HIGH RISE HIGH
TABLE OF CONTENT 1. • 1. 2. 3. 4. 5. 6. 7. • 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
INTRODUCTION INTELLECTUAL CONTEXT RESEARCH QUESTION RESEARCH STATEMENT RESEARCH ON PEDAGOGY (FINDINGS) PROPOSED PEDAGOGYCAL APPROACH PROPOSED VCE STUDIES PROPOSED SECOND PROGRAM WHAT / WHY / HOW/ DESIGN CONTEXT PRECEDENT STUDIES SITE ANALYSIS BUILDING CONCEPT CONCEPTUAL DIAGRAM MATERIAL AND STRUCTURE SUSTAINABLE GREEN FEATURES SITE PLAN TYPICAL FLOOR PLANS SECTIONS ELEVATIONS 3D PERSPECTIVES (INTERIOR/EXTERIOR) CONCLUSION
• RESEARCH QUESTION Rural and isolated people continue to be significantly underrepresented in Australian higher education, despite the apparent success of federal policy initiatives designed to assist access, participation and retention for other equity target groups. In order to overcome the issue mentioned above, The Victorian Department of Education and Early Childhood Development (DEECD) suggests that the hybrid learning system needs to be factored into the whole education learning environment for the future. How these might be developed in a high school at Swanston Street, zone of residential, commercial and education?
•
RESEARCH STATEMENT
Recent advances in information technology enable the development of e-learning, which becomes a global trend in education recently. It is very clear that we are emerging into the information age. However , the e-learning is still not be able to replace the traditional classroom teaching. Therefore, it is essential to have a combination of two or more learning ways in the learning process, this is yet a concept called HYBRID. The primary objective of the research was to address and overcome the issues of rural isolation, maximise learning opportunity for rural students and at the same time, enable the local students to co-create and share work between schools to enhance their learning outcomes. It also presents the characteristics of hybrid learning environment in promoting flexible learning activities and of student-teacher and student-student interaction that fostered the attainment of hybrid learning objectives.
• RESEARCH ON PEDAGOGY NUMBER OF CLASSROOM NEEDED IN MELBOURNE
Source : Nation Website http://ournation.propertyoz.com.au/chart/customcharts.aspx?indicators=11&nom=190000&minyear= 2012&maxyear=2021&regions=12&compareregions#
•
FINDINGS – WIDER CONTEXT
FACT 1 : Number of classrooms in Melbourne • Annual growth rate 1.6 % • Total growth rate of 15% from 2012-2021 • Approximate 400 classrooms per year needed in Melbourne. • Can accommodate up to 8000 students. (20 each classroom) • Radical increased in amount of classrooms needed.
FACT 2 :
Melbourne VS various Melbourne 1.6 % per year Suburb 0.2 % per year Various • Ballarat • Bendigo • Geelong • La Trobe Valley • Mildura • Shepparton • Warrnambool
• RESEARCH ON PEDAGOGYEDUCATION DECLARATION BY DEEDC
http://www.mceecdya.edu.au/verve/_resources/national_declaration_on_the_educational_goals_for _young_australians.pdf
•
FINDINGS – WIDER CONTEXT
FACT 3 : Melbourne Declaration on Educational Goals for Young Australian
PROPOSED EDUCATION: • National Curriculum : High School year 7 to year 12 (VCE STUDY)
INTENTION : • Align schooling with the intentions of the Melbourne declaration on educational goals for young Australian.
• RESEARCH ON PEDAGOGY
http://www.theage.com.au/national/education/remote-classes-enter-blended-reality-201309012syqi.html
•
FINDINGS
The schools signed up so far are mostly rural, but there are also
Melbourne schools getting in on the act. Eltham High School has six students studying specialist maths through the program. A pilot version of the network was rolled out in 2012 and enjoyed by 18 students in eight schools. This year there are 114 students involved, drawn from 28 schools. Another 25 schools are expected to join up in 2014, and the curriculum will be expanded to offer eight subjects.
•
FINDINGS
• Shifting education from classroom teaching to online learning. • Transformation into information age.
TRANSFORMATION
VCE
Brick and mortar campus
VCE
VCE VCE
VCE VCE
Online learning
•
ISSUES WITH BOTH EDUCATION SYSTEMS
PROBLEM 1 • Teacher centred • Passive learner • Monotonous • Hard to absorb every information delivered.
PROBLEM 2 • Student centred • Isolation • Disconnected • Over independent
•
PROPOSED BETTER EDUCATION SYSTEM
AIM : FLEXIBLE •
Learn freely within the settings.
CREATIVE •
Reflective thinking
COLLABORATIVE • • •
Learning as a community No isolation Social capability
ACTIVE LEARNER •
Learning proactively by questioning.
INTERACTVE • • •
Collaborative e-learning system Blended reality Large number of resources
PROPOSED EDUCATION SYSTEM • HYBRID LEARNING SYSTEM Hybrid learning is realised in teaching and learning environments where there is an effective integration of different modes of delivery, models of teaching and styles of learning as a result of adopting a strategic and systematic approach to the use of technology combined with the best features of face to face interaction. (Krause, 2007)
MODEL 1 : FACE – TO – FACE MODEL 2 : ROTATION MODEL 3 : FLEX MODEL 4 : ONLINE LAB MODEL 5 : SELF-BLEND
E
MODEL 6 : ONLINE DRIVER
‘According to Mr Corr, VCE results have continued to improve as students who have experienced inquiry based learning such as Xplore move up to years 11 and 12. Many of the schools remains committed to this program. It’s life changing.’ http://www.theage.com.au/national/education/boost-to-beat-year-9-blues20130809-2rlva.html
PROPOSED EDUCATION SYSTEM • HYBRID LEARNING SYSTEM STUDENT YEAR 7 - 12
MODEL 1 : FACE – TO – FACE
INDIVIDUAL
MODEL 2 : ROTATION GROUP LEARNING
MODEL 3 : FLEX MOVE AROUND FREELY
MODEL 4 : ONLINE LAB
MODEL 5 : SELF-BLEND
E
MODEL 6 : ONLINE DRIVER
LEGEND
STUDENT
VIRTUAL ENVIRONMENT
TEACHER
http://www.innosightinstitute.org/innosight/wp-content/uploads/2011/01/The-Rise-of-K-12-BlendedLearning.pdf
•
YEAR LEVEL ANALYSIS HYBRID LEARNING SYSTEM
Characteristics of student year 7-8 Year 7-8 • Discovery learning (constructivist concept) • Enthusiastic • Curious • Beginner • Spoke about experience of moving from the primary into high school. • Need adequate amount of guidance • Learning by doing (computer-based simulation) • Need higher level of supervision. Proposed learning hybrid learning models for students year 7-8 F2F
Rotation
Flexible
Timetable Typical School day (Monday to Friday) 8.30am – 3.30pm
8.30-10.30 Face to face teaching (F2F) 10.30-12.30pm E-Learning(computer-based simulation) in classroom (Rotation)
12.30-1.30 Break 1.30-3.30 Collaborative learning (Flex)
http://www.theage.com.au/national/education/boost-to-beat-year-9-blues-20130809-2rlva.html
Types of furniture
8.30-10.30
DEDICATED USERS : YEAR 7 -8
1.30- 3.30
10.30-12.30
8.30-10.30 • 16-20 students In a classroom
•
Teacher sharing information. Students as the receiver. (formal learning)
10.30-12.30
• •
1.30-3.30
• •
Teacher role as a guidance. Students discuss work with teacher. (semiformal)
Teacher role as a monitor Student can move around freely (informal)
•
YEAR LEVEL ANALYSIS HYBRID LEARNING SYSTEM
Characteristics of student year 9-10 (MOST CHALLENGING YEAR) Year 9-10 • Become cynical about the ‘same old’ learning experiences in the classroom. • Disengaged bunch • Negative attitude towards school • Dissatisfaction peaks in this year • Purpose of study least clear • Rebel against the school rules • Youth culture (internet) • “Goal of engaging most students in this year is the most challenging. Peter Cole PTR Consulting” Solution offered based on research: • Personal and community development and leadership development using a Social enterprise model to engage the students. (for example : field trip or excursion without junk food, television and internet (except academic work). • Developing independent, engaged and thoughtful learners. • Offer more personalised, inquiry-based environment can demonstrate improvements in their student attitudes to school and learning within this year. • Provides opportunity for students to engage as global citizens and encourages the type of skill development and independence that does not always sits within curriculum boundaries. • Enhance engagement in a positive way. • Allow students to see how their learning is grounded in the world around them. • Prefer active learning rather than passive learning, respond favourably to real life problems and situations as opposed to problems that are removed from day-to-day existence. • Better understanding their place in the world and what they want to do to contribute to the world. • Life changing transformation from being young people to adults.
Proposed learning hybrid learning models for students year 9-10 F2F
Rotation
Self - blend
Timetable Typical School day (Monday to Friday) 8.30am – 3.30pm 8.30-9.30 Face to face teaching (F2F) 9.30-12.30pm E-Learning (Virtual world- Blended synchronous learning) in classroom (Rotation) 12.30-1.30 Break 1.30-3.30 Field trip or Excursion (Simulated learning environment) http://www.theage.com.au/national/education/boost-to-beat-year-9-blues-20130809-2rlva.html
DEDICATED USERS : YEAR 9 -10 Types of furniture
8.30-10.30
8.30-10.30
10.30-12.30
1.30-3.30
• 16-20 students In a classroom
• •
• •
10.30-12.30
• • •
• •
1.30-3.30
• • • • •
Teacher sharing information. Students as the receiver. Formal learning
Teacher role as a guidance. Blended synchronous learning. Students discuss work with teacher. Semi-formal learning Collaborative learning
Teacher role as a guidance. Student can move around freely Informal learning Inquiry based system Hands – on activity Interactive activity. Self experimenting.
•
YEAR LEVEL ANALYSIS HYBRID LEARNING SYSTEM
Characteristics of student year 11-12 Year 11-12 • Serious and formal • Self – directed and personal • Better discipline • Learning through reflection • Independent • More thoughtful • Creative thinking • Higher workload
Proposed learning hybrid learning models for students year 9 F2F
Self - blend
Rotation
Online lab
E
Online driver
Timetable Typical School day (Monday to Friday) 8.30am – 3.30pm 8.30-9.30 Face to face teaching (F2F) 9.30-11.30pm E-Learning (Massive Open Online Courses) in classroom (Rotation) 11.30pm – 12.30pm Online lab (Inquiry based learning/ research) 12.30-1.30 Break 1.30-3.30 Self-blend (designated area for self learning/reflective area) After 3.30 Online Driver Web 2.0 (Learning at home) http://www.theage.com.au/national/education/empty-classrooms-in-schools-of-the-future-20130816-2s11x.html
DEDICATED USERS : YEAR 11 -12 Types of furniture
8.30-9.30 9.30-11.30 11.30-12.30
8.30-9.30
9.30-11.30
11.30-12.30
1.30-3.30
1.30-3.30
• • •
16-20 students In a classroom
Teacher sharing information. Students as the receiver. Formal learning
• • • • •
Teacher role as a guidance. Massive Open Online Courses e-learning Students discuss work with teacher. Semi-formal learning Collaborative learning
• • • • •
Self directed learning. Mainly research and discover. Informal learning Inquiry based system E -learning
• • • • • •
No teacher Student can move around freely Informal learning Hands – on activity Self directed learning Reflective learning
RESEARCH ON SCHOOL SIZES MELBOURNE HIGH SCHOOL & BALWYN HIGH SCHOOL
vs
Melbourne High School Number of students : 1944 Students per teacher : 17 Years : 9 - 12
Balwyn High School (Fourth largest secondary school in Melbourne) Number of students : 2000 Years level : 7-12 http://www.trulia.com/schools/FL-Melbourne/Melbourne_High_School/ http://en.wikipedia.org/wiki/Balwyn_High_School
PROPOSED SCHOOL SIZES • HYBRID LEARNING SYSTEM Secondary school students are aged between 12 and 20 years old. Classes are divided into Years 7 – 12. 1. Class sizes and ratios According to Organisation for Economic Co-operation and Development (OECD) statistics, in secondary schools world-wide: • average class size is 24 students • student/teacher ratio is 11.75. • Victorian schools are equal or better. In Victorian secondary schools this year: • average class size is 21.6 students • student/teacher ratio is 11.8. 2.
Typical school day
School takes place five days per week, from around 8:30am
to
3:30pm, Monday to Friday. On a typical school day, students tend to move from classroom to classroom rather than staying in one room, and even moving outside the classroom with our interactive teaching methods. 3. Curriculum and school programs The school curriculum in Victoria depends on the student year level:
Victorian Essential Learning Standards for Prep to Year 10 Victorian Certificate of Education for Years 11 and 12. All schools also offer extra-curricular programs with many options and experiences. 4. Access to computers Our average student to computer ratio is currently 1 to 3 (1:3). A range of state and federal government programs are improving access to computers in schools and reducing this ratio even more. http://www.study.vic.gov.au/deecd/learn/study-in-victoria/en/school-system.cfm
• CLASSROOMS
AREA SCHEDULE
YEAR 7 - 8 GENERAL PURPOSE CLASSROOM(GPC) One room = 60 sqm Units = 12 Size = 12 x 60 = 360 sqm Students = 240 (one room 20 students) YEAR 9-11 GENERAL PURPOSE CLASSROOM(GPC) One room = 60 sqm Units = 12 Size = 12 x 60 = 360 sqm Students = 240 (one room 20 students) YEAR 7 - 8 GENERAL PURPOSE CLASSROOM(GPC) One room = 60 sqm Units = 12 Size = 12 x 60 = 360 sqm Students = 240 (one room 20 students) TOTAL
ALL YEARS LEVEL = 720 STUDENTS (1080sqm) LIVING APARTMENTS
1. 2. 3. 4.
Studio apartment = 40sqm One bedroom apartment =56sqm Two bedrooms apartment =72sqm Three bedrooms apartment =96sqm
TOTAL = 264sqm x 12 floors = 3168sqm https://attachment.fbsbx.com/file_download.php?id=639724089380865&eid=ASvwuRsJEgvuyn5T3 t8uZ8KEg4bpdToIbNh8WSTPvms2sCMxVKlcvhZywTbcRgY1jA&inline=1&ext=1382081345&hash=A Sv-5b3IoCWQEPUD
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AREA SCHEDULE
HYBRID SPACES 1. Exhibition area= 162 sqm 2. Art gallery= 59sqm 3. Library = 320sqm 4. Digital room= 59sqm 5. Outdoor courtyard= 170sqm 6. Outdoor playground= 170sqm 7. Multipurpose hall= 300sqm 8. Simulated environment= 300sqm 9. Multimedia room= 204sqm 10.Learning café= 180sqm 11.Retails = 360sqm (4 units) 12.Offices = 200sqm (2units) 13.Teachers office= 90sqm 14.Urban amphitheater= 324sqm 15.Outdoor terrace = 6x42 = 252sqm
TOTAL = 3146 sqm TOTAL CLASSROOMS + LIVING APARTMENTS + HYBRID SPACES = 7394 sqm
https://attachment.fbsbx.com/file_download.php?id=639724089380865&eid=ASvwuRsJEgvuyn5T3 t8uZ8KEg4bpdToIbNh8WSTPvms2sCMxVKlcvhZywTbcRgY1jA&inline=1&ext=1382081345&hash=A Sv-5b3IoCWQEPUD http://apps.actpla.act.gov.au/tplan/planning_register/register_docs/apartments.pdf
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PROPOSED SECOND PROGRAM
encounter
Linking hybrid program
encounter
EDUCATION SUPERIMPOSE
LIVING
CONNECT
Encounter within the hybrid spaces
“We sometimes encounter people, even perfect strangers, who begin to interest us at first sight, somehow suddenly, all at once, before a word has been spoken.” ― Fyodor Dostoyevsky, Crime and Punishment http://www.brainyquote.com/quotes/keywords/encounter.html
•
PROPOSED SECOND PROGRAM
Truly integrated community
AIM : Promote interactive relations and encourages encounters in public spaces. The encounter which includes : • Community engagement between students and residents after school time or weekend (sports, community activity, homework revision, music performance or etc. • Elderly coach and supervise the younger and the younger absorb knowledge and rejuvenate the elderly by active interactions. • Breaking the barrier between younger and elderly. • Sharing culture and linguistic exchange.
http://www.brainyquote.com/quotes/keywords/encounter.html
•
PRECEDENT STUDIES
Conclusion drawn from the research : The project promotes interactive relations and encourages encounters in the public spaces that vary from commercial, residential and educational to recreational.
PROPOSED SECOND PROGRAM
INSPIRATIONS •
Concept of encounter.
•
Meet(someone unexpectedly).
•
Mediated space .An unexpected or casual meeting with someone or something.
•
A process which full of surprises, fun and excitement.
•
Introduce hybrid programs as the mediated spaces.
•
The cut out space act as a terrace to overlook the amphitheatre (market, performance, exhibition, and gardens. music, sport, debating, cheerleading and community programs.
PROPOSED SECOND PROGRAM
•
• •
34,440 Dwellings needed in Melbourne 53% additional of total dwellings needed.
The main focus of supply in Established Areas was to be within and surrounding Activity Centres, along public transport routes (tram and orbital bus rotes) and around train stations as well as upon strategic redevelopment sites.
http://www.parliament.vic.gov.au/images/stories/committees/edic/local_economic_initiatives/subs/6 5D_-_Making_the_numbers_stack_up.pdf
•
PROPOSED SECOND PROGRAM
• Recent supply of new dwellings from major residential urban renewal activity across Melbourne. • 39,355 new dwellings added (2005-2011) • 34,440 dwellings to be delivered (2012-2014)
• 2005-2014 supply will account for around 22% of Melbourne’s additional dwelling stocks. • Urban renewal supply has not met the prevailing planning aspirations (Melbourne@ 5mil) for 53% of new dwellings to be built in established areas. • Highly concentrated in the Established—Inner LGAs with the City of Melbourne alone accounting for 35% of total supply. • Expected number of dwelling for this project is 48.
http://apps.actpla.act.gov.au/tplan/planning_register/register_docs/apartments.pdf
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CONCEPT DIAGRAMS
PLOT AREA
Hybrid spaces
PROGRAMS CONNECTIVITY
Living & Education Circulation Hybrid spaces Terrace Urban Amphitheatre ADDING HYBRID PROGRAMS
• 1
BUILDING CONCEPT
5
ADDING CIRCULATION
PLOT AREA
2
6
BUILDING EXTRUSION
7
3
CUT OUT 20% FOR OPEN SPACE TO MAXIMISE PERMEABILITY
4
BUILDING LEVEL LAYERING
8
BENDING THE FAÇADE BOUNDARY TO MAXIMISE PUBLIC FOCAL POINT
ADDING VIEWING TERRACE VIEW TOWARDS THE AMPHITHEATER
•
CONCEPT DIAGRAM
Urban Amphitheatre Terrace Hybrid spaces Circulation Living & Education
RETAIL AND OFFICE
CIRCULATION LIVING & EDUCATION
URBAN AMPHITHEATRE
DIAGRAMMATIC SECTIONS
LIVING + SUPERIMPOSE EDUCATION
HYBRID SPACES
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13TH 12TH 11TH 10TH 9TH 8TH 7TH 6TH 5TH 4TH 3RD 2ND 1ST GROUND