fundamentals learning: an integral … 1 universidad ceu-san pablo tu - delft 2011 pablo campos...

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UNIVERSIDAD CEU-SAN PABLO TU - DELFT 2011 Pablo Campos Calvo-Sotelo

Ministry of Education

Research Project – TU - DELFT

________________________________________________________ “Innovative spaces for University excellence:

study of paradigms for learning optimization and

adaptation to the European Higher Education Area”

“The Educational Campus:

a conceptual model for innovation”

Pablo Campos – Research Project Director

Designing and managing the campus of the future

EXPERT MEETING - Delft University of Technology

April 11th, 2011


FUNDAMENTALS

AFFECTION, COMMUNITY AND SPACE

LEARNING: AN INTEGRAL PROCESS

WHAT, HOW, WHERE

PROPOSAL

THE “EDUCATIONAL CAMPUS”

+ A QUESTION ON INNOVATION

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FUNDAMENTALS



EDUCATION = AFFECTIVE ACT

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EDUCATION = COMMUNITY ACT

1 + 1 = 3


EDUCATION = SPATIAL ACT

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“The curriculum embedded in any building instructs as fully and

powerfully as any course taught in it .”

David Orr, “The Nature of Design”, 2002

Professor Environmental Sciences, Oberlin College, Ohio.



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TEACHING & RESEARCH PROJECT

DIDACTIC!

TEACHING & RESEARCH PROJECT- DIDACTIC!



Contents x Modalities x Places = DIDACTIC!

FIRST FACTOR : CONTENTS

TEACHING PROJECT

RESEARCH PROJECT

SECOND FACTOR : MODALITIES

TEACHING PROJECT

RESEARCH PROJECT

THIRD FACTOR : PLACES

TEACHING PROJECT

RESEARCH PROJECT


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WHAT TO LEARN?


1º Curso: Introducción a la Arquitectura

Introduction to Architecture

1.-Arquitectura y Proyecto 2.-Forma, Percepción y Geometría 3.-Técnica y Materia 4.-La Función en la arquitectura 5.-El espacio en la Historia 6.-El espacio moderno 7.-Luz y color 8.-Lugar y Contexto I. Naturaleza y Paisaje 9.-Lugar y Contexto II. La ciudad 10.-Arquitectura y Sociedad. Símbolos, Psicología y Empatía 11.-Fenomenología del habitar 12.-Los maestros de la arquitectura moderna F. L. Wright, Le Corbusier, Mies Van der Rohe, Alvar Aalto

MISIÓN DIDÁCTICA

CONOCER PERCIBIR

EXPERIMENTAR ANALIZAR

INTERPRETAR


2º Curso: Teoría y Crítica de la Arquitectura

1.-TEORÍA DE ARQUITECTURA 1.1.-Conceptos fundamentales.

1.1.1.-Consideraciones preliminares 1.1.2.-Teoría de la Arquitectura – La composición. 1.1.3.-El rol de la Historia, la Teoría y la Crítica en Arquitectura 1.2.-La Teoría en la Historia de la Arquitectura 1.2.1.-La Teoría en la Arquitectura clásica

1.2.2.-La Teoría en la Arquitectura moderna 1.2.2.1.-La historiografía operativa del Movimiento Moderno 1.2.2.2.-Escritos de los protagonistas 1.2.2.3.-Robert Venturi

2.-ANÁLISIS DE ARQUITECTURA 3.-CRÍTICA DE ARQUITECTURA 3.1.-Concepto y objetivos de la Crítica 3.2.-La Crítica en la Historia de la Arquitectura

3.3.-Crítica, obra de creación y Teoría 3.4.-El espacio y los límites de la Crítica

MISIÓN DIDÁCTICA

ANALIZA INTERPRETAR

FUNDAMENTAR REFLEXIONAR

CRITICAR

3º Curso: Composición Arquitectónica

Architectural Composition

PARTE I-Fundamentos de la Composición Arquitectónica

TEMA 1 - Introducción a la Composición arquitectónica TEMA 2 - Punto, línea, Plano, Volumen y Espacio TEMA 3 - Elementos y Forma en la composición

arquitectónica TEMA 4 - Proporción, escala y módulo TEMA 5 - Principios y conceptos TEMA 6 - Mecanismos formales de composición TEMA 7 - Percepción e Interpretación de la Arquitectura TEMA 8 - El lugar: Límite y contexto

PARTE II – Estudios

Temas de Composición Estudio compositivo de la obra de arquitectos

MISIÓN DIDÁCTICA

INTERPRETAR FUNDAMENTAR

INSPIRAR PROPONER

FIRST FACTOR - CONTENTS

AREA OF KNOWLEDGE: ARCHITECTURAL PROJECTS

OTHER AREAS OF KNOWLEDGE: URBANISM, HISTORY, CONSTRUCTION,…


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FIRST FACTOR VALUES



HOW TO LEARN?


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SECOND FACTOR - MODALITIES

INNOVATIVE SPACES

______________________________________________________ Teaching & Learning Modalities


OECD – Riga

IMAGES (order: left-right + up-down):

Aula magna of the University of La Laguna

University of Otaniemi.

University of Virginia: Lawn

Free University of Berlin

Masterly interactive lesson

Rembrandt van Rijn: The lesson of anathomy ofDoctor Tulp

University of Utrecht: Educatorium

University Carlos III: “bolonized” classroom

Lesson with panel using digital board

University of Navarra

Ipswich Middle School

School in Nagele

Illinois Institute of Technology: Crown Hall

University of Porto: School of Architecture

Illinois Institute of Technology. Crown Hall

Idea-sharing session

School in external spaces, Los Angeles

Orphanage in Amsterdam

INNOVATIVE TEACHING&LEARNING MODALITIES

FEATURES

1. T

RA

DIT

ION

AL

M

AS

TE

RLY

LE

SS

ON

• Capacity: 50-400 (depending on type of career) •! Position of professor: edge (traditional)

•! Type of furniture: fixed •! Furniture display: unidirectional •! Architectural typology: simple geometries •! Floor section: inclined or horizontal (more recommendable, as it enables partitions) • Liturgical type of space (focalized)

TYPOLOGY IMAGES

2. IN

TE

RA

CT

IVE

MA

ST

ER

LY L

ES

SO

N

• Capacity: 50-400 (depending on type of career) •! Position of professor: center (traditional)

•! Type of furniture: fixed •! Furniture display: unidirectional •! Architectural typology: simple geometries •! Floor section: inclined or horizontal (more recommendable, as it enables partitions) • Liturgical type of space (concelebrative)

3. P

AN

EL

BA

SE

D M

AS

TE

RLY

LE

SS

ON

• Capacity: 10-30 (depending on type of career) •! Position of professor: center •! Type of furniture: mobile •! Furniture display: unidirectional (small distance to panel) •! Architectural typology: simple geometries •! Floor section: inclined or horizontal (more recommendable, as it enables partitions) • Drama-type of space

4. P

OL

AR

IZE

D –

PE

ER

TU

TO

RIN

G

•! Capacity: 10-30 (depending on type of career) •! Position of professor: center or edge •! Type of furniture: mobile •! Furniture display: multidirectional (sbut oriented towards the professor) •! Architectural typology: simple geometries •! Floor section: horizontal (more recommendable, as it enables partitions) • Complementary comments: - Students pay attention to the professor,

seminary-type, but thy also exchange conversations, but they listen to the lesson, overall - The professor teaches all students at the same

time • Scenario-type space

5. ID

EA

-SH

AR

ING

SE

SS

ION

•! Capacity: 10-30 (depending on type of career) •! Position of professor: incorporated to the gropu; eventually, central or edge

• Type of furniture: mobile •! Furniture display: enclosed pattern, centripetal display •! Floor section: horizontal (more recommendable, as it enables partitions)

•! Complementary comments: - Students work in group and eventually get the professor´s tutorial help

- The professor´s lesson occupies a low % of the class time - The professor teaches all students at the same time

• Scenario-type space Pablo Campos Calvo-Sotelo, PhD Architect

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IMAGES (order: left-right+ up-down):

Groups idea-sharing session

High Tech Middle School San Diego


Northwestern University, Chicago

Universidad Nacional de Colombia, Bogotá

Universidad Politécnica de Cartagena

Saint Francis University

Brainstorming sesion“soft-seat”

High Tech High San Diego

Exhibition Superstudio

Theatre in Nagaoka

University of Utrecht: Minnaert building

Working places

High Tech High, San Diego

FEATURES

6. G

RO

UP

S ID

EA

-SH

AR

ING

SE

SS

ION

(

SE

MIN

AR

– P

AR

TIA

L T

UT

OR

IAL

)

•! Capacity: 6-20 (depending on type of career) •! Position of professor: alternatively, incorporated to each team (eventually, central or edge) •! Type of furniture: mobile •! Furniture display: in independent units (chair-table) •! Architectural typology: simple geometries (easy partitions performance) •! Floor section: horizontal (recommendable, as it enables partitions) • Complementary comments:

- Students work in groups 2-6, and eventually receive professor´s tutorial help - The professor teaches all students, but alternatively

- “Learning by making” modality is fostered • Living-room-type space

TYPOLOGY IMAGE

7. P

OL

AR

IZE

D G

RO

UP

S

•! Capacity: 6-20 (depending on type of career) •! Position of professor: alternatively, incorporated to each team (eventually, central or edge) •! Type of furniture: mobile •! Furniture display: in independent units (chair-table) •! Architectural typology: simple geometries (easy partitions performance) •! Floor section: horizontal (recommendable, as it enables partitions) • Complementary comments: - Students work in groups 2-6, and

eventually receive professor´s tutorial help - Each professor teaches one group; there must be several professors - In each table-group, student use most of

time % to professor´s lesson or tutorial help - “Learning by making” modality is fostered • Living-room-type space

8. B

RA

INS

TO

RM

ING

SE

SS

ION

- “

soft

-sea

t” • Capacity: 4-10 (depending on type of career)

•! Position of professor: incorporated to the group •! Type of furniture: mobile, sofa-type (“soft-seat”) •! Furniture display: in independent units (sofa-table) •! Architectural typology: simple or complex geometries •! Floor section: horizontal (recommendable, as it enables partitions) • Complementary comments:

- Modality known internationally as “story telling-floor seating”) • Domestic type of space

9. W

OR

KIN

G P

LA

CE

S

• Capacity: 6-20, depending on type of career • Position of professor: alternatively, in each working place, if needed • Type of furniture: mobile, working table, sofa-type (“soft-seat”), or others

• Furniture display: in independent units or places •! Architectural typology: simple or complex geometries •! Floor section: horizontal or irregular •! Complementary comments: - “Cave” model (learning form oneself)

- The presence of a professor could not be required - Learning based on bibliographic consult

- Technology-based learning, using computers - “Learning by making” modality is fostered • Office-type space

OECD – Riga


Pablo Campos Calvo-Sotelo, PhD Architect

IMAGES (order: left-right+ up-down):

Ágora Space University Pompeu Fabra


Exhibition “Mathematica” in Los Angeles

University of Porto: Schol of Architecture

Vassar College

Marist College

Universidad Nacional de Colombia, Bogotá

Universidad de Utrecht: Minnaert building


Massachussets Institute of Technology: Baker House

Turbinenplatz, Zurich

Coop Himmeblau: Performance

Esplanade Library, Singapore

FEATURES

10.

IND

IVID

UA

L S

TU

DY

• Capacity: variable, depending on the number of

individual units •! Position of professor: alternatively, incorporated to each unit, if necessary •! Type of furniture: mobile, working table, sofa or

others •! Furniture display: in independent units (chair-table)

•! Architectural typology: simple or complex geometries •! Floor section: horizontal or irregular •! Complementary comments: - “Cave” model (learning form oneself) - The presence of a professor could not be required

- Learning based on bibliographic consult - Technology-based learning, using computers - “Learning by making” modality is fostered

- It takes place in the educational Center • Office-type space

TYPOLOGY IMAGES

11. I

ND

IVU

DU

AL

TU

TO

RIA

L

• Capacity: variable, depending on the number of individual units • Position of professor: incorporated to each unit

•! Type of furniture: mobile, working table, sofa or others •! Furniture display: in independent units (chair-table) • Architectural typology: simple or complex

geometries •! Floor section: horizontal or irregular • Complementary comments

- It takes place at the Educational Center, but can occur in alternative locations (classrooms, cafeteria, offices, outdoor spaces, etc.) • Office-type space

12. D

ISTA

NC

E E

DU

CA

TIO

N

•! Capacity: variable, depending on the number of individual units •! Position of professor: not present •! Type of furniture: mobile, workimg table, sofa or others •! Furniture display: in independent units (chair-table) •! Architectural typology: simple or complex geometries • Floor section: horizontal or irregular • Complementary comments: - It takes place at the Educational Center or other locations (including the student´s residence)

13. S

TD

EN

T P

RE

SE

NTA

TIO

NS

•! Capacity: 10-30 (depending on type of career) •! Position of professor: incorporated to the group, if necessary •! Type of furniture: mobile •! Furniture display: unidirectional, oriented towards the platform •! Architectural typology: simple geometries •! Floor section: horizontal (recommendable, as it enables partitions) • Complementary comments:

- It takes place in a classroom-space • Drama-type space

OECD – Riga



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IMAGES (order: left-right + up-down:

Swarthmore College

University of Illinois, Chicago: Forum - Ágora

Aula magna, Universidad Central de Caracas

University of Valladolid – Palacio Santa Cruz

Casa do Brasil, University-City, Madrid

University of A Coruña- Campus-Bastiagueiro

Université de La Sorbonne, Paris.

Museum of Art in São Paolo

University of Coimbra

Rice University - Wiess College

University Rovira I Virgili – Antiga Audiencia

University of Sevilla

University of Vigo

Universidad Central de Caracas

Princeton University: Woolworth Center


University Mandurah - Tafe Campus

Kronenwiese College

M.I.T. – Baker House

FEATURES

14.

PE

RF

OR

MA

NC

E A

ND

LE

AR

NIN

G B

AS

ED

O

N O

TH

ER

AR

TS

• Capacity: 50-400 (depending on type of career)

•! Position of professor: edge •! Type of furniture: fixed or mobile •! Furniture display: unidirectional, oriented towards the stage, or others •! Architectural typology: simple geometries •! Floor section: inclined or horizontal (more recommendable, as it enables partitions) • Complementary comments: - It takes place in classroom spaces

- Learning based on music, sculpture, painting, theatre, etc.. • Drama-type space

TYPOLOGY IMAGES

15. I

N S

ITU

(at

pla

ce)

EX

PE

RIE

NC

E

(gu

ided

vis

itis

-jo

urn

eys)

• Capacity: 6-20 (depending on type of career) •! Position of professor: incorporated to the group •! Type of furniture and its display: the proper one of the place visited • Architectural typology: the proper one of the place visited • Floor section: the proper one of the place visited • Complementary comments: - It takes place with the presence of the professor, who orients the experience

16. I

ND

IVID

UA

L C

ON

TE

MP

LA

TIV

E

LE

AR

NIN

G

• Capacity: 1-6(depending on type of career) •! Position of professor: not present •!Type of furniture and its display: the proper one of the place visited • Architectural typology: the proper one of the place visited • Floor section: the proper one of the place visited • Complementary comments: - There is no presence of professor, but he might orient the experience in advance

18. S

OC

IAL

LE

AR

NIN

G

•! Capacity: 4-10 • Position of professor: present or not •! Type of furniture: not necessary •! Furniture display: u the proper one of the place, if so • Architectural typology: the proper one of the place •! Floor section: the proper one of the place • Complementary comments:

- Interactive learning, based on the social interaction between students (and professors) - It takes place in variable, non-predetermined or multifunctional spaces.

- It cannot be programmed, as it is character is fortuitous; it just depends on the predisposition of students and professors to activate it.

17. M

OB

ILE

LE

AR

NIN

G

•! Capacity: individual •! Position of professor: not present •! Type of furniture: not necessary, the proper one of each place • Complementary comments: - Based on mobile technologies and cell phones -The professor prepares the contents, which he transmits to interactive technological tools - The goal is to fill the Campus with added interactive contents - It takes place within the Educational Center, but may occur in several type of places (classrooms, offices, cafeteria, outdoor spaces, etc.)

OECD – Riga




SECOND FACTOR - MODALITIES

(Kirsti Lonka – OECD- Helsinki, 2008

Mihaly Csikszentmihalyi, 1993)


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WHERE TO LEARN?




THIRD FACTOR - PLACES

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A.-The “Educational City”

Graphics: A. Cordero, 2011


A.-The “Educational City”

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B.-The “Educational precinct”


¿CLOISTER = Campus?


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C.-The “Educational building”


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C.-The “Educational building”

D.-The “Educational classroom”



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D.-The “Educational classroom”


PROPOSAL


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1.-Utopia and integral planning

2.-Community of Learning&Research

3.-Spatial harmony

4.-Affective&intellectual embracement

5.-Nature and Art

6.-Image and accessibility

7.-Adaptation to the environment and sustainability

8.-Memory and avant-garde

9.-Relation University-City

10.-Innovative teaching&learning modalities

THE “EDUCATIONAL CAMPUS”: 10 PRINCIPLES


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10.-Innovative teaching & learning modalities. Design of spaces which host and foster the application of innovative teaching & learning modalities, housed under a global pedagogic project. This should be done in such a way that the physical spaces that are alternative to the conventional classroom abandon their obsolete role in teaching issues. They are

thereby transformed into intelligent places, stimulating a positive change in the attitudes of the relation professor-student.


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EUROPE:

INNOVATION – EHEA - ERA

SPAIN:

UNIVERSITY 2015-2020

CAMPUS

INTERNATIONAL

EXCELLENCE


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Pablo Campos Calvo-Sotelo – Universidad CEU-San Pablo - www.utoplan.com


MOTIVATION HUMAN

ATTITUDE

Challenge Curiosity Context SPATIAL

QUALITY

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“Architecture presents encarnations of

The mind when it invents and

Builds shapes”

(Rudolph Arnheim)


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QUESTION ON INNOVATION:

WHO TO LEARN?


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Third Mission - Social responsibility

Innovative actors and spaces in the learning process


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A predetermined number of students will all learn the same thing

at the same time from the same person in the same way in the same place for several hours each day”.

Towards EXCELLENCE, following the “Educational Campus” paradigm ?


“Any group of students can learn different things at different times

from different persons in different ways in different places during different periods of time”.

Research Project – Ministry of Education – Spain 2011

Innovative Teaching&Learning

Modalities

Innovative Spaces -!4 scales

Phenomenology Psychollogical

perception

“Innovative spaces for University excellence: study of paradigms

for learning optimization and adaptation

to the European Higher Education Area”


fundamentals learning: an integral … 1 universidad ceu-san pablo tu - delft 2011 pablo campos...

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