1

9

42

3

56

7

Areas for improvement

8

1 Arrival statement

2 Locate, orientate and introduce

4 Surface treatment and detail

3 Historical connections

8 Area of opportunity

5 Relax, contemplate

6 Lighting and information banners

7 Meet, study, relax

9 Identity

1

Cloud Gate – Anish Kapoor

La Grande Arche de la Defense, Paris Urma Nuria – Jaume Plensa Gateway Arch, Missouri

St Anthony Falls Bridge, Minneapolis

1 Arrival statement

Current arrival experience

1 Arrival statement

Remedial works to the Witham Bridge including re-surfacing and upgrade to the railings

An archway or totem to mark the entrance to the Campus

Remove existing posts, broken signs and lighting.

A key site for signage to announce arrival at the Campus

Potential to leverage LEAP or other external funding

2

2 Locate, orientate and introduce

Allow the visitor to pause, take account of their surroundings before progressing further onto campus

Introduce the campus within the context of

the City location, history and people

Provide wayfinding devices for a diverse range of visitors

Ana Zupic – Tactile map for the visually impaired

3 Historical connections

The Roman settlement of Lindum Colonia flourished, with trading connections from the sea via both the River Trent and River Witham

3

Remnants of the industrial and rail connections to the site remain today

4

4 Surface treatment and detail

The High Line park, disused rail line in New York

The High Line park

Resurface the driveway and include subtle historic references

Public seating, Woolwich town centre

Uiliuili – Piotr Zuraw Architekt

Recycling bins, Woolwich

5

5 Relax, contemplate

Recent decking for the Lincoln Canoe Club

should be assessed and, if successful, could be

replicated further along the Brayford Pool edge

6

6 Lighting and information banners

Lobby Sign digital signage

LED Lighting Factory Wembley Stadium Station

Timeline of historic events set in pavers

Remove existing lamps on the waterside and replace with in-ground uplighters to trees

Brayford edge decking and seating

Banners and LED totem announce ‘What’s On’

7

7 Meet, study, relax

Simple picnic tables provide a place to

enjoy the outdoors

The High Line park impression

8 Area of opportunity

8

labyrinthbuilders.co.uk

Somerset House

Sheffield Peace Gardens

9 Identity

9

Possible location for University logo on the wall of the MAB

The entrance to the MAB requires rationalisation and presence