Campus as Network Embedding Learning Landscapes across the University estate April 2012

1. Campus as NetworkEmbedding Learning Landscapes across the University estate April 2012 Sam WilliamsSpace Planning & Strategy Manager and Jayne BannisterSpace Planning Officer

2. Contents • Space planning at Lincoln • Learning Landscapes – the four Es • Efficiency – making it all fit in • Effectiveness – making it all fit for purpose • Expression – the idea of the University of Lincoln • Experience – benefiting students and staff • The campus as a network of places • Getting there: human-scale interventions • Low cost, high impact: specific proposals

3. University of Lincoln strategic objectives (from the Strategic Plan) To continuously improve our learning environment based on personal engagement with all students through quality research-engaged teaching and learning where students create and develop new knowledge in collaboration with their lecturers To promote an internationalised culture of enterprise and innovation across our communities - locally, regionally and internationally, working closely with employers To develop and promote purposeful knowledge and research and develop innovative practices working to support the changing environment To help students develop into highly engaged, employable and creative-thinking graduates who contribute to the development of the society and economy To create a financial environment to allow us to invest in our future

4. Space Planning & Strategy team mission: Optimise the University’s space in support of the University’s objectives

5. Key parameters for space planning • Availability – how much space, or more correctly how much capacity, is optimal, and how much exists? • Quality – how efficient, effective and expressive are the spaces? • Utilisation – how, when, why, by whom, and to what extent are the spaces theoretically and actually used? • Impacts – what are the strategic benefits, costs, and other results which flow from the spaces?

6. Institutional competencies for space planning • Describe current conditions (footprint, allocation, use, cost, suitability etc) • Share this information with stakeholders • Understand the reasons for current conditions • Predict future conditions given planned changes • Optimise conditions to support organisational goals

7. Expression Learning Landscapes The experiences of students and staff in University spaces will be shaped by the interactions between three agendas which are in constant tension and must be balanced: efficiency, effectiveness, and expression (the idea of the University). Student and staffExperiences Efficiency Effectiveness Neary, Williams et al. (2010) Learning Landscapes in Higher Education (http://learninglandscapes.lincoln.ac.uk)

8. Central pool room size mix as of April 2012 Each horizontal line represents one room

9. In-situ, on-demand booking solutions Room Wizard - Steelcase Meeting Monitor - QED Meeting Monitor on iPad - QED

10. Expression Student and staffExperiences Efficiency Effectiveness Neary, Williams et al. (2010) Learning Landscapes in Higher Education (http://learninglandscapes.lincoln.ac.uk)

11. Pedagogy Comfort Access Aspirations Density Location Furniture Finishes The physical space Spontaneity Community Servicing Scheduling Technologies Demography Lifestyle Terms of use Focus Not just space planning, but place planning

12. “With greater mobility, students have a choice in where they can work and tend to gravitate to spaces they enjoy– so quality of design matters more. New space models for educational institutions therefore need to focus on enhancing quality of life as well as supporting the learning experience.” Shirley Dugdale (2009) Space strategies for the new learning landscape

13. The non-stick campus Lecture Seminar 9am 10am 11am 1pm 12pm 2pm Arrive on campus Leave campus

14. The sticky campus 9am 10am 11am 1pm 12pm 2pm • Students choose to occupy the campus for longer • Reading • Working on group projects • Socialising • Relaxing

15. Levels of student access to space – a simplified model Poor I can’t access the space / resource at all[even worse] and I can’t see why this is the case. Good I need to book the space / resource in advance, but I know how to do so and it is easy. Best I can walk up to the space / the resource and just use it without booking.

16. Plan-Do-Check-Act cycle (from Deming)

17. Space fitness over time * Periodic intervention Fitness Maintenance only Time

18. HIGH Cost LOW Good projects Bad projects LOW Contribution to strategy HIGH

19. Kaizen approach: many small, human-scale interventions which have a large compound effect HIGH Cost LOW LOW Contribution to strategy HIGH

20. Campus as network

21. Learning Landscapes are designed to create rich and memorable user experiences as we navigate physical places and virtual environments. Magnets, landmarks, and icons as well as strong connections and clear organization help bring people and activities together in a meaningful way. Within this collage of spaces and programs, uses and communities mix – each part of a system of layered ownership as in a lively urban neighbourhood – so that the campus may grow into a fertile ground for learning, discovery, and interaction. DEGW

22. Campus overview Recommendation 1: Analyse the Whole Campus as Learning Space Shirley Dugdale (2009) Space Strategies for the New Learning Landscape Provide a network of places for learning, discovery and discourse between students, faculty, staff and the wider community Support multiple types of learning: collaborative / blended / integrated / immersive / hybrid

23. Campus as network

24. Characteristics domestic meeting place hub contemplative cultural entertainment sports recreational domestic

25. Outdoor interventions - creating new placesalong existing desire lines

26. Possible outdoor areas for interventions (black)

27. Create and enhance places (blue) along existing desire lines (red)

28. Define entry and arrival points – not just with markers but with pauses

29. Vehicular Entrance Pedestrian Entrance Arrival Statement Learning Landscapes Key nodes: spaces and places to connect

30. 2 2 3 2 4 1 1 2 Connecting spaces and places - the northern crossing (between MAB and MHT) • 2 Place making: • Part of the Learning Corridor • Provide places for encounter and collaboration • Introduce a range of outdoor seating and booths • 3 Surface treatment and detail: • Remove existing loose slate • Provide useable surfaces • Acknowledge desire lines • Introduce inhabitable spaces • 1 Interior spaces: • Part of the Learning Corridor • Provide places for individual study and collaboration • 4 Canopy: • Remove and relocate existing trees • Provide useable outdoor space even when raining • Assist in the dispersal of smokers away from building entrances

31. Create external / semi-external rooms Cabot Footbridge, Bristol Cabot Circus, Bristol Cabot Circus, Bristol Arizona State University – Atkins Fabrication La Grande Arche de la Defence

32. Small structures The Bucky Bar - Pop-up Architecture, Rotterdam Pavilion, Bratislava – Vallo Sadovsky Architects Sky River Bubble Hotel, France

33. Create memorable outdoor places

34. Urban parks Railway sleeper benches Emu Ivy collection – Paola Navone Outdoor Chesterfield – DWR Design Studio Harrogate Skatepark – Maverick Industries

35. Indoor interventions Rethinking formal spaces,exploiting connective spaces

37. Supporting Student as Producer: new classrooms for a new learning and teaching paradigm

38. Impact of learning modes on space requirements (by DEGW)

39. Supporting Student as Producer: new classrooms for a new learning and teaching paradigm

40. Supporting Student as Producer: new classrooms for a new learning and teaching paradigm

42. Learning corridor concepts (by DEGW) - 2

43. Learning corridor concepts (by DEGW) - 1

44. The learning corridor – examples of human-scale interventions - New LPAC Café / box office shutters Remove the need for the fire safety shutter… Install new shutters …make the space useable when the café is closed

45. 1 2 3 4 The learning corridor – examples of human-scale interventions - LPAC 1st floor 1Upholstered seating booth Introduce a place to work, rehearse and socialise 2 Upholstered fixed bench Provide additional seating for students and studio visitors 3Plumbed water fountain Save on energy, cost and eliminate clutter from existing water bottles 4Computer console Provide computer access for all

46. Inventive settings Car furniture - Meritalia Brandbase Shipping Pallet Office – Most Architects

47. Comfortable booths for different levels and typesof engagement (and disengagement) Ravensbourne College, Greenwich Learning Zone, University of Lancaster

48. The learning corridor Collaborative settings

49. The North Entrance - a key intervention site

50. High impact arrival meet - study - relax relax - contemplate Pause: Locate, orientate and introduce Arrival: Announcement • Opportunity: • to make a statement • to provide a learning environment • Experience: • processional route • ‘what’s on’ information • historical connections • links to the city