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[OPEN UNIVERSITY STUDY CENTER] A prototypical project that will retain and enhance the established distance learning OU model with a building where students can meet tutors, attend specialist lectures and study, augmenting distance learning in the home. It will allow and encourage students peer-to-peer learning.


BRIEFÊ :Ê OUÊ STUDYÊ CENTRE

West End of Glasgow Economic Activity

Sick/Disabled

Retired

Part-time Employees Other Self Employed Full Time Employees Unemployed

Students (active)

Students (inactive)

Higher education in the UK is a driving force in the development of socio and economic policies but its accessibility has largely been determined by social and economic constraints. However, a movement towards greater inclusivity is increasingly prevailing. In 2007/08 according to HESA (Higher Education Statistics Agency) there were over 1.4 million full-time students and 825,000 part-time students studying in the UK across both undergraduate and postgraduate levels and this demand for Higher Education is only increasing. This demand has been satisfied, in some part, by the Open University, where a high quality education is offered to all, by a world leader in the design, content and delivery of supported open and distance learning. With over 150,000 undergraduates across Britain it is one of the leading centres for part-time learning. In Scotland, there are 14,000 students, with 98 full time

staff and 523 part-time tutors, there is however only one exclusively run Open University building in Scotland (in Edinburgh), and that is mainly an administrative centre. With recent announcements of budget cuts in Higher Education and a potential 200,000 applicants in 2010 left without a place to study, the Open University may expect a sharp rise in applications for its courses. To deal with this potential sharp rise in new students it may need to develop a means of delivering a higher learning experience not just from a distance, but on a more intimate one-to-one basis. The project proposes an experimental centre that will retain and enhance the established distance learning OU model with a building where students can go to meet tutors, attend specialist lectures and study, augmenting distance learning done from home. It will reinforce the Open University as an innovative but

serious and respected establishment. It will experiment with traditional, and digital learning experiences, providing a model for more traditional universities forced to adapt in the new economic climate. The emphasis will be on how students learn from each other on a peer-to-peer level. The site must be practical but have a strong identity. It should challenge traditional perceptions of educational buildings. The former Botanic Garndens Railway Station, with its tunnels and cuttings is strategically placed in the West End of Glasgow. It will provide further economic cultural and social stimulus to the area and act as a paradigm for other areas in Scotland and the UK, to rethink the nature and accommodation on twenty first century higher education.


CONCEPTÊ :Ê OUÊ STUDYÊ CENTRE

[OPEN UNIVERSITY STUDY CENTER] @ the botanic gardens, glasgow

OU Requirements Highly Active Area

Busy

NearÊ Entrance/CafŽ Ê -Ê highÊ levelsÊ ofÊ footÊ traffic HighÊ acousticÊ levelsÊ -Ê harderÊ surfaces,Ê modular seating Peer-to-peerÊ basedÊ learningÊ environment

Collaborative Area GroupedÊ seatingÊ -Ê open planÊ arrangementÊ (encouragingÊ discussion) InterativeÊ displayÊ areasÊ forÊ studentsÊ toÊ shareÊ workÊ etc. MoreÊ controlled acoustic levels

Contemplative Area LibraryÊ typeÊ areaÊ -Ê lowÊ footÊ trafficÊ levels IndividualÊ workstationsÊ -Ê computer based learning LibraryÊ sharingÊ OUÊ literatureÊ (publicÊ &Ê andÊ OUÊ access)

Secluded Area PrivateÊ studyÊ -Ê lounge typeÊ environment EasyÊ accessÊ toÊ libraryÊ -Ê mezzanineÊ level? TraditionalÊ informationÊ sharing?Ê (blackboardsÊ etc)

Quiet

} }

Space Characteristics StudentsÊ meetÊ byÊ design/accident CreateÊ learningÊ opportunitiesÊ byÊ encouragingÊ discussionÊ &Ê debate SocialÊ networking Informal

Space Characteristics BreakoutÊ areas NearÊ bookÊ stacks Secluded,Ê privateÊ moreÊ tradionalÊ learningÊ environment InvdividualÊ workÊ areas

OU Shortfalls

Types of Furniture

Loss of communityÊ throughÊ distanceÊ learningÊ -Ê groupÊ excercisesÊ doneÊ withoutÊ actualÊ contactÊ inÊ someÊ cases NeedÊ toÊ caterÊ forÊ higherÊ intakeÊ ofÊ studentsÊ onÊ fullÊ timeÊ basisÊ -Ê needÊ forÊ moreÊ engagingÊ environment

Highly Active - Informal,Ê modular,Ê comfortableÊ (cafŽ Ê typeÊ enironment)Ê CollaborativeÊ -Ê GroupÊ seating,Ê moreÊ formalÊ (hardÊ seating,Ê traditionalÊ desksÊ chairsÊ etc),Ê modular,Ê mediaÊ presentationÊ areasÊ (projectorsÊ etc) ContemplativeÊ -Ê Library,Ê computerÊ workstations,Ê moreÊ comfortableÊ taskÊ seating SecludedÊ -Ê LoungeÊ chairsÊ (beanÊ bagsÊ etc)Ê lowÊ tablesÊ -Ê grouped,Ê comfort,Ê enclosedÊ acoustics

Royal Horticultural Society

Shared Spaces Café forÊ OUÊ studentsÊ &Ê BotanicsÊ patrons Lecture TheatreÊ forÊ RHSÊ &Ê BotanicsÊ eventsÊ &Ê SpecialistÊ OUÊ lectures

More grounded working environment forÊ OpenÊ UniversityÊ Students ConsolodationÊ ofÊ OUÊ literatureÊ inÊ library,Ê andÊ allowsÊ accessÊ ofÊ literatureÊ toÊ publicÊ andÊ OUÊ students

OU Study centre benefits

Peer-to-peerÊ learningÊ environmentÊ -Ê encouragesÊ promotionÊ ofÊ OUÊ asÊ worldÊ leaderÊ inÊ design,Ê contentÊ andÊ deliveryÊ ofÊ supportedÊ &Ê distanceÊ learning MoreÊ accessabilityÊ toÊ helpÊ forÊ studentsÊ regardingÊ courseÊ choice,Ê careerÊ planningÊ etc OpportunityÊ forÊ specialist lecturesÊ toÊ takeÊ placesÊ withinÊ OUÊ designatedÊ siteÊ (noÊ needÊ forÊ spaceÊ rentalÊ withinÊ otherÊ nonÊ OUÊ buildings) DevelopingÊ aÊ disusedÊ siteÊ thatÊ isÊ sympatheticÊ toÊ theÊ needsÊ andÊ viewsÊ ofÊ theÊ Botanics,Ê itsÊ patronsÊ andÊ theÊ surrounding environment ProvideÊ furtherÊ economic cultural and social stimulusÊ toÊ theÊ areaÊ andÊ actÊ asÊ aÊ paradigmÊ forÊ otherÊ areasÊ inÊ ScotlandÊ andÊ theÊ UK,Ê toÊ rethinkÊ theÊ natureÊ andÊ accommodationÊ onÊ twentyÊ firstÊ centuryÊ higherÊ education.


PLANS/SECTIONSÊ :Ê OUÊ STUDYÊ CENTRE

Secluded

Contemplative

Collaborative

Highly Active

Entrance

Public

PLAN 13

12

12

13

SECTION

10

11

9

10

8


PLANS/SECTIONSÊ :Ê OUÊ STUDYÊ CENTRE

Plan

Population of Space

[Scale 1:500]

1 2 3 4 5 6

Entrance Auditorium Information Desk Winter Garden 1 Café (Ground & Mezz Levels) Fire Escape 1 (WC 1 on Ground Level) 7 Café Seating Ground Level (modular)

8 9 10 11

Winter Garden 2 Collaborative Seating Area Collaborative Modular Seating Fire Escape 2 (WC 2 on Ground Level) 12 Library 13 Contemplative Computer Workstations

Quiet

Busy

1

7

6

5

4

3

2

7

1


ENTRANCE/AUDITORIUMÊ :Ê OUÊ STUDYÊ CENTRE

The site must be practical but have a strong identity. It should challenge traditional perceptions of educational buildings.

Before and after lectures in the auditorium population of the foyer will be very high, it is therefore deliberately open and expansive with hardwearing surfaces.

Left : Section showing entrance space and auditorium area. Below : Entrance foyer with bench seating artwork showing site pictures from the old site.


ENTRANCE/AUDITORIUMÊ :Ê OUÊ STUDYÊ CENTRE

Right : Information desk with café and winter garden in backdrop. Below right : View of the auditorium with wooden bleachers acting as casual seating.

Information desk built from plywood sheet and concrete. Holes in the surface spell out the word information.

The auditorium is used for specialist lectures and is shared with the RHS, the space can be privately rented and accomdates up to 80 people


CAFE/WINTERÊ GARDENÊ :Ê OUÊ STUDYÊ CENTRE

Left : Winter garden that breachs the outside, with glass walls on three sides and the backs of the cafés the other wall. Below : Close up view of café made from simple plywood construction with yellow L.E.D lights providing information.


CAFE/WINTERÊ GARDENÊ :Ê OUÊ STUDYÊ CENTRE

Right : Café view from mezzanine level with soft furnishings. Art work and chalkboards on the wall provide a playful modular element to the space and also soften the acoustic levels. Below : Vertical section through space showing the cafés on both levels


COLLABORATIVEÊ AREAÊ :Ê OUÊ STUDYÊ CENTRE A

A

Left : Collaborative area with modular ‘railway’ seating pods on track and Kristalia ‘face’ chairs. Below : Section A-A.

The collaborative area is where students meet by accident and by design. The space responds to a need for modular interactive function with projection screens on the walls and moveable seating on track against either wall. Noise levels here are controlled via the use of acoustic panels on the walls.


COLLABORATIVEÊ AREAÊ :Ê RAILWAYÊ SEATINGÊ :Ê OUÊ STUDYÊ CENTREÊ

Right : Diagram showing how the modular seating and projection facilities work. Below : Sketches exploring the nature of the railway seating.

The seating pods are finished in plywood and deliberately reference the sites railway roots. A privacy screen can be raised when working individually or lowered when the pods are pushed together.


CONTEMPLATIVEÊ AREAÊ :Ê LIBRARYÊ :Ê OUÊ STUDYÊ CENTRE B

B

Left : View of the library and computer work stations by Kristalia and seating by Bulo. Below : Section B-B showing the relationship between the different levels.

The Open University has a vast array of published literature the library allows students to access this resource. The mezzanine floor and carpeting makes this space intimate, promoting library-like environment.


SECLUDEDÊ AREAÊ :Ê MEZZANINEÊ LEVELÊ :Ê OUÊ STUDYÊ CENTRE

Right : Contemplative study area with Vitra ‘Coconut’ chairs. Blackboards allow students to share information and jot down ideas. Middle : Information wall can be seen on both levels. Scrolling LED text subtly keeps students up-to-date on OU news as well as domestic on-goings. Below : Close up view of blackboard wall in use

Natural light from the skylights makes the collaborative area a bright and comfotable space to study. The relationship between this area and the library means that acoustic levels here are low


FIREÊ ESCAPE/ENTRANCEÊ :Ê EXTERNALÊ VIEWÊ :Ê OUÊ STUDYÊ CENTRE

Below : External view of the fire escape and secondary entrace used by OU students. Bottom : Section of external view.


FIREÊ ESCAPE/ENTRANCEÊ :Ê INTERNALÊ VIEWÊ :Ê OUÊ STUDYÊ CENTRE

Right : Internal view of steps leading up to fire escape. Ash wood bleachers provide seating and breakout spaces. Below : Close-up view of ballustrade detailing. Polished steel posts are set into the concrete stair treads, and tension wires span the gap between the stair and the handrail.

Open University Study Centre  

GSA Portfolio 2010

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