Remodel of Learning
Kelli Wightman
Conceptual Puzzles
The purpose behind our puzzle, Design your Experience (http://opensourcelearninglab.net/2017/portfolio/design-your-experience/ )was to generate a collection of pieces around a central circulation line. By providing recognizable, rectilinear shapes, less thought would have to go into the spacial qualities of one shape and more thought would be put into how the shapes could connect. By providing a simple board with simple shapes, more creativity and diversity could come out of how the pieces went together and how they worked along our first rule of drawing a path. The chalk and chalkboard allowed for user freedom in defining programs or spaces even without a piece.
interlocking of different learning spaces
requirement of “hotspots” within learning
creating a path of circulation and building off of it
creativity and interaction of chalk
"How does one create a system that encourages group learning and collaboration without forgetting the individual?"
Program / Concept Development
The main idea behind my project is to provide a diversity between spaces and connecting different programs through interaction spaces and visual connections. This can be achieved by diversifying spaces in individual programs and organizing them in a way that they will function optimally. Work, learning, and collaboration work at different scales and all variables should be taken into consideration such as discovered by research provided in http://opensourcelearninglab.net/2017/tragedy-of-the-commons/
Section Concept
Massing Concept
Image above is your final massing model. If you don’t have a single money shot, you could make this a slider. Images at right are intended to be your process study models. You can use this text box for a sentence or two on your massing concept.
Plan / Program Diagram with Massing
Immersive Perspectives
If multiple immersive perspectives, I would make a slider and use “on click” options to make full screen.
Jeremy: what did you learn from puzzle at HTH and how might this influence your thinking in this project? Kelli: rule of hotspot connected to every learning space. Mark: do you have this again now? Can you introduce new rules, or bring forward your rules from the puzzle into the project. Jeremy: usually the stuff you did not project become the most influential.
Doug: What is the strategy to catalyze collaboration? What are the specific affordances in the environment that creates a draw to use this space? What are you doing to make this central space a strong space for people to want to work here – what is in the environment that make people want to be here, use it. How do you combine a space for movement as well as an active space for work – this could create disruption in a good way, an encounter. You need a little bit of ambiguity, but also something that activates the space. (Mark: question of degrees of ambiguity and specificity is the central question). There needs to be something there that affords possibility, and enough readings and misreadings that it is open to possibilities.
Jeremy: how to introduce sound and site barriers to effect different uses, and transformation of these elements to introduce ambiguities. Think of the floor plan as more of a weathermap than a rigid thing.
Mark: your program diagram sections are very effective, and these link well to your immersive perspective diagrams. It is harder to see how these playout in the plan itself. Moreover, it would be great to see a similar set of program diagrams for active project based collaboration -in other words how you might suggest the central space is used, or could be used in multiple ways.