Kaksha 4.0 - a shared space for continuing education

Photo of Studen B/W

Student Khan Name Samiha Project Title : Kakasha 4.0 - spaces for continuing education in India City Name : Nagpur, Maharashtra Typology :: Lorem dolor sit education amet, consectetur adipiscing elit, sed do eiusmod tempor incidiTypology Spacesipsum for continuing / Co-study / work space - online aided community dunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation. learning Site Area commercialisation of mixed use / residential typology Exploring

Image of the Project (Image/ 3D/ Sketch)

1

1G (1990 to 2000) : the context

nagpur 1990s

+

Govt. incentivised setting up of colleges in Nagpur.

KNP 1000 kms

Cheap price of land (approx 1/- per sqft)

BHP

&

Strong political families and influential families

CCU

375 kms 1000 kms

NGP

BOM

900 kms 500 kms

HYD Strategic geographic location : catchment area

=

Politicians started investing in these land parcels and creating institutions

Catapulted more colleges to set up ground here

2

1G (1990 to 2000) : understanding the origin

2000s

2010s

Approx. 550 colleges in Nagpur Engineering Architecture Business Medicine Law Coaching classes started to cater to these colleges // for entrance exams Local brands + new nation wide chains entered nagpur

National institutes enter the market // higher demand and competition to get into these colleges

3

1G (1990 to 2000) : evolution of coaching centres

Evolution of coaching centres From 90s to 2020s

Small classes in tutors put homes

//

Home tutoring

Small rented halls / room sized classes in existing commercial complexes Institutionalisation of coaching classes - entire school sized buildings

90s

2000s

2010s

adoption of boarding school system 2020s

4

1G (1990 to 2000) : spaces used through decades

1990

2000

2010

5

2G (2000 to 2010) : tracing street relationships

How the relationship of the street to congruent places of learning and breakout are evolving

Evolution of a new type - coaching classes

2000

2010

Residential land use

Commercial land use

Commercial land use

Coaching classes

Mixed land use

Mixed land use

Breakout spaces / joints

Residential land use

Residential land use

Coaching classes

Coaching classes

Breakout spaces / joints

Breakout spaces / joints

Mixed land use - make shift classrooms - collaboration Creation of the CBD

Commercial land use - formulated spaces denser areas - increased population

Residential land use - home based classes

How these relationships developed or morphed over time

1990

6

2G (2000 to 2010) : varied intertwined relationships

2010

Breakout spaces

Essentially street oriented / food joints

Commercial land use

Coaching classes Breakout spaces / joints

areas (2010s)

3 layers as seen

Check for

Check for

1. Tapris (tea + snacks)

1. Size and growth, student intake

1. How are outstation students living

2. Symbiotic relationship between them (eg. Akash + Fitjee etc)

2. Are there accommodation facilities available and nature ?

(Coaching class collaboration / hostels)

2. Meal tapris (snacks meals)

Mixed land use Residential land use

Coaching classes Accommodation Essentially in central ?

3. Small roadside cafes (snacks + meals)

3. NEP’s impact

Commute to these how?

Understanding the current situation 7

3G (2010 to 2020) : mapping the street relationships

2010

HUB 01

HUB 02

NODES / COACHING CLASSES

HUB 04

ACTIVITY GENERATORS / RECREATION SPACES JUNCTIONS

HUB 06

SPINE / ROAD / STREETS HUB 05

8

3G (2010 to 2020) : through the user’s lens

From student interaction

1. Are classrooms comfortable? - we have Ac 2. How many in one class - 45-60 in one room 3. Strength of the batch / cohort - 350-400 in one batch 4. Do you attend school / college? - no - zero attendance policy 5. Where do you have lunch? Are there canteens in the building? - no, if we have a lunch service - in common spaces // somewhere on the street 6. How many times do you get a break? - 2 (one -15 mins / second - 45 mins long) 7. What do you do in the break ? Where do you go to hang out? - some aren’t allowed to go out - so corridors or classrooms / others - to the street and next door chai place.

8. Are their places to study in your building ? - common spaces, no dedicated study rooms 9. Duration of the time you spent in that building - 6-10 hours

9

3G (2010 to 2020) : towards the 4G : through policy change

The 4G : emergence of a new type - graduate demographic - space to work and learn more casual - enabled spaces

The NEP

Focus shifts to school syllabus more mental space and bandwidth for students to incorporate different ways of learning - skill based

reforms

Shift to skill development - entry and exit - skill based

Flexible curriculum / inter field study through bridge exams

Focus on exit more than entry for “professional” fields

adaptation by peripheral support systems

The two types Assistance for bridge exams

Assistance for exit exams

The 4G : continuation of the 10+2 class system with immersive technology tools New type designed to suit environments for mature students and professionals - work integrated spaces

10

3G (2010 to 2020) : current scenario / case studies

case studies

1

online aided eduction systems 1. Single tutor online classes

2. Online private educational classes 3. Online community learning (global) 4. Hybrid schooling

2

Co-working spaces / study spaces Understanding development and space planning of co working spaces through Kolektif House - Istanbul Turkey

11

3G (2010 to 2020) : current scenario / case studies

case studies

online aided eduction systems Single tutor online classes

Booking a space in the city

Payments / Online admin work

Information platforms + bookings etc

Urban pro / ghar pe sikhsha

How are they operating?

Tuitions operate / record and conduct classes from their homes, or cafes. They

Contact classes

either offer home tuition classes or book a shop type study rooms for contact Live online classes

classes.

Space requirement Other package related information / sale

Current operations

Recording lessons

Spaces to record classes, network with fellow faculties, conduct online

1

exams and to conduct online classes.

12

3G (2010 to 2020) : current scenario / case studies

case studies

Key learnings

2

Co-working spaces / study spaces Understanding development and space planning of co working spaces through Kolektif House - Istanbul Turkey

Post covid shift to wfh culture

Spatial organisation affects creativity

Lack of community / social interaction

Different layouts and ambiences

Co- working spaces With added home like comfort

To be chosen depending on nature of activity

Key works such as Community, comfort, social, networking, fun, flexible Associated with these spaces

Ref paper - Co-Working Space Concept in the Spatial and Urban Context: A Case Study of ‘Kolektif House’

13

14

The 4G statement

Design for an online semi aided study space : A composite space to study work and recreate.

The project aims to create new type of flexible study related spaces for students and professionals who are a part of the varied online education types available today in Nagpur, a growing hub for higher education.

This aims to fill in a gap in the city infrastructure for community spaces to work and study for users who are engaged in semi / fully aided online learning. It should provide spaces to study and work together and incorporate new technologies for learning. A multi use space that can be used by different group or individual users and should be flexible enough to allow users from any discipline to customise the space for their study / work.

These spaces should act as alternatives to conventional institutional setups for learning.

15

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Road Jaitala, situated in Nagpur, is undergoing significant urban development, with a major road project proposed to connect the south-western region to the city's airport. This strategic connectivity initiative is fuelling a notable surge in infrastructure and economic activity along the corridor. Several PU land parcels along the transit spine have been developing rapidly.

Many private land parcels have also been developing and re- developing along this spine.

The street as the site

The site

16

recreational spaces in forms of cafes / informal eateries Break out / recreational spaces

Schematic section of plot type C

Schematic section of plot type B

Possible plots for development for new 4G type

PLOT A

PLOT B

PLOT C

PLOT D

High rise mixed use / residential building

Mid rise residential building

Residential bungalow

Commercial building

Introverted nature wrt to street

Semi introverted nature wrt to street

Extroverted nature wrt to street

Varying nature wrt to street

The street as the site

The proposed street

Schematic section of plot type A

The site / possible plot types for the 4G

17

A shared street Schematic section of the street

removing the formal distinctions between spaces dedicated to pedestrians, cyclists, and motorized vehicles, the street is shared by everyone, with each user becoming increasingly aware and respectful of the others Global designing cities initiative

Functions the street accommodates for the 4G 1. Connecting plots for co-study spaces 2. Accommodates sprawl of food spaces formal and informal 3. Establishes relationship between areas of recreation and study 4. Public recreation and casual study spaces through book store pop-ups, public rented study pods, public street furniture to allow for casual reading etc

The street as the site

The urban level intervention

Attempt at exploring how the impervious line between privately owned plots & the public street can be navigated and blurred.

A portion of the street section can be developed on the concept of a shared street to increase access and comfort of pedestrian traffic and encourage the inter-relationships between the street functions as seen prevalent in the 3G.

18

Identifying user groups

The 4G type Defining the user groups variations based on mode of

Type of space required

1. Online courses 2. Interview preparation 3. Written exams 4. Portfolio building / creation 5. Work meeting space 6. Self study

1. Study cubicles 2. Meeting / discussion areas 3. Study pods 4. Open lounge spaces 5. Conference rooms / group discussion area

1. In person tutors 2. Online classes 3. Exam preparation 4. Group study projects (peer learning) 5. Reading time 6. Media exposure 7. Self study

1. Classrooms 2. Study areas 3. Different type of work pods 4. Group working areas 5. Libraries/ lounges 6. Media rooms 7. Self contained units

19 years +

Students enrolled in online certification courses

1. Online classes 2. Reading time 3. Portfolio work 4. Self study

1. Study cubicles 2. Workshop space (technology intensive) 3. Isolation pods / Group pods 4. Libraries 5. Quiet zones

19 years +

Students continuing online college education

1. Online theory based classes 2. Worship / practical classes 3. Group projects 4. Exam preparation 5. Self study

1. Study cubicles 2. Workshop space (technology 19 intensive) years + 3. Meeting rooms (various capacities) 4. Isolation pods

1. Recording online study content 2. Administrative work 3. Network with colleagues 4. Conduct contact classes

1. Audio visual rooms 2. Work desks 3. Isolation pods 4. Meeting rooms 5. Classrooms 6. Reception areas

Students studying for professional licensing exams (medicine, law, pharmacy, architecture etc)

Semi aided / self study / qualifying requirements Students in other non formalised study types (CA, UPSC, etc.)

T2- Semi intense study aided /modular type study units

T3independent / employees / operators Faculty students in10+2 online physical contact / modular type study method

education

22 years +

User groups

T1- Intense study

Tentati ve age group

User requirements

22 years+

19

Studying commercialisation of a residential floor plate

PLOT A : HIGH RISE - residential typical floor plate

Wall section : how the building could be commercialised

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20

AI explorations for the new type

Design of a communal study : A composite space to study work and recreate. The project aims to create new type of flexible study spaces for students who wish to continue education in Nagpur, a growing hub for higher education. This aims to fill in a gap in the city infrastructure for community spaces to work and study for students who may not wish to join formal institutions to continue their education in the varied methods available. It should provide spaces to study and work together and incorporate new technologies for learning, and should be flexible enough to allow students from any discipline to customise the space for their study / work. These spaces should act as alternatives to conventional institutional setups for learning

Create a visual representation of a wabi-sabi inspired public study area. The image should showcase a harmonious blend of neutral colors, predominantly beige and brown tones. Include mid-century modern wooden furniture pieces arranged for group study, allowing space for multiple people to study together comfortably. add study pods, and virtual reality study spaces. walls to have lime wash finish. study pods in a room.

21

Understanding current vs proposed 4G interior commercialisation

TYPICAL EXISTING SITE USAGE

to study area utilisation

15,000 sqft

1 unit

2 levels

t

r o f d a o R

8%

f d o

a

reception admin areas break out / recreation

R

a

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R

o

40%

r o

n

29%

contact classes meeting rooms cubicle space/online classes/study recreation AV / media / AR/VR rooms 3,000 sqft

3,000 sqft

PLOT TYPE A : HIGH-RISE MIXED USE / RESIDENTIAL BUILDING

PLOT TYPE A : HIGH-RISE MIXED USE / RESIDENTIAL BUILDING commercialised

11% 6%

30%

study spaces meeting+conference rooms workshop spaces recreation + circulation AV / media / AR/VR rooms

3,750 sqft

13% 10%

30%

t

f

core function reception storage admin areas waiting breakout / recreation

15%

r o

9% 12%

Functions: Waiting in verandah + reception Consultation + counselling areas Manager cabin / admin area Breakout spaces Pantry In house manager bedroom

f

29%

Current usage studied admin back-end office for coaching class

7%

d

8% 6%

43%

area program for plot A

t n r o f d o R

a

o R

a

d

39%

o R

24%

r o

8%

16%

a

d

f

8%

f

n

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a

d

Functions: Waiting and reception Nurse’s corner Pharmacy Delivery Post OT recovery Patient rooms / OPD

r o

n

t

Current usage studied gynaecologist clinic

n

r o

n

to study area utilisation

Shows how a residential bungalow unit commercialises

2 levels

2 levels

PLOT TYPE C : BUNGALOW TYPE

PLOT TYPE C : BUNGALOW TYPE

area program for plot C

Shows how a this residential high rise unit can incorporate the 4G to study area utilisation

t

Shows how a residential high rise unit commercialises

n

PROPOSED SITE USAGE

t

TYPICAL EXISTING SITE USAGE

t n

23% 10% 10%

7%

54%

9%

a o Functions: Waiting and reception Classrooms Faculty cabin / staff area Breakout spaces Libraries Common study area

core function reception storage admin areas waiting area break out / recreation 1,400 sqft 1 level - 1 unit

PLOT TYPE B : MID-RISE RESIDENTIAL BUILDING commercialised

R

Current usage studied - small scale offline tuition class

Functions: Waiting + reception Staff cubicles Senior staff cabins Owner’s office Small pantry HVAC room - storage

6% 11%

2 levels

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57%

33%

13%

6% 4% R o a d

f

r o

n

t

study spaces conference rooms workshop spaces recreation loackable rented classroom

2,800 sqft

3% 28%

41%

core function reception storage admin areas waiting break out / recreation 3,600 sqft

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r o

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t

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area program for plot B

r o f d o R

a

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d

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15% 36% n

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15% 5%

f r o

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f

n

t

TYPICAL EXISTING SITE USAGE

study spaces meeting+conference rooms AV / media / AR/VR rooms recreation

3,600 sqft

1 level

1 level

PLOT TYPE D : MID RISE COMMERCIAL BUILDING

PLOT TYPE D : MID RISE COMMERCIAL BUILDING

22

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Enlighten-N COLOUR CODE -4148 - asian paints

Wooden louver blind / finish swatch / samples

Stone texture / full body small tile sample

Quartz - matching a solid colour from wood

Mood board

Light / white oak / honey oak / light walnut - hardwood sample + veneer + laminate - 01

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Brushed brass / Champaign gold metal piece Light / white oak / honey oak / light walnut - hardwood sample + veneer + laminate - 02

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Russet tan - 9971 asian paints Accent wall colour option 01:

Accent wall colour option 03 -

2 type of rattan weaves cross design + diamond design Red Natural Stone Terracotta Jali Tiles, Thickness: 10 - 12 mm, Size: Medium

36

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Timelessness: Neutral tones / earthy tones have a timeless quality, making them a lasting choice for an environment that caters to various age groups and changing trends.

Minimised Distractions: Neutral colours create a calm and unobtrusive backdrop that minimises visual distractions. This is essential for learners who need to focus on their coursework and not be visually overstimulated.

Versatility: Neutral tones provide a versatile foundation that can be easily complemented with various accent colours or decor elements to suit different preferences or adapt to different educational programs.

Inclusivity: Neutral colours are generally inclusive and appeal to a wide range of individuals, irrespective of their cultural or personal backgrounds, ensuring that the educational space is welcoming to all.

Psychology: Light and neutral colours have been shown to have a positive psychological impact, including reducing anxiety and enhancing mood. In a study centre, this can lead to improved learning and productivity.

Material palette

Why the material palette and colour scheme

37

3D visualisation of different spaces

View 01 : shows the central spine opening up to create a casual reading area

Central circulation spine : bold earthy colours - visual break / layered functions / reading spots created as the spine integrates and disintegrates with the flanking areas View 02 : shows the casual reading area visually connected through porous see through book shelves

38

3D visualisation of different spaces

View 04-5 : show the open study format with different types of study seating

Visual language

Collaborative / open study area : well-illuminated space with abundant general lighting, dedicated study-focused lighting, individual desk lighting adjustable to user preferences, and accent lighting provided by standalone lamps and wall fixtures.

39

3D visualisation of different spaces

View 03 : shows the open study format with different types of study seating 40

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3D visualisation of different spaces

View 06 : shows corners in the open format space - high rise discussion chairs - visually connected to the corridor and reading spaces

View 07-09 : show various configurations of study furniture sourced - open cubical / high rise cafe ledge / regular open study desk with dividers

Collaborative / open study area : the earthy colour from the spine flows into the space a little as the space moves towards neutral tones. Layered carpet flooring with area rugs to demarcate hubs to reduce noise in a shared space. Open modular study settings of different nature : open table, high tables, discussion chairs with smart screens, cubical systems etc

42

3D visualisation of different spaces

View 10 : shows the elements used in the individual study nook ; central island for discussion - individual focus stud ledge - open minimal storage space - shallow drawer space for quick access

Controlled space / individual study space : Light wooden finish - earthy materials like jute and rattan for soft boards and door panels (sandwiched between glass) the space is entirely neutral toned.

General lighting is through ceiling - highly lit environment, pelmet led lighting operable by user for additional focus lights.

43

3D visualisation of different spaces / ID decisions

User controlled LED pelmet light switch and plug points fitted under soft board (jute fabric clad) Woden patti

Ply + veneer paneling under ledge for easy maintain - to prevent shoe marks

1/8” groove provided to dedicate each users personal space (soft board + drawer + ledge) View 11 : shows service and maintenance based design decisions

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3D visualisation of different spaces

View 13 : shows ledge with limited seats to control quantity of users at a time individual self study area - high focus area

View 14 : shows entry to the individual nook with two casual discussion chairs next to a white board - potted plants in every corner for relief

View 15 : shows study pods for isolated study - attending interviews / meetings / exams etc

View 16 : shows open ended study ledge for group study / discussion

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3D visualisation of different spaces / ID decisions

Door type 01 : as a semi visual / physical barrier - natural oak finish solid core flush doors with central infill panel as louvers semi circular brushed brass finish handle

Black matte finish switch boards layered on a ply + veneer piece fixed to wall - visual language for the interiors prevents finger marks on the wall

Door type 02 : as a complete visual / physical barrier - for toilets panties etc natural oak finish solid core flush doors with central infill panel as jute fabric / rattan woven roll sandwiched between glass - semi circular brushed brass finish handle

View 17 - 18 : show some interior design decisions that can be used as common across the 4G type

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3D visualisation of different spaces

The neutral meeting space is characterised by a calm atmosphere, distinguished by its light-washed textured walls. Space division is achieved through the use of louver panels, simultaneously fulfilling both utilitarian and aesthetic purposes. The inclusion of jute softboards and area rugs contributes to the tactile richness of the environment, enhancing its comfort and sensory appeal.

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3D visualisation of different spaces

Shows community / cafe inspired high rise study area in a double height space

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3D visualisation of different spaces

This space presents an architectural composition marked by a high-rise community study table, notable for their double height. This adds a sense of being connected.

Terracotta mud finish jaali partitions, while dividing the space, preserve visual connectivity, allowing for a seamless yet structured spatial experience.

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Design of a Co - study - work space for students continuing education.

Nagpur as the context - growing hub for higher education, it is home to 550 colleges with a massive student demograph.

Defining 1G - aided study spaces existed in the form of tuition classes in the 90s. These operated in residential units and formed extensions of the teachers own home.

Defining 2G - the early 2000s saw the formalisation of these study/ coaching classes. They were now commercial in nature, operating out of residence type units converted commercial or rented properties in a commercial building. It also saw an interesting development, where a group of teachers came together to rent a space and marketed each other to their students by providing study packages.

Defining 3G - the early 2010s and forward saw a large scale institutionalisation of coaching centres. Nation wide chains started operating in all cities, these chains formalised tuition classes in terms of infrastructure and became parallel study centres to high schools. This period also saw a growth in a prominent street food culture deeply linked to study spaces.

Context for the 4G type - with the New Education Policy (NEP) being implemented by the state of Maharashtra, all colleges in Nagpur will have to abide by the policy. The main takeaway from the policy is the options to exit and re-enter at any given point, incentivising continuing education. It is speculated that with this, the demograph of students will see a shift and create a larger share of mature / senior students. In addition, professional courses are implementing exit exams for licensing. Shifting focus to skill development has allowed for many online certification courses well. This will create a gap in the city infrastructure for community spaces to work and study for students who may not wish to join formal institutions to continue their education in the varied methods available.

This aims to fill in a gap in the city infrastructure for community spaces to work and study for users who are engaged in semi / fully aided online learning. It should provide spaces to study and work together and incorporate new technologies for learning. A multi use space that can be used by different group or individual users and should be flexible enough to allow users from any discipline to customise the space for their study / work.

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