formfield³ - folio

Overcrowded tutorial environments.

Minimal one on one time with tutor.

Universities lacking specic intellectual resources (human resources i.e. lecturers)

- Resourcing space

Utilisation of space is a major issue in the resourcing of a university. 18% of some spaces are used in a 24 hr. period.

- Old fashioned teaching environment

Lecture halls and large class room teaching environments are proving to be a less effective way of delivering knowledge due to lack of interaction and low stimulating environment.

- Inexible

The lecture format also is a compulsory form of learning that offers little to no exiblity of the learning environment and the time in which it is held.

Key Issues

- Virtual Environments

With the rapid growth of technology universities have the potential to share resources and improve the quality of formal learning experience.

The concept of sharing intellectual resources make a student from a small university in a developing country in Africa has an opportunity to jointhrough technologya class with an expert-qualied lecturer in Melbourne.1

- Greater integration of community and professional industry. Shift the current mode of learning from large lecture halls to experience within industry type environments.

- Reduce the leap from higher education to professional working environment

- Use of space within a university is redened to enhance the use of virtual learning and to reduce the waste of resources and spaces.

- Digitising information to reduce space taken up by libraries. Reduce elds of physical information down to the size of an iPad linked to a virtual database.

- Provide all students with the appropriate technology to access the information

- Dene spaces that enrich the use of virtual learning and cater for everyones needs ranging from quiet intimate spaces to more social community integrated spaces both internally and externally.

1 Future Learning Environments, http://elganet.wordpress.com/2008/04/15/the-future-learning-environment/

Community

University

Industry

Future Possiblities

Labratories

Program Layout

Classrooms Admin Computer Labs Private Study Eating/Cafe Circulation

Refracted rayA

B C

Normal

Incedent ray Emergent ray

Normal

Light Refraction - Prism

Refractive Index Air: 1.00003

Simulation: 3Ds Max

Refractive Index Water: 1.33

Refractive Index Plastic: 1.45

Refractive Index Glass: 1.6

Imagery and diagrams: http://en.wikipedia.org/wiki/Prism_%28optics%29

The Experiement

Aim: - To identify and emulate the properties of light refraction through a triangular prism. - Apply the results to redene circulation and program relationships with an existing

Rules:

Plan

- Light enters rst prism located at entry point 60 degrees to normal.

- Where light path intersects with horizontal a new prism is created, rotation deter-mined by user.

- Breakout space is formed where new prism is generated.

- Existing circulation paths to re-align to light paths - Where light paths cross vertically void space is created.

- No area is to be lost

Elevation

- Where light path intersects with vertical new prism is created.

Properties/Conditions

Hunch - Potential Results:

- Dene a more dynamic relationship of program both in plan and section ally.

- Programs to potentially overlap and create visible links between levels and circulation.

- Maintain visual connection between breakout spaces.

- Create a more rened relationship with indoor/outdoor spaces, across all oors.

- Natural lighting to be brought into void spaces and varied edge conditions

- Redene the circulatory journey through the building.

Simulation: 3ds MaxIndex Refraction:1.6

Possible refractions

Floor Plate Proles

Section Proles

Frozen Moment

Labratory

Classroom

Admin

Classroom

Admin

OutdoorTerrace

Cafe

Enrty

Ground Floor Plan First Floor Plan

Section A

Section BSection B

Section A Section A

Foyer

Foyer Foyer Foyer

ClassroomCirculation Admin Classroom Admin

ClassroomsAdmin Computer Lab

Computer LabStudy Space

Labratory

Labratory

Labratory

Labratory

Classrooms

Classrooms

Admin

Classrooms Classrooms

Classrooms

CafeLabratoryLabratory

Classrooms

Computer Lab

Admin

Computer Lab

Study Space

Admin

Second Floor Plan Third Floor Plan

Section B

Section B Section A Section B Section A

3200 sqm

2000 sqm

FORMFIELD Exper iment 03.. . .Uncerta in Condit ions - Publ ic/Pr ivate - Ci rcu lat ion- Ins ide/Outs ide James Loder//

VIEW 4

VIEW 1

VIEW 2

VIEW 3

The Experiement

Aim: Using the properties of light refraction and dispersion to inform the location, form and spatial relationship of internal and external circulation.

To dene areas of external social and learning spaces.

Integrate circulation of site across campus

Rules:

Rules:

Starting point of light is located where proposed mass connects with existing pathway. Light enters at 3 angles.

Prisms are located across a standard building grid.

Light paths carve through the building mass creating 3m wide pathways of external circulation.

Where several lines converge, large intersection and breakout space is formed

Where light reaches the boundary of building mass and open space light dispersion occurs.

Dispersion is represented by slopes in section and steps in plan.

Where volume is lost it is repositioned between dispersed areas of open space.


Refraction Dispersion


Creates visual connections with open spaces and circulation intersections

Forms social spaces about exterior of building comprised of steps slopes and grass areas.

Denes ngers of programs that intertwine about the open space and external circulation.

Blurs the boundaries of building mass and landscape.

Draws paths from points across the site that help inform circulation across the campus


111

111

111

11211

2

110

111

111

110

112

111

112

112

112

112

111

111

111.92

112

112

115

114

113

111

117

113 3900 sqm2057sqm

VIEW 4

VIEW 1

VIEW 2

VIEW 3


Low Degree

High Degree

The Experiement

Aim: Using a system of branching to shift oorplates sectionally allowing for a blurred relationship between programmatic spaces.

Rules:

Rules:

Align a fractal branching pattern to the centre of the section of existing mass

Allow for a at platform of 10 m between each branch point

Shift oor plates to branch pattern in section with a 10 m width in plan.

Seed a new branch at the top and bottom of the existing mass to allow for lost surface area and to continue the system up one level and down one level below existing.

Split the pattern in plan to a 20 m width oor plate that allows for a undisturbed circulation journey

Run the same system ipped from the opposite elevation

Ramps of low degree will allow for program

Ramps of high degree will require stepped platforms that will cater for social and study



Create a varied and continuous circulatory journey through the building

Form social and study areas intergrated into main circulation

Visibly blur the boundaries of programs though shifted oor plates

Dene external spaces within the building levels

Create a roof deck for open space and social environment

FORMFIELD Exper iment 04 MIS-USED - MIS-APPROPRIATED AND STRANGLY HYBRID TYPES James Loder//

FORMFIELD Exper iment 04 MIS-USED - MIS-APPROPRIATED AND STRANGLY HYBRID TYPES James Loder//

Swarminging Development

Aim: Using the characteristics of swarming to form circulation and social spaces.

Rules:

Rules:

Swarm of particles over each oor plate

Drag points with various strengths represent possible program spaces

Particles dene the form of the circulation oor plate

Program is then reinserted into the negative space of the circulation oor plate


Create stepped social and informal learning environments intergrated amongst the program spaces

Breakout spaces are formed at boundary edges

FORMFIELD The Tool Box + Road Map James Loder//

Light Refraction Development

Development Rules:

Amplify conditions

Increase number of prisms both in plan and sectionally

Blur the program spaces in section by forming a stepped prole



Light Refraction/Diffusion Development

Development Rules:

Extend conditions and language of process out into landscape to further embed the gure ground


Development Rules:

Pods bud off from the main circulation where a void exists to create private study and oasis spaces.

Branching Development

Study/OasisSpace

Diller Scofidio Renfro - Julliard School

Morphosis - Cooper Union

Foreign Office - Yokohama Ferry Terminal Lyons - Speculative Learning EnvionmentsFlinders Lane

OMA - Jussieu Library Wiel Arets - Utrecht Library 3XN - Orestad College

AttitudesResearch

Propositions Through process based experiments

Swarming Social and informal learning environments

Light Refraction Organisation of program and circulatory journey

Light Refraction & Dispersion External laneway circulation and social space

Branching Internal circulation and organisation of program with study social space

Solar Irradiation Ornament that responds to site conditions and building function

Light Refraction/DispersionOpen Space & Building Envelope

Aim: Using the properties of light refraction and dispersion to inform the location, form and spatial relationship of external circulation and open space.

To define areas of external social and learning spaces.

Integrate circulation of site across campus

Rules:

Starting point of light is located where proposed mass connects with existing pathway.


Light paths carve through the building mass creating 3.5m wide pathways of external circulation.




Light cuts into the existing landscape creating mounds stepping up to the displaced volume to create seating.

BranchingInternal Organisation

Aim: Using a system of branching to shift floorplates sectionally allowing for a blurred relationship between programmatic spaces.

Rules


Allow for a flat platform of 10 m between each branch point



Ramps of high degree will require stepped platforms that will cater for social and study areas.

Study/OasisSpace

Solar IrradiationOrnament

Aim:

Using solar irradition to map a series of components across a building surface to provide functional and ornamental qualities

FORMFIELD MID-SEMESTER JAMES LODER

Site Plan 1:750

Future Building

Clements Drv

Basement Access

Ple

nty

Rd

Connection to East Capmus

Workshop/Laboratory

Classroom

Classroom

Workshop/Laboratory

Basement 1:400 Ground 1:400

Computer Lab

Computer Lab

Computer Lab

Computer LabComputer

Lab

Classroom

Display/GalleryPlaza

Classroom

Classroom

Classroom

Classroom

Student Lounge

Cafe

Postgrad/Study

Postgrad/Study

Workshop/Laboratory

Workshop/Laboratory

Workshop/Laboratory

Workshop/Laboratory

Workshop/Laboratory

Workshop/Laboratory

Void

Workshop/Laboratory

Wind Tunnel

Computer Lab

Computer Lab

Computer Lab

Computer Lab

Workshop/Laboratory

Workshop/Laboratory

Workshop/Laboratory

Workshop/Laboratory

Workshop/Laboratory

Workshop/Laboratory

Ofce Admin

Ofce Admin

Ofce Admin

Postgrad/Study

Postgrad/Study

Postgrad/Study

Postgrad/Study

Postgrad/Study

Lecture Theatre

OasisPod

ClassroomClassroom

Classroom

Classroom

Classroom

Classroom

Level 2 1:400Level 1 1:400

Dene formal qualities of a mass. Shift and reorganize existing program and circulation

Carve out an internal street network of social spaces and blur the gure ground of the building. Intergrate into the campus circulation

Create a varied ground plane surface that weaves a circulation path through the existing program. Social and informal learning spaces are formed.

Ampilify the conditions of the oor plates to create a seamless and varied journey through the building

Programs are blurred in section and social spaces are formed around circulation.

Oasis pods bud off to form study and private spaces.

Hybrid

???


Refraction

Refraction Diffusion Swarming

Branching

Tool Box - Road Map

RMIT School of Aerospace, Mechanical and Manufacturing Engineering FORMFIELD James Loder

Site Plan 1:750

Laboratory

Class/Computer Lab

Post-graduate Study

Class/Computer Lab

Post-graduate Study

1 Class Room/Computer Lab2 Sports Engineering3 Mechatronics Lab4 Material Testing Lab5 Wet Layout Composites Lab6 Mechatronics Lab7 Administration

127

3

41

1

1

5

16

1

1

2

1

3

3

1 Class Room/Computer Lab2 Lecture Theate3 Administartion

First Floor 1:300

Second Floor 1:300

Process 2: Light Refraction/Dispersion Building Mass and Evenelope

Devices PrecedenceSwarming Light Refraction Light Dispersion Branching Solar Irradiation

Process 6: Coloured Light Refraction Landscape

Process 4: Branching Internal Organisation

Process 5: Solar Irradiation Ornament

Red/Red 200mm

600mmGreen/Green

800mmPurple/Purple SteppedBlue/Blue

SteppedBlue/Green

SteppedBlue/Red

SteppedBlue/Purple1000mmPurple/Red 1400mmRed/Green

1200mmPurple/Green

Aim: Using the properties of light refraction and dispersion to inform the location, form and spatial relationship of external circulation and open space.

Rules:

Starting point of light is located where proposed mass connects with existing pathway.


Light paths carve through the building mass creating 3.5m wide pathways of external circulation.




Light cuts into the existing landscapecreating mounds stepping up to the dis-placed volume to create seating.

Aim: Using a system of branching to shift floorplates sectionally allowing for a blurred relationship between programmatic spaces.

Aim: Create a skin system that responds to site conditions and internal circulation use

Rules


Allow for a flat platform of 10 m between each branch point



Ramps of high degree will require stepped platforms that will cater for social and study areas.

Rules

Using solar irradiation mapping across the building mass to determine panel opening in the xy direction.

Combine the solar map with a circulation use map to determine the height of the opening for better view lines.

Rules

Input 5 different colour beams of light across a prism grid.

Prism grid is laid out across existing landscape.

Where two colours intersect the ground plane is lifted a specific height based on the colours.

All blue beams of light create stepped profiles down into the landscape.

10% open 20% open 40% open 60% open 80% open 90% open

Laboratory

Class/Computer Lab

1 Class Room/Computer Lab2 Engine Test Cell 3 Thermo Fluids Lab4 Machinery Lab5 Workshop6 Material Testing Lab7 Mechatronics Laboratory8 Structures Laboratory9 Curing Composites Lab10 Wet Layout Composites Lab11 Pre-peg Composites Lab12 Wind Tunel13 Advanced Manufacturing14 Automotive Laboratories15 Exhibition16 Student Lounge17 Cafe

3

2 1

12

1

3

3

1

9

11

10

9

11

4

15

15

1

1 1

10

45

17

8

1611

1

1

12

6

1

13

14

Basement 1:300

Ground Floor 1:300

formfield³ - folio

Documents

future learning environments

use of virtual learning

light paths

plan light

compulsory form of learning

current mode of learning

information dene spaces

waste of resources