2010_ 04_the role of digital media and the web for helping to transform an old place into a rich...

8/10/2019 2010_ 04_The Role of Digital Media and the Web for Helping to Transform an Old Place Into a Rich Socializing and

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The Role of Digital Media and the Web for Helping Transform an Old Placeinto a Rich Socializing and Learning Space:

The E-Learning Caf of U. Porto

Pedro Neto, Andrea Vieira, Cristina Ferreira, Isabel Machado, Maria Pinto, Lgia Ribeiro

Faculty of Architecture of University of Porto, University of Porto, Portugal

ABSTRACT

The E-Learning Caf space design was the result of a wider research project developedby U.PORTO that had as aim creating a set of new dynamic learning spaces, integrating

social and learning activities, comprising a strategic relational dimension for all thepeople working or studying at the University.

The E-Learning Caf design created a set of integrated spatial environments for the

academic community to socialize and study, integrating some important ICT functions. Inthis way, a new environment is set up, where social and learning activities are combinedand the whole academic community can meet, exchange knowledge and share

experiences as well as work in groups, promoting in this way interdisciplinarity andinnovation.

The new space has been in use since February 2008 and this paper describes how thisE-Learning Caf has been utilized and understood by the academic community until now,

making first a state of the art review of studies focused on how digital media isinfluencing architecture and peoples behaviour and then of similar programs and spaces,

second describes the strategy of the design and upgrade of the new E-Learning Cafspace, then analyzes critically the main points and drawbacks of this case study until

now, explaining the type of analysis that were applied for studying (i) the performance ofthis place, (ii) its users social behaviour and (iii) the influence of digital media and theInternet in this process.

In this paper it was possible to synthesise the results obtained in earlier studiesconfirming most of the positive information about how people perceived and used the E-Learning Caf space and allowed to draw a set of more reliable conclusions integratingsome new information that was obtained.

TECHNOLOGY RICH LEARNING SPACES: HOW PEOPLES BEHAVIOUR ISINFLUENCED BY THE USE OF DIGITAL MEDIA

Technology is not an attribute of contemporary architecture: it is inherent in its conceptand has always been among its deepest concerns. Nowadays, technology is no longerunderstood only as a tool to answer to specific problems, but as a reality in itself that ispresent in all areas of human activity. It has revolutionized our perception of space and of

ourselves, assuming a central role in how we understand and relate with the worldaround us.

It is important to reflect on the impact of emerging digital technologies on the field ofarchitecture. Furthermore, it also contributes for gaining consciousness about the

appropriate operational capacity and authorship mark that architecture design should

reflect. Specifically, it uncovers the potential of digital artifacts that we have now andexplores its influence on the design of interactive spaces. It is essential to establish a


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relationship between these diverse parameters and clarify the possibility of anarchitecture that expresses the social, scientific and technological environment to which it

belongs.

Technology changes the society in a continuous and irreversible way. The architecturalproject can be understood as the creation of a new social program that emerges from the

transforming possibilities of new technologies. The previous material paradigm hasshifted to an information paradigm, in which the technology becomes a vehicle forcommunicative interaction.

The aim should be to examine the potential of interactive spaces, as well as outline a

vision for the future: what they are, what the impact in our lives is and what theparameters for its design are. Instead of trying to explain why these interactive systems

are needed and/or meaningful, it is more significant to demonstrate that the motivation fordesigning these applications is the desire to create spaces with potential to influence andenrich peoples behavior and actions, their level of communication and interaction, andwith the space around them.

The technological revolution creates new boundaries, new requirements, new information

and a new way of thinking. Digital technologies are changing the way we act and relate tothe space around us, how we understand it and even the shape of space itself, as theyoffer more information and reveal new relationships between matter and information, realand virtual techniques and creativity. Today, while we study new ways to experimentdigital design in the architecture project we are led into a different awareness of thearchitecture limits as an expression and image of its time.

Currently, one of the main challenges of architecture is the integration of digital artifactsin their spaces that encourage communication, socialization and human interaction. Thismeans, among other things, being able to make users of a particular space as activeparticipants, through the promotion of mechanisms for interaction that seek continuous

feedback and negotiation. For example, this can happen when one perceives the tectonic

vertical elements (walls) not as spatial boundaries, but as avenues of information withlevels of depth and cultural definition. Moreover, the digital world can participate not onlyas technical and/or electronic communication of the intervention proposed, but also be anactive part of it, incorporating various forms of intervention or being as an interface ofcommunication between the new spaces proposed and people.

Interactivity is an emerging field in the area of architectural design, which was madepossible due to the developments in information technology and the availability of newmaterials and devices that enable the extension of buildings, through informationprocessing, sensors and actuating properties. In contrast to the traditional architecture,the essence of the design of interactive spaces is not only related to their physicalcharacteristics, but also with their behavior, both strongly related. This way, to designinteractive spaces is essential to consider their spatial expressions and behavior in order

to enable various forms of interaction.

At the social level, the buildings are intended to affect human behavior. Through physicalelements, they all address our movement for certain routes or warn us not to go in sameplaces. Moreover, the buildings and even public spaces have the potential to induce our

behavior and influence our attitude. One of the main aims of architecture and urbandesign is to manipulate the physical space in order to give people a greater functionality

but they also seek to enhance their interaction, communication and socialization in urbanlife. Designers define the space of interaction as the space where people can operateindividually or collectively, supported and made possible by technological artifacts; inother words: the creation and introduction of an artifact that "supports" human activity.


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Since computing has become a social infrastructure, as Malcolm McCullough stated(2004), or an aspiration of second nature, it makes sense that interactive technology,

which architects, designers and artists explore and manipulate in their works has evolvedto a new medium. It is argued that interactive technologies could better serve humanityand society, if there would be designed interactive public spaces related to the specificactual site.

The strategies that designers and architects take in this field can be defined as a newthreshold between the physical and virtual space. Interactivity, rather than hardware or

software, has been the essential catalyst by providing the fundamental underpinning ofcontemporary communications and, of course, bringing a new configuration ofrelationships in which the subject takes center stage, while the object goes to theperiphery. The interactive design environments can have a transformative effect. Thesespaces seek to reflect on the nature of discovery and adventure of a new world, powered

by the presence and introduction of new technologies in architectural space.

Interactive design environments can also have a transformative effect. They take theviewer to another place. These are spaces of discovery and adventure of a new world,

powered by the presence and introduction of new technologies in architectural space. Inother words, interactive design environments call for an architecture of social relations,which invites the visitor to act spontaneously and, therefore, to build a physical,

architectural, urban and social alternative meaning.

In contrast to the visual art media, the interactive environments take the body of thevisitor and ensure their action/motion in space. People interact with architecture, so they

should not be perceived as "users" but as "participants" - to introduce the audience aspart of the project. The aim is to transform the dominant narratives of a specific buildingor urban area through the "imposition" of new visual elements. The greatest potential of

interactivity is related with the encouragement of sociability. The interactive systemsshould not miss the social aspect, at the risk of impoverishing the rich social fabric inwhich we live and operate.

Architecture understood as an operating and sensory system that stimulates and isstimulates by human behavior, seeks to build mechanisms for interaction in response tocontinuous feedback and negotiation between the presence and response of the materialbehavior. Worried about urban life, some artists discuss the actual architecture statebased on studies that propose the constant renewal of the way to observe and

experience the city, considering flexibility, fun and participation as key elements.Furthermore, it is important to highlight the need to understand the social practices of

users. The relationship between the subject and the world - body and space - is donethrough a sum of mediations. The body should walk around the city making its ownscene; the urban experience is the very dance of the body through the streets. More than

understanding the technical and grammar of their own devices, it requires an approach

that tries to understand the phenomenon in its fullness, so that these systems areconfigured properly.

This area of interest - interactive spaces - is part of a larger and more recent change inthe design of the industrialized world to the design of experience, a conceptual approachthat seeks to create an emotional connection with individuals. Engaging interactivesystems and creating credible interfaces requires awareness and study of different typesof users, contexts and functions, as well as phenomenological aspects of social and

environmental conditions.

These hybrid applications explore the subjective field, the field of mind and body,revealing certain devices almost "magic" - magic in their resistance to banality. In thecontext of urban environments their presence offers a strategy for human research that is

not fixed, but changing and based on stories. The buildings affect people's actions andvice versa. The traditional sense of architecture on social responsibility, filtered through


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the notion of "play" is reinvented in a new way to use space in a mode in constantevolution and transformation.

As installations and public art, these spaces and their structures can provide a relaxing

break in our daily lives. At each level, this encourages us to free ourselves of our isolatedself and interact with a great social group, perhaps only by curiosity to see a chandelier

resonate with light in a gallery or contribute to an interactive sculpture in the urban scale.(Helen Castle, 2007)

These projects obviously are not looking to change irrevocably the quality of life or lifeitself; what they may, however, is to offer (make available) new or other ways for people

interact with each other and also with the space around them. As Helen Castle (2005)argued, in an urban context, where some cities are densely populated, more than 10

million people, these environments aim to transform the anonymous person, who is in thecrowd, in a single individual, creating opportunities and encouraging interaction. In publicspaces such as museums and art galleries, these applications allow each visitor tointeract in a completely different way. If conventionally, it is required that the visitor mustbe kept with a relative distance to what is being exhibited; interactive works of art seek to

have a closer relation/connection with the public; noise and touch, if not previouslyrequested, are often suggested to visitors.

The aspiration of interactive art focuses largely on the experience of individuals. Theirbroader challenge lies in its educational capacity. As Lucy Bullivant (2005) regards, thedigital projects that have been exhibited in museums and galleries of London have beensuccessful in bringing more diversity in the public galleries. However, the encouragement

of sociability is the great potential of interactivity, the ability to transcend everyday life.

E-LEARNING CAF OF PLO DA ASPRELA DESIGN: THE PROGRAM AND ITS

DESIGN

As Universities face the growing pressure to deliver high standards of education, the

efficient and effective use of their physical learning spaces is paramount for being able toprovide effective environments and facilities for learning and studying, which attractstudents in a competitive educational market. The U. Porto campus, through IRICUP(Instituto de Recursos e Iniciativas Comuns da Universidade do Porto - Institute ofResources and Common Initiatives of the University of Porto) pretends to offer varioustypes of learning spaces covered by technology within its boundaries: the E-LearningCaf of Plo da Asprela program is an important step in that direction. This project

created a set of new dynamic learning spaces that integrate social and study activities

and constitute a strategic relational dimension for all the people implicated in some waywith U. Porto. The general objective is to promote different types of communicationamong the users of university facilities, using ICT as the best means to structure andorganize the university space.

The program for E-Learning Caf and its spatial configuration wants to encourage

several types of group interaction, both for socializing and studying, promotinginterdisciplinary exchange of knowledge and experience. This means it can allow peopleto experience a set of diverse social and cultural events such as courses, readings,performances, workshops and other alike. In fact, these spaces will provide a newenvironment where social and learning activities are combined. Thus the whole academiccommunity can meet, exchange knowledge, share experiences and work in groups to

solve problems, promoting in this way interdisciplinary work and innovation.


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One important characteristic of this environment is its physical and virtual nature (thebuilding and its Internet site), which, linked together, create a richer relational dimension.

The result is allowing communication between people who may be seated far apart and astrong interrelation of ICT with space design, allowing for different types of spatial useand functions.

In recent years, with the development of ICT infrastructure in higher education, there hasbeen an increased discussion about the importance of the place, spatial principles ofdesign, and learning. Example of this is the book released in 2004 by EDUCASE about

Learning Spaces. In 2005, EDUCASE Learning Initiative, focused on the design ofinformal learning spaces and studied design elements associated with the effectivenessof informal learning spaces, and developed a guide for the design of diverse elements,assumptions and factors that contribute to the success when creating spaces for informallearning.

Thus, if in the past, when we talked about "learning spaces" in the context of highereducation, we thought about the traditional teaching classroom space and learning face-to-face, today we think other wise. In fact, despite still existing those classrooms it is very

clear that the concept of learning encompasses a whole range of different spaces andsituations where learning and teaching activities can take place and develop.

More than ever, learning nowadays happens outside the classrooms and classestimetables. With the increase in collaborative and group work, students are learning insmall groups outside the classroom, using spaces that ease the interaction betweenthem. ICT also has had a leading role in changing the learning spaces in many ways. For

example, nowadays we speak both in real space and virtual space, but unlike real space,the virtual spaces has no temporal distance between them and it is even possible to be inmultiple virtual spaces simultaneously.

Some research based design principles for learning environments and settings were

taken into account for this design (Sanoff 1992; Sanoff 2001) as, for example: stimulatingenvironments, places for group learning, linking indoor and outdoor places, public space,safety, changing displays, resources availability, flexibility, active / passive places, the

community as a learning environment.

Thus, we took into consideration global aspects as:

Anticipation thinking that social places should be designed in such a way toencourage people to use them also as learning spaces and that ICT is now and inthe future going to play a very important role in the design of those places;Imagination using, furniture, flooring, lightning and other architectonic elementsto create a strong identity, but giving a certain freedom for the institution and theusers of those spaces to personalize them in different ways;Implementation this meant, besides other things, involving a lot of different

people in the project, taking in account the sustainability of the program andintegrating ICT functionalities in the process mainly by using them as activecommunication tools within the design process;

Evaluation this means that the use of the E-Learning Caf is being monitoredand its Internet site is being used as the main communication platform for givingand receiving information on how this new space is perceived and utilized by theuniversity population.

It is important to say that the design of this space has an enormous influence on howpeople feel and behave in their daily lives, at home, school or work. In fact, architecturehas an intellectual content, conveys social meanings and is capable of influencing our

psychological and psychological states. Thus, we tried to think of a program and a set of


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levels and new ways for people to understand and interact with several public spaces.The aim is to enhance communication between several people and groups, linking the

virtual world of Internet and the physical places where people live and work. Otherimportant objectives are to explore the potentialities of blended' virtual and physicalresources. This means to give body to a set of interdisciplinary courses and seminars forgraduate studies that will comprise the active use of the platform

The CCRE have been have an active role in the role in the dynamization of the e-learningcultural program, its web platform has an important role in the disclosure of the events .

In order to achieve an effective communication CCRE explored the interactive potential ofInternet and used the digital representation of space and computer visualization toinformed extensively about the E-learning program and activities. A subgroup of CCRE Espao F-FAUP - also had an important role in all the cultural program related tophotographs exhibitions on the space and on its web platform.

The results of a questionnaire made to collect the opinion of users in respect for E-Learning Caf space shows that the E-Learning Caf are, in a generally way, satisfiedwith the E-Learning Caf cultural activities program (~17% evaluated, cultural activities

program in E-Learning Caf as very good, and ~34% as good, ~35% as neither good orbad) and they also say, in a general way, that the E-Learning Caf space is good forpromote the gathering groups to cultural activities (-21% evaluated as very good, ~46%

evaluated as good, ~30% as neither god or bad, 0% as bad or very bad)

The architectural program and its design

The new E-Learning Caf in Campus II of Asprela in U. Porto has as main target its

students and the new spatial configuration supports the creation of learning communitieswithin the university campus integrating ICT actively in the programs space layout and

functions (http://elearningcafe.up.pt/en/espaco.html). The program consists of four maininterrelated spaces: Cafetaria / Bar, Multimedia room, Chill-out room and Work / study

room.

Some important factors taken on board were the following: (a) Making sure people withmobility problems could access the space; (b) Refining the acoustics of the building and(b) creating a dynamic and appellative spatial ambience, using color and textures tomatch its program and objectives.

The E-Learning Caf project took advantage of the open space configuration of theatrium, first floor room and double height ceiling areas of an already existing Universitybuilding, which was being used erratically as a bar facility for students who were living ina nearby residential unit. The aim of the new design for the interior space of that buildingwas to bring together the students from different departments, promoting the exchange ofknowledge, experience, and group work encouraging interdisciplinary discussionsbetween them.

One of the first objectives of this new design was to free the interior space of that buildingfrom all of its architectural noise as mismatched colours, textures and materials. The aimwas to create a strong coherent and flexible spatial design, linked to the new E-LearningCaf program. A new set of interrelated spaces, having each one of those places, an

individual ambience and design reinforcing its particular purpose or use, and the adoptionof solutions that assured easiness for users or programmers to change some

characteristics or ambiences of those spaces. This last aspect was important because itgave a greater flexibility for the E-Learning Caf space to be renovated, making possiblefor students to personalize certain spaces and change ambiences without compromisingthe overall unity and architectural coherence of the global space. The different ambiences

that are created for each area are mostly the result of thinking the new furniture and itslayout as an important spatial design element for characterizing the space and by


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controlling the natural light and applying different types of artificial lighting to eachindividual area. The interior building signage is still being studied and the objective is to

create a set of strong and clear orientation signs, well integrated in the proposed spatialdesign, allowing people to easily identify the way to the different spaces i.e. Cafetaria /Bar, Multimedia room, Chill-out room and Work / study room and emergency exits.

The possibility for students to fix, stick or place different letterings or artefacts on many ofthe walls will hopefully allow them to appropriate the space with their own work and visuallanguage. To facilitate this appropriation and individual characterization of the physical

environment we designed the walls and ceiling using white cork material. All of thesecomponents have high sound absorbency characteristics that allow to control the soundon the different spaces without having to use doors and therefore with no segmentationof the actual space.

Figure 1. E-Learning Caf plan


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Atrium, access and circulation space

The building has four main entries and we propose a new design for the door openings tomatch the rest of the building frames, creating a more unified exterior image.

Nevertheless, the exterior of the building does not really suffer any change being justsubject to some restoration and maintenance work.

Access to the second floor is through two symmetrical stairs positioned on the first floornear the West entrance that gives access to an open garden space. The different spaceson the first floor distribute themselves around a central octagonal atrium. This centralarea, equipped with some puffs and a multimedia kiosk, links the different ambiences of

the rooms and serves as an entrance and distribution hall for the E-Learning Caf. Wepropose, for the ground level, a homogeneous floor covering material in grey, which is

resistant and easily washable. This neutral surface colour will simultaneously give unity,reinforcing the fluidity of the E-Learning Caf space, and serve as a background for thedifferent furniture and elements of the other rooms. A new suspended plaster ceiling isapplied and we propose also the design of a new door in the West wing corridor entranceand a new set of shelves with two small niches to place a set of vending machines for

food and drinks. The access and circulation space has as its most important referencethe atrium, which is the central area with double ceiling height and natural lighting andthe place where the four corridors that give access to the main entries of the building

intersect.

All the space is accessible to people with motor diff iculties, and for that it was found asolution of an elevator platform that links the first and the second floor.

Cafeteria / Bar

The new bar is located on the first floor left West side and has two main areas: (a) thepreparation of food and attendance vicinity and (b) the sitting area located where theceiling is double height. The bar relates directly with the other informal working areas of

this floor, encouraging the use of these spaces both for socializing and studyingactivities.

In order to create a feeling of shelter in the bar area that has a double height ceiling, wedecided to change its scale perception, making the place less visually exposed from the

upper floor by placing a set of overhead pendant lights, at the height of about 2,5 metersfrom the floor. This rain of pendent lights fills the volume of space in this very large

Figure 2. Atrium


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room and will visually 'draw down' its high ceiling and help to define and delineate the barzone, adding a certain intimacy to it.

The green colour was chosen for the table furniture thinking on its tranquilizing and calm

properties so important for people to relax. The walls, as was already pointed out, allowfor students to personalize them with graphic material or other type of information.

Multimedia room

This multifunctional space, located on the first floor right West side, has also a double

height ceiling and was designed to be the heart of all the performances and activitiestaking place in E-Learning Caf that aim to animate and give a strong dynamic to this

place. The objective is to manipulate the natural and artificial light in conjunction with theuse of ICT for creating different ambiences and allowing several types of interaction withthe people using the place. The pavement is made of the same resistant, washableneutral grey material so that light colours may be projected on top of it and as a resultdifferent ambiences are created. The first installation will be an interactive web camera

that will capture the movement of people and send a signal for different light colours to beprojected in the walls and floor.

When no performance is taking place, a set of informal movable furniture for socializingactivities or studying will be put in. This will assure that this area will be always in useand integrated with the different studying areas of the E-Learning Caf.

Figure 3. Cafetaria

Figure 4. Multimedia room


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Chill-out room

The objective is to use this South located half moon room both as an informal setting forrelaxed and calm socialization and for studying. This strategic area will link the bar and

multimedia rooms and will also serve as a transitional zone between the garden outsideand the inside area of the building. The room will have a tiled covered floor in a resistant

and textured material, a white plaster ceiling and its wall surfaces will also allow studentsto personalize them. The furniture for this room consists of a set of sitting pillows andsmall table furniture for working with laptops. In this way, we give a great freedom for

users to organize and locate themselves both inside the building or outside in the garden.

Maintenance and take over material facilitiesThis area is located in the North east sector and the space is subdivided in 5 main areas:

the delivery and take over area, the room for security guard, maintenance room, stockingroom and server room.

Working room

The working room area occupies the second floor and it is an open space designed toallow a set of different ambience / facility settings: an area with fixed computers

distributed longitudinally in rectangular tables for individual work and an area for groupwork with circular tables topped by suspended acoustic lump domes and other more

informal and less specific places.

The lightening and colours of the furniture will characterize differently these two

ambiences. Thus the fixed computers area for individual work is characterizedpredominantly by the blue colour and table lamps to give light in each individual table

allowing the user to control at his will the light intensity. The working group area adoptedorange to signal its different use and to obtain a higher diffusion of the light from the

domes. The blue chromatic characteristics were thought as good for calming the mindand giving concentration and orange was believed to stimulate students, triggering theirmotivation for group work.

Figure 5. ChillOut room


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The Garden

The E-Learning Caf is located in the middle of student studios for habitation, with a

surrounding area of garden. The increase of users in the space encouraged thearchitectural team to lead a contest open to transdisciplinary teams, composed withgraduate and post-graduate students of architecture, fine arts, landscaping and others,for the design project of the garden. The goal of this contest is to engage the academicpopulation, with an active role in the transformation of the university spaces.

E-LEARNING CAF: STUDY, EVALUATION AND METHODOLOGIES APPLIED

As we all know, every analytical method has its strengths and weaknesses, thus thechoice among which to choose depends mostly on the characteristics of the problem we

wish to find an answer, the objects that need to be studied and the characteristics of theinvestigation itself. Accordingly, we decided that the best choice was to have a blend ofdifferent methods for retrieving and processing data because this allowed choosing themost appropriate method accordingly to the topic and problem being addressed.

The analytic instruments that were used had as base the literature and experience

related to applying a post occupation evaluation methodology in teaching environments(Sannof, 2001) and the Space Syntax representation and analysis methods (Hillier andHanson, 1984, 1987). Applying these analytical methods for studying the buildingsdifferent uses and perceptions, allows us to identify, within reasonable confidence, the

morphologic rules and the functional changes occurred during its use, identifyingcompatibility / incompatibility factors between certain spatial properties and how thoseinteriors are used.

The post occupation evaluation method is an important analytic tool that allows trackingand evaluated in a systematic way the performance of diverse programs and builtenvironment. The singularity of this evaluation technique is the inclusion of the user itselfin the analysis process (Ornstein, 1995), allowing through the evaluation of technical,functional, economic, aesthetical and behavioural aspects of the environment, to

diagnose specific aspects of the spaces and its different uses.

Figure 6. Working room


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Table1. Users opinion for the space capacity to promote socialization, study and work (%)

In order to clarify the morphological structure of the E-Learning Caf, we had to decide

for the best technique to apply to the building within the space syntax method.Accordingly, in order to study this morphologic structure the axial technique was used,

among the several techniques available, because this procedure allows dividing thespace into one-dimensional units - the axial lines - reducing the vast set of hypothesis for

representing spatial paths to a single set of axis, which composes the axial map.The axial maps were processed by the MindWalk1 software.

Capacity of space to promote:

Socialization

betweenstudents (%)

Individual

study andacademicwork (%)

Group study

andacademic

work (%)(%)

Cultural

activities (%)

Very bad 0 0 0 0

Bad 0 0 1,3 0

Neither good or bad 14,3 23,4 3,9 28,6

Good 64,9 49,4 50,6 45,5

Very good 15,6 22,1 39,0 20,8

Missing System 5,2 2,6 5,2 5,2

Figure 7. E-learning caf convex diagram

and axial lines

Figure 8. Global integration axial map


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The most relevant information analyzed is the integration measure, which indicates thehighest and lowest integrations between the several studied components of the spatial

system. This measure may be represented quantitatively, by a single value, orqualitatively using a chromatic scale, which varies between red, orange, yellow, greenand blue, where the red lines represent the most integrated and the blues less integrated.

The axial maps of the space are represented on the figure 8.The integration process of each space reveals the relative distance between a singlespace and all the others, being translated by the minimum number of spaces to crossinside the building from one place to another.

The convex space integration values of the building are much varied, which indicates ahigh spatial variety from the most accessible spaces (integrated or flat) to the leastreachable spaces (segregated or profound). From the analysis of the integration valuesits possible to identify a set that constitutes the most integrated lines in the system that

corresponds to the atrium (1,3258), vertical accesses (0,9431) and corridors that link theatrium and the lateral entrances (1,1237). Its also possible to identify the most

segregated spaces that are the maintenance services and the bathrooms (with

integration values between 0,4901 and 0,5888). These values reveal the importance ofinformal spaces like atriums, corridors and galleries for socializing and meeting betweenstudents. These conclusions are reinforced by the values from the observation of uses inE-Learning Caf that shows that the atrium space is used essentially for meeting andsocializing (~60% of uses). The spaces with lowest values for integration reveal majoroccupancies of studding and work that are actions that demand more permanence in the

space.

The cafeteria is the space with more adaptability potential, handling different uses(gathering, eating, studding and group work), which may be justified by the globalintegration value of this space (0,6826), but also because of the possibility that students

have to move the tables as they wish, the internet wireless and electricity access for

working with laptops.

type of use % of observations in each space

atrium cafetaria multimedia roomchilloutroom

group workingroom

workingroom

studing allone 14 72 29 30 20 81

studing in group 26 21 67 67 76 18

socializing 60 7 4 3 4 1

Table2. Type of uses observed in the space (%)

The mean of integration indicates how the building, considered as a global system of

spaces, is more or less accessible in all their components. In this E-learning Caf spacesyntax analysis the mean integration is 0,8829, a value that indicates the clearness ofpaths and the easily perceptibility in the space.

The clearness of the spatial system is provided by the correlation value between the

connectivity and the global integration, since its the correlation involving a globalmeasure and the other, local, which indicates how much the local properties reveal themost generic properties. The local properties of the system reinforce the importance ofthe atriums, galleries, access ramps and corridors.


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The spaces that present minimum values of connectivity (with a value of 1) and control(with values between 0,1 and 0,25), and a local integration ray equal to 3 are, in general

the bath rooms, servers room, material requisition, storage, kitchen and technical room.

The space with a higher value of connectivity is the atrium (9) followed by the verticalaccess (7). The space with a higher control is also the atrium (6,5), and with a higher

local integration ray 3 clearing the importance that this space has also in a local level.In the E-Learning Caf spatial system, the more integrated spaces are the atrium andcirculation spaces, which reveal the importance of these kinds of places not only as animportant connection between other spaces, but also as gathering, meeting and

socializing places.

The experience of this kind of program and architecture, comprised of buildings designed

for socializing, studding and academic work, integrating significant ITC functionalities,informs us of the importance of articulated and flexible spaces and of how they canmanage many different uses. In our present example of E-learning Caf, we can point outthe cafeteria, multimedia room, chill-out room, and working room as these types ofspaces, as can be easily understood by their different programs and uses description inthis paper.

If we accept the rule of space syntax theory that different levels of space integrationvalues are related with diverse ways of socializing, then we can see that the E-learningCaf building offers different physical spaces for supporting various uses. In fact, we sawthat spaces more integrated favour a system with intense and informal interfaces that, inthis building, can be related with the atrium and corridors; while the most segregated

spaces correspond to more formal and rigid areas - services, bathrooms and materialrequisition room (see table 2).

In buildings for learning and studying activities, that should imply a set of spaces capable

of favouring different, complex and rich intellectual and physical human activities, the setof functional spaces - learning spaces, services, administrative, socializing/amusement

and others alike - should be of different types and configurations to ease the process ofinteraction and social inter-relations between people. It is also important to refer that aclear spatial organization also allows a more effective comprehension of those spaces bytheir users, which makes their appropriation and perception easier and stronger.

It seems to us important to refer that the possibility for creating or choosing a space thatcan function as an aggregator of other spaces, a break-out-space, in order to group allthe small places of the building, can be a potential factor for the effective learning andstudying performance of students in these university environments. This is so becausethese break-out-spaces offer the opportunity for students to meet and group together inan informal way: for example, we saw this happen to students when they gathered fordiscussion of ideas in the atrium and the hallways, thus these could be those aggregating

spaces. In fact, when this occurs, these spaces are enhancing the potential for socialinter-relation between students and, most important of all, they are functioning as spacesthat allow students to reload their mental energies by allowing them to relax and socially

interact with each other. At the same time, it is important to offer a set of more privateand quiet spaces for academic work, studding and learning, like the chill-out room andthe working area in E-learning Caf, where there are no extra activities as workshops,concerts or performances, like there is in the Multimedia room.

Judging what has been said until now, we believe that these results suggest the need fora new form of learning and social environment characterized by different activity settings,small-group activities and strong ITC integration. For this to happen, universities have to

be willing to change their facility planning process and their buildings programs anddesign. It was also seen how social areas in the university environment are important to


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enhance the learning and studying process and to create an overall atmosphere thatstudents can identify with and feel ownership of the environment where they study and

socially interact. Finally, a spatial evaluation system, as this study is one, of manypossible examples, should be the basis for making physical improvements to universitybuildings since evaluation is a method of identifying needs, making possible thecorrection and upgrade of these spaces in accordance to their functions.

All research has its limitat ions, and the present research, especially at this stage, hasbeen limited by factors of time. Nevertheless, changes may still be made based upon the

feedback and interaction that is established with the end-users through thequestionnaires. Most important, the work developed until now has proved to be a verysignificant example for the future development of the present E-Learning caf and othersimilar programs to be implemented in U. Porto Campus.

Conclusion and further work

With the experience and the results obtained until now with this research focused onsocialization and learning spaces with strong ICT integration, we can say, in generalterms, that articulated and flexible spaces able to manage different uses are ofparamount importance for encouraging strong interchange of ideas and diverse socialinteraction within a learning environment.

In fact, as was pointed out in the POE questionnaires, the overall impression of the E-Learning Caf space was considered, with a high percentage, Good and Very Good inrelation to being a stimulating ambient in respect to its space variety, flexibility and strongidentity (see table 2). These results are significant for this study, besides other reasons,

because they confirm the important principles that literature review pointed out asimportant characteristics for the architecture of rich learning and socializing spaces

Also, a very important result, was the high percentage of students who considered the E-

Learning Caf spaces Good and very Good for Socialization, Individual Study, GroupStudy and Cultural activities (see table 1). Again, these types of uses that obtained so

good results are also considered of paramount importance for building a r ich learning andstudy ambience supporting a community of inquiry.

In relation to the results obtained with the space syntax methodology, the followingconclusions seemed to be of paramount importance. In the first place, that the spaces

more integrated favor a system with intense and informal interfaces the atrium andcorridors - and that these spaces are a potential factor for the effective learning andstudying performance. This is so because they are break-out-spaces that allow studentsto meet and group together in discussion of ideas in/betweenthe other spaces that areused for more specific, academic and concentrated studies or work individual work andgroup work rooms or even the chill out room. Thus, they constitute spaces that connectwith and aggregate the other rooms and are used simultaneously for reloading students

mental energies by relaxation and social interaction. This mental reloading is even moreobvious when break-out-spaces connect with and aggregate rooms with traditionalconfiguration layouts that give little possibility for group work interaction or free

interchange of ideas between students, something that still happens in many universitiesor departments.

Let me stress again the importance of existing break-out-spaces: (1) that offer high levels

of integration and connectivity, (2) that are strategically positioned in order to efficientlyaggregate around them other rooms/spaces and (3) simultaneously allow and encouragegroup and social interaction reloading mental energies and encouraging socialization. Itis these aspects that support and reinforce a Community of Inquiry based on cultivating

the intellect not only through scholarship, but also by socialization and free exchange ofideas, as well as critical, ethical, and creative thinking, dialogue and action.


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Thus we believe that It is by integrating technologies and architectural digital artifactsactively in the design process that these can (1) foster communication and interaction

between people; (2) allow for different levels of privacy and types of activities within auniversity facility or program; (3) open these university places and programs to the cityand abroad.

Taking into account all that has been said until now, we believe that these resultssuggest the need for a new form of learning and social environment characterized bydifferent activity settings, small-group activities and strong ITC integration.

For this to happen, universities have to be willing to change their facility planning process

and their buildings programs and design. It was also seen how social areas in theuniversity environment are important to enhance the learning and studying process and

to create an overall atmosphere with which students can identify and feel a sense ofownership of the environment where they study and socially interact. Finally, a spatialevaluation system, as this study is one, of many possible examples, should be the basisfor making physical improvements to university buildings since evaluation is a method ofidentifying needs, making possible the correction and upgrade of these spaces in

accordance to their functions.All research has its limitations, and the present research, especially at this stage, hasbeen limited by factors of time. Nevertheless, changes may still be made based upon thefeedback and interaction that is established with the end-users through thequestionnaires. Most important, the work developed until now has proved to be a verysignificant example for the future development of the present E-Learning Caf and other

similar programs to be implemented in U. Porto Campus.


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