self sufficient building | social innovation incubator

SOCIAL INNOVATION INCUBATORSELF-SUFFICIENT BUILDINGS

A self suffi cient building has to be a system of co-relationships that gather together an architectural object with answers in economic, technological and social subjects.

The Social Innovation Incubator, grows within the actual situation and gives an optional solution over the social and economic issue that the unemployed professionals with capability to work are facing. The architectural program was devel-oped by understanding a variety of innovative educational methods and giving the option to the users (in the case of our project, learn-ers and participants) to develop new skills and prepare them to be ready for the change of matrix that the industry is facing.

SOCIAL INNOVATION INCUBATORSELF-SUFFICIENT BUILDINGS

Alejandra Díaz de León LastrasRobert Garita GaritaAldo Sollazzo Mauricio Valenzuela

Master in Advanced Architecture2012-2013

SOCIAL INNOVATION INCUBATORSELF-SUFFICIENT BUILDING

STUDENTSAlejandra Díaz de León LastrasRobert Garita GaritaAldo SollazzoMauricio Valenzuela Lanzas

FACULTYEnric Ruiz-Geli

Mireira Luzárraga

Iker Mugarra FloresJosé PerellóSilvia Burés

Master in Advanced Architecture2012-2013

INDEX

Introduction

ResearchThe Site The context Investment and the public space in Sant Andre de Bésos La Mina

The Situation Euro - area Economy Crisis in Catalonia Crisis in Spain

Economics Knowledge Economy Human Capital The Third Industrial Revolution

Innovation The workforce Education Learning Strategies

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Design Project

Open collective

3 100

4

Learning methodology

Project references Lightness Aggregation Constructive systems Embeded technology

The Site Site analysis Landscape proporsal

The Program Program and distribution Section plane Interior scenarios

Particles Physics introduction Energy prototype Prototypes catalog

Modules Modules typology Modules location

The Project Project perspectives

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INTRODUCTION1

Self - suffi cience and responsiveness

A self suffi cient building has to be a system of co-rela-tionships that gather together an architectural object with answers in economic, technological and social sub-jects.

The Social Innovation Incubator grows within the actual situation and gives an optional solution over the social and economic issues that the unemployed profession-als with capability to work are facing. The architectural program was developed by understanding a variety of innovative educational methods and giving the option to the users (in the case of our project, learners and participants) to develop new skills and prepare them to be ready for the change of matrix that the industry is facing. The Social Innovation Incubator, as an architecture pro-posal, is embedded within the context information by using the high salinity rate of the Mediterranean sea

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Social Innovation Incubator

and adapting the volume with the environmental char-acteristics. The shape its based on the mineral growth analysis understanding the aggregation as a the main concept, basing the volume with the halite (salt crystal) growths and how these mineral adapts over different confi gurations.

Also, its use the Mediterranean sea salinity as a power tool to feed the sense of the building, using self suf-fi cient sensor modules that release signals to improve the performance of the system and save energy by re-sponding to the climate situation.

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Desk Crit with Enric

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RESEARCH2

Introduction

The self suffi cient building studio starts with the logic of understanding and embracing three main topics: Actual situation, architecture program and multi scalar design.

Since the beginning, the research started driven by these topics in parallel with the objective of mixing in the project together and obtain by these an hybrid building powered conceptually.

By the analysis of the actual situation, from the social to the economical matters, we discovered an space to intervene with the architectural program and the de-sign, and give optional answers to the crisis situation. It was proposed through architecture, the possibility of change the state and the reality of the habitants that are around the site. With these distributed and particu-lar interventions, that propose a systematic change, are the ones that would hack the actual system and twist the the reality to give opportunities to the people.

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details to the building, the access to digital fabrication generate the possibility of going deeper the details of the product and the pieces.

On the other hand, architectural design now its not just a matter of constructing and proposing buildings, with the digital tools and the accessibility to the informa-tion, our profession is facing a change of paradigm were the labor of the architect its to design from the smaller details to the building, the access to digital fabrication generate the possibility of going deeper the details of the product and the pieces.

The research aims to understand a pallet of topics be-tween physics, biology, technology and art and goes deeper to the particles of actual examples that would trigger technologic solutions to the fi nal proposal.

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The project is developed in a site located in Sant Adriá de Bésos, the smalllest municipality of Barcelona. It is situated at the mouth of river Besòs and has close ties with the neighbouring cities of Barcelona, Badalona and Santa Coloma de Gramenet, forming a uniform urban area within Barcelona metropolitan area.

[ Sant Adriá del Bésos ]

The Site

Population: 34.482 inhabitantsArea: 3.8 km2Density: 9.026,7 inhab/km2

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Sant Adriá del Bésos possess two main characteristics that defi ne it.

In one hand, during the years, it has experienced se-veral massive migration fl ows attracted by the impor-tant industrialisation of the area during the last century. Therefore there is a high population density in neigh-borhood as La Mina that presents increasing social and economic issues.

On the other hand, it has been subject of various major interventions in the urban public space such as the Un-versal Forum of Cultures in 2004, and it has also been scenario of important projects and developments by prestigious companies and architects such as the Forum Building, Parc Diagonal Mar and the Telefónica Tower, among others. These massive developments represent the signifi cant investment of the public and private sec-tors in this area which is not refl ected in the use of the public space that reminds empty.

The site is situated right in the middle of these oppo-site realities where housing, commerce, industry and services converge. It is also next to the new Campus of the Universidad Politécnica de Catalunya (UPC) that is under construction.

Another important fact of the site is its proximity to the Mediterranean Sea, only 600 meters from the shore. The sourronding areas present evidence of the high sa-linity of the sea where interesting salinity formations can be found.

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Sant Adriá del Besós in Barcelona

Salt formation found in Parc Forum

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[ Site ] Latitude 41°24’56.07”N Longitude 2°13’27.45”E

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Site Map

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Name of the project

[ Site ] 600 mts from the Mediterranean Sea

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Parc Forum - Empty Public Space

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Investment and the Public SpaceEconomic, social and urban

renovation strategy

In the urban morphology of the Barcelona City Plan, the structured grid of the Eixample de Cerdá allows the existence of programatic diversity.

This characteristic is a key factor in the culmination of the transformation process of the most affected parts of the city and the integration of the 22@ project with the ret of the city.

This plan points out the strategy of renovation of the Llevant of Barcelona where we nd the most important operations:

*Sant Andreu-Sagrera Plan*Urban develpment of Plaza de las Glóries*Infraestructures asociated to the renovation of Besós.

Including projects of neigborhood renovation, new commercial and cultural 12 projects such as new urban spaces.

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source: http://densityatlas.org/measuring/

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1714

16

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urce: http://densityatlas.org/measuring/

Location of buildings and developments that are part of the urban renovation strategy and represent considerable investmet

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KNOWLEDGE ECONOMYINDUSTRY AND COMMERCE

URBAN DEVELOPMENT

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Sagrera parque Lineal. 7600 nuevas viviendas Jordi FarreraEstación Ave la Sagrera (9,000 nuevas viviendas)

Rascacielos La Novia Frank Ghery

LA SAGRERA181920

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5

KNOWLEDGEECONOMY

50%

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3

1

89

1011

567

Knowledge Economy YardTorre Telefónica

Torre Espiral Zaha HadidCentro de Convenciones Fórum Herzog y de Meuron

TERSA Planta de Tratamiento y Selección de Residuos SACentral Térmica de Besós (1970)

Centro Comercial Diagonal MarParc Diagonal Mar

Parc del ForumNueva vivienda Llul Taulat

Regeneración del Barrio la Mina

BESÓS1234

Smart City CampusBarcelona Biomedical Research Park

Interface BuildingMedia-TIC

Agbar TowerINDRA Building

22@121314151617

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28Parc Forum - Empty Public Space

Parc Forum - Empty Public Space

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Knowledge Economy YardUPC Campus Diagonal Besos

Telefónica BuildingEspiral BuildingForum Building

Diagonal Mar CentreDiagonal Mar Parc

Parc ForumLa Mina Regeneration

Llul Taulat

millons of euros

500 100 150 200 250 300 350

TOTAL INVESTMENTUnknown25086

117272362,1001749

65





Llul Taulat

euros per square meter

5000 1000 1500 2000 2500 3000 3500

COST PER SQUARE METERUnknown1,4352,530

2,6002,70626011,970450400

3,147





Llul Taulat

square meters

50,0000 100,000 150,000 200,000 250,000 300,000 350,000

TOTAL AREA84,000174,00034,000

45,000100,500140,000167,000387,00022,470

20,650

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La Mina

La Mina neighbourhood is situated in Sant Adrià de Besòs and was built in the 1970s to offer new housing opportunities for populations living in the different slum neighbourhoods of Barcelona. However, physical, eco-nomic, cultural and social disparities exist in La Mina. In the 1980s-1990s the fi rst intervention plans to ame-liorate the social situation were introduced but did not have enough capacity to respond to the long-term is-sues in the neighbourhood. In September 2000, a Con-sortium was established, introducing a Transformation Plan based on urban and social revitalisation.

Currently, La Mina has over 500 inhabitants per hec-tare, much higher than the average of Sant Adriá (319) or Barcelona (221). The populations are mainly com-posed of immigrants from different countries that live together in a diffi cult environment for a harmonic social relationship.

Besides this situation, La Mina presents damage to the environment due to the proximity to the industry, so-cial exclusion, drug addiction, criminal record, insecu-rity and violence. Damage to the public space is due to vandalism.

Social Emergency

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2 -2 -ReResResRe earch

222222200120120 2012012012 20200-20-201313313333331 MMAAMAMAMAMA 00 aCaCCaC 33333131333333333131333IaIaIaIaIaIaaI aCaCaCaCaaCIIaIIIII CaCaCaCaaAAAAAAAA_01_01011 AAAAAAAA 10101

La Mina

La Mina

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31%- 19 years old

24%- 16 years old

young POPULATION

17.8La Mina

9.07Sant Adriá Besós

15.9Barcelona

inhabitants per km2

DENSITY

18%of the population can’t read or

write

40%of students drop off before High

School

EDUCATION

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About 18% of the residents of this neighbourhood can-not read or write. This low level of instruction is cor-related with a high rate of scholar failure and truancy. 40% of students drop off High School, while 10% to 15% give up at primary school. Only 0.3% has obtained an university degree. As a result, La Mina’s population grows unqualifi ed and unprofessional and increases the high unemployment rate that already affects the area.

In 1970 over 15,000 people were occupying a total of 2,721 social houses and the population has decreased and increased irregularly in the last years always main-taining a high number of inhabitants per squared km. In the present, the density of La Mina overpasses the one of Sant Adriá de Besós and Barcelona with a 17.8%.

Nowadays, La Mina shelters 9,421 residents from which 31% are 25 to 45 years old and 24% is under 16. This talks about a young population growing in the same environment of scarcity. Also, the majority of the popu-lation of La Mina is foreign. Almost 10% comes from Pakistán, Morocco and China.

Education

Population

Density

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SECTORS OF DISOCCUPATION

2006 2007 2008 2009 2010 2011 2012

4000

3500

3000

2500

2000

1500

1000

500

0

DISOCCUPATION

0

500

1000

1500

2000

2500

3000

Agriculture Industry Construction Services unemployed

Although 74% of the population of La Mina is economi-cally active, only 32% works. The occupancy rate is very low (29.1%) for reasons mainly related to incapacities associated to drug addiction and, on an opposite direc-tion, many residents have become dependent on social programs developed by the governmental administra-tions. In spite of efforts to improve the area, La Mina has recently been devastated by the crisis, becoming one of the most precarious neighbourhood s of Catalo-nia.

Unemployment

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Social Housing in La Mina

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The Situation

The euro is the currency of 17 of the EU’s 27 Member States. All the others are expected to adopt the euro once they meet the conditions for doing so – except for Denmark and the United Kingdom, which negotiated an opt-out from monetary union in the 1992 Treaty on European Union (the Maastricht Treaty). They may still join at a time of their choosing. The Maastricht Treaty enshrined the goal of a single currency and set out the conditions for joining. These are the ‘Maastricht criteria’ or ‘convergence criteria’, designed to ensure the smooth functioning of monetary union.

In addition to some legal requirements, most notably an independent central bank, the Maastricht criteria are:• Price stability (infl ation no more than 1.5 percentage points above the three best performing Member States)• Sound and sustainable public fi nances- Government defi cit in principle no more than 3% of GDP- Government debt no more than 60% of GDP or ap-proaching that level• Durability of convergence (long-term interest rates no more than 2 percentage points above the three best

The Euro - Area Economy

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performers in terms of price stability)• Exchange rate stability (two years within ERM II with-out severe tensions).

ERM II allows the exchange rates of participating EU currencies to fl uctuate against the euro within fi xed margins above and below a central rate.

The Stability and Growth Pact (SGP)

The SGP states that government defi cits and debt should be less than 3% and less than 60% of GDP respective-ly. On this basis, the Commission monitors fi scal policy and public fi nances in Member States both inside and outside the euro area. This rule-based framework thus helps promote fi scal discipline in the EU.

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KEY INDICATORS(2011)

EU (27) UnitedStates

Japan China

Population (millions) 332.2 502.9 312.7 127.3 1 359.1

GDP (in € trillionscalculated at purchasingpower parity)

7.8 11.1 10.6 3.1 7.9

Share of world GDP (% at PPP) 14.3 20.0 19.1 5.6 14.4

Exports (goods % as of GDCP) 12.5 (*) 12.2 (*) 9.8 13.2 26.8 (**)

Imports (goods as % of GDP) 13.5 (*) 13.5 (*) 15.1 13.0 23.8 (**)

Euro area(17)

(*) Excluding intra-EU trade (**) 2010.Sources: European Commission AMECO, IMF WEO and DOTS.

THE EURO-AREA ECONOMY

0% 5% 10%1 5% 20%2 5% 30%

GermanyFrance

ItalySpain

NetherlandsBelgiumAustriaGreeceFinland

PortugalIreland

SlovakiaLuxembourg

SloveniaCyprusEstonia

MaltaPoland

SwedenCzech Republic

RomaniaHungaryBulgaria

LithuaniaLatvia

United KingdomDenmark

SHARE OF INDIVIDUAL COUNTRIES IN TOTAL EU GDP

Source: Eurostat, 2011.

THE EURO - A GLOBAL CURRENCYThe euro is the second largest reserve currency after the US dollar. Around 26% of the worldwide reserves are vow held in euro. I t is second most actively traded currency i n the world, used a round 20% o f daily t ransactions o n foreign exchange markets.

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SHARE OF GLOBAL GDP

NORWAYSWEDEN

DANMARK

POLAND

CZECH REPUBLIC

ROMANIA

BULGARIA

LUXEMBOURG

SLOVENIA

DEUTSLANDBELGIUM

FRANCE

ITALYSPAINPORTUGAL

NEDERLAND

GREECE

SLOVAKIA

LATVIA

LITUHANIA

DANMARK

IRELAND

UNITED KINGDOM

POLAND

CZECH REPUBLIC

AUSTRIA

BELARUS

UKRAINE

MALDOVA

RUSSIA

SERBIABOSNA &

HERZEGOVINA

CROATIA

MONTENEGRO

MALTA CYPRUS

KOSOVO

MACEDONIA

ALBANIA

BAY OF BISCAY

NORTH BISCAY

BALTICSEA

GULF OFBOTHNIA

CELTIC BISCAY

GULF OFLIONS

TYRRHENIANSEA

MEDITERRANEANSEA

ADRIATIC SEA

IONIANSEA

AEGEANSEA

Euro-area countriesEU Member States that have yet to adopt the euroEU Member States with an opt-out from the euro

Rest of the world: 40.9%

Euro Area: 14.3%

European: Union 20%

United States: 19.1%

Japan: 5.6%

China: 14.4%

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http://www .businessweek.com/articles/2012-12-21/europes -s-leaders-see-growth-business-prepares-for-worst#r=lr-fs

Europe's Leaders See Growth; Business Prepares for the Worst “...Europe’s l eaders are starting to t alk, cautiously, about economic recovery. “Growth is expected to pick up i n the second half of 2 012 and gather speed i n 2013,” O lli R ehn, t he European C ommissioner f or Economic and M onetary Affairs, wrote in a D ec. 1 0 column in the Financial Times.

In t he l atest show o f pessimism, on D ec. 21, Luxembourg-based s teel g roup A rcelorMittal (MT) took a $4.3 billion writedown on its European units. Steel demand in the region has a lready declined 29 percent since 2007, the company said in a statement. “This weaker demand environment, and expectations that it will persist over the near and medium term, led to a downward revision of cash flow expectations.”

Spain’s official growth projections are widely dismis-sed as fantasy. A Bloomberg survey of 18 economists sees t he S panish economy contracting 1.5 percent next year, three times the government’s forecast 0.5 percent. If P rime Minister M ariano R ajoy has t o request a European bailout, the likely austerity measures that would be required would intensify the contraction...”

By Carol Matlack on December 21, 2012 |

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http://www.bloomberg.com/news/2013-01-08/euro-area unemployment-t-rate-rises-to-record-118-amid-recession.html

Euro-Area Unemployment Rate Rises to Record 11.8% Amid Recession“...The euro-area economy has shrunk for two succes-sive quarters and economists foresee a further decline in gross domestic product in the final three months of last year, forcing companies to cut costs by slashing jobs. The European Central Bank estimates contrac-tions o f 0.5 percent and 0.3 percent in 2012 a nd 2013.

Today’s jobless report showed that 18.8 million people were unemployed in the euro area in November, up 113,000 from the previous month. A t 26.6 percent, Spain had the highest j obless r ate in t he c urrency bloc. Germany’s jobless r ate was 5.4 percent and France’s stood at 10.5 percent. Austria had the lowest rate at 4.5 percent...”

By Marcus Bensasson - Jan 8, 2013 |

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http://www .businessweek.com/articles/2012-06-08/europe- e-considers-a-spanish-bank-rescue#r=lr-fst

By Carol Matlack and Ben Sills on June 08, 2012 |

Europe Considers a Spa-nish Bank Rescue“...According to people briefed on the p lanned call, the discussion will focus on recapitalizing lenders hit hard by the bursting of Spain’s real estate bubble. That’s sure to be costly: Fitch Ratings, which on June 6 cut S pain’s debt r ating by t hree g rades, t o two steps above j unk, said bailing out t he banks could cost as much as €100 billion ($125 billion). Banking analysts at JP Morgan Chase (JPM) put the figure at as much as €150 billion.

Fears about Spain’s banking sector have intensified in r ecent d ays, a fter Bankia, the country’s t hird-d-largest l ender, said it needed a €19 b illion bailout. Standard & Poor’ s (MHP) said on J une 6 t hat it expec-ted Spanish banks to suffer €80 b illion t o €112 b illion in l oan l osses t hrough 2013. “Once w e can r esolve this and get t he banks adequately capitalized, t he outlook f or S pain m ay b e a little b it b righter,” s ays James N ixon, chief European economist at S ociété Générale in London... ”

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http://www .businessweek.com/articles/2012-05-31/europes -s-crisis-spotlight-shifts-to-spain#r=lr-fst

Europe's Crisis Spotlight Shifts to Spain “...As the debate continues, S pain’s real estate problems are festering. For years the country relied on home and office building activity as a source of growth. At t he h eight of t he boom, construction accounted for more than 20 percent of Spanish gross domestic product. That’s the same level it reached in Ireland. While both countries experienced similar real estate booms and busts, t heir actions post-crash have been strikingly different. Ireland worked quickly to address t he solvency of its banks—nationalizing them and removing b illions o f euros worth o f toxic debt from their balance sheets by transferring it to a so-called bad bank...”

By Matthew Philips on May 31, 2012 |

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Catalonia’s economic activity has always depended on its ability to connect to the rest of the world. Catalonia is today an unbeatable meeting point for international business.

75% of exports and 60% of imports within the EU. Al-most 60% of Catalan exports have a medium-high to high technological content.

The SituationGlobal to Local EconomyThe crisis in Catalonia

34%exports of spain

located in Catalonia

60%exports have a tech-

nological content

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During the bleakest days of the Great Depression, when Americans waited in bread lines and the nation’s future looked grim, the unemployment rate peaked at about 25%. In 2013, Spain’s unemployment rate tops 26%

Young people have been especially affected, with 100,000 fewer people age 20-24 employed.

About 70% more people left Spain in 2012 than in 2011, statistics show. 850,000 jobs over the last year: 2335,16 each day.

A Bigger DepressionThe crisis in Spain

50%of the youth is

unemployed

70%inrease of

emigration in 2012

26%unemployemnt

rate

*numbers relative to Spain

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2,329jobs lost everyday

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“Cataluña, leader in companies and families going bankrupt”http://www.elmundo.es/elmundo/2012/08/06/barcelona/1344244621.html

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6 MILLIONunemployees in Spain in 2013

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EVERY HOUR

1 CITIZENemigrates from Spain

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According to the Central Companies Directory (CCD), on January 1st, 2011, 3,246,986 companies in Spain, of which 3,243,185 (99.88%) are Small and Medium Entrerprises (SMEs) which means they have between 2 to 249 employees.

The MarketSmall and Medium Enterprises

99.88%Companies in Spain are SMEs

18.3%of the total of SMEs in Spain are in Catalunia

Over half of the Spanish SMEs are concentrated in the region of Catalonia with 624,723 thas represents 18.3% of the national total and the community with the high-est concentration of these type of entreprises.

The majority of the SMEs in Catalunia are related to the service, commerce, construction and industry sectors. being the constroction sector the most affected by the crisis .

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300companies

disappear everydayhttp://www.pymesyautonomos.com/

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Retrato de las PYME 2012. (2012). Spain: Ministero de Industria, Energia y Turismo.

P < 2mln euros

2 < P< 10 mln

P >10 mln

Distribution of Spanish companies by sectors and percentage of total 2010.

Graphic 1. Evoluction of number of companies and annual variation (%). number of companies

annual variation

Distribution of the SMEs by sectors

Economic Structure of the SMEs

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KBEKnowledge-based Economy

Public policies for science, technology and innovation have always been aimed primarily at creating and dif-fusing knowledge. In recent years such policies have attracted increasing attention as a result of claims that knowledge-intensive industries are now at the core of growth, and that we are now entering a new type of knowledge-driven economy or even a completely new form of ‘knowledge society’.

The knowledge economy.

There are many who argue that we are moving towards a new ‘knowledge-based economy’ or ‘knowledge so-ciety’, in which the role and signifi cance of knowledge as an input to economic processes has fundamentally changed. In some cases it is argued that this rests on advances in information technology that are leading to a ‘paradigmshift’. The idea here seems to be that there are basic changes in economic functioning, and changes in the

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economic rules of the game, for both business and poli-cymakers.

Proponents of such views can be found in business, where the ‘new paradigm’ has been held to justify pre-viously high levels of stock prices in ICT and Internet-related companies, as well as in policy-making, and in innovation analysis.

But what does it mean to speak of the ’knowledge economy?

At the outset, it must be said that there is no coherent defi nition, let alone theoretical concept, of this term: it is at best a widely-used metaphor, rather than a clear concept. The OECD has spoken of knowledge based economies in very general terms, as meaning “those which are directly based on the production, distribution and use of knowledge and information”.2 This defi nition is a good example of the problems of the term, for it seems to cover everything and nothing: all economies are in some way based on knowledge, but it is hard to think that any are directly based on knowledge, if that means the production and distribution of knowledge and information products.

The Knowledge Economy Indicators

Knowledge Based Economy (KBE) includes performance for innovation (capabilities and output) and globaliza-tion (impact of globalization on work and life).Both in-novation and the drivers of a KBE require a broad set of

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skills and capabilities.

The indicators for a KBE need to consider reading and writing as important as mathematics and science. The transition of work and life brought about by the KBE re-quires networking, problem solving and communication skills, from writing to marketing.

•Production and diffusion of ICTs.ICT is the main technology underlying the KBE and in-creases in productivity.

•Human resources, skills and creativity.These indicators represent the primary set of indicators needed to develop composite indicators on the human potential of a nation. These indicators reveal the crea-tive and absorptive capacity of a work force.

•Knowledge production and diffusion.This group includes many of the traditional indicators of R&D and knowledge production. They provide us with sound trend data and with indicators to develop com-posite measures of globalization and competitiveness.

•Innovation, entrepreneurship and creative destruction. These indicators tell us about the churn and change brought about by ICTs and globalizing knowledge econ-omies. They cover fi rm behavior and aspects of innova-tion including demand for innovative products, fi nanc-ing and market innovation. The share of the population in specifi c age cohorts can provide insights into the de-mand for innovative products.

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Human CapitalThe Lisbon Strategy

The Lisbon Strategy, aka the Lisbon Agenda or Lisbon Process, was an action and development plan devised in 2000, for the economy of the European Union between 2000 and 2010.. Its aim was to make the EU “the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion”, by 2010.It was set out by the European Council in Lisbon in March 2000. The role of ICT

One of the groundbreaking aspects of the Lisbon agenda was the appeal by the heads of European governments to businesses’ new sense of corporate social responsi-bility as an asset for Europe’s competitiveness goals, particularly through lifelong learning, enabling opportu-nity and social inclusion.

Microsoft’s Corporate Citizenship activities are built on

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four key areas which refl ect the importance of this call:

• Internet Safety and Policy Leadership to address key societal challenges in the ICT sector such as online child safety, privacy, security and spam;

• Responsible Business Practices to ensure integrity and transparency in how we conduct our business and to provide a healthy workplace environment to our em-ployees;

• Economic Opportunity to strengthen local economic development, growth, competitiveness and innovation, a priority which is at the heart of the Lisbon Agenda;

• Digital Inclusion and Education to enable people, com-munities and nations to access the benefi ts of technol-ogy tools, skills and solutions through lifelong learning and education.

Member states are strongly urged for reforms. They are required to improve (and not only increase) their invest-ment in knowledge and in human capital through the provision of better education and skills to their citizens in a lifelong learning perspective. The rapidly evolving knowledge economy imposes the continuous updating and renewal of skills, so as to adapt to changes.

Lifelong learning perspective

The objective of the session on Human Capital was to better identify appropriate strategies to improve the

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Six states were on target to meet the goals of the EU’s Lisbon strat-egy before the economic crisis (Photo: European Community, 2006)

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measurement of the contribution of human capital to growth. This is of immediate relevance to the revised Lisbon strategy strongly emphasizes the relationship between growth, competitiveness and human capital.

Member states are strongly urged for reforms. They are required to improve (and not only increase) their invest-ment in knowledge and in human capital through the provision of better education and skills to their citizens in a lifelong learning perspective. The rapidly evolv-ing knowledge economy imposes the continuous updating and renewal of skills, so as to adapt to changes.

Workforce Competitiveness and growth The realization of knowledge economy, completion of the internal market and promotion of competition, the establishment of a favorable climate to businesses and an adaptable and inclusive labor market are identi-fi ed among the key issues for increasing the economic growth and higher productivity. Sound macroeconomic conditions make the crucial framework for success.

Europe must address the challenge of ageing popula-tions and the need to increase labor productivity, as well as the EU economy to mounting competition from

100 millioneuropeans are registered in the education system

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working age population with a tertiary graduation

38%

US EU

22%

abroad. The range of economic activities exposed to external competition has widened, now including the production of both high-tech and labor intensive goods and services. To respond to these challenges, a re-newed Lisbon strategy has been designed focusing the European Union’s efforts on two principal tasks – de-livering stronger, lasting growth and more and better jobs. Action plans both by the individual Member States and Commission have been drawn up.

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Talk to Gonzalo DelacamaraThe defi nition of KBE applied to

our project

During the process of un-derstanding the actual economic situation and how the project will be responsive to this in the Knowledge-based Econo-my, Gonzalo Delacamara helped the investigation to create the right scope addressed to improve the unemployed profes-sionals actual’s state.

In his feedback, he made us realized that fi rst of all, it is necessary to compre-hend the limits of our pro-ject. We should be aware of the reaching a building could have in terms of economics and job gen-

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eration. The research and proposal should defi ne boundaries in where it is impossible to go through.

We also discussed Spain is facing a brain drain and by giving new skills to this professionals and introduce them in the knowledge economy, it would be possible to launch again, in terms of innovation, an economy based over SME (Small and medium enterprises).Gonzalo Delacamaraeconomist, researcher and international consultant

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The Third Industrial Revolution

The introduction of steam-powered technology into printing transformed the medium into the primary com-munication tool to manage the First Industrial Revolu-tion. The steam printing machine increased the speed of printing and signifi cantly reduced the cost. Print ma-terial proliferated in America and Europe, encouraging mass literacy for the fi rst time in history. The advent of public schooling on both continents between the 1830s and 1890s created a print-literate workforce to organ-ize the complex operations of a coal-powered, steam-driven rail and factory economy.

In the 1900s, electrical communication converged with the oil-powered internal combustion engine, giving rise to the Second Industrial Revolution. The electrifi cation of factories ushered in the era of mass-produced man-

by Jeremy Rifkin

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ufactured goods, the most important being the auto-mobile, altering the spatial and temporal dynamic of society. The demand for fuel made the United States the leading oil producer in the world. Families began re-locating in new suburban communities, recasting social life and creating a communication grid to manage and market the far-fl ung activities of the oil economy and auto age.

The theory argues that conjoining Internet communica-tion technology and renewable energies is giving rise to a Third Industrial Revolution. The creation of a re-newable energy regime, loaded by buildings, partially stored in the form of hydrogen, distributed via an en-ergy internet—a smart intergrid—and connected to plug in zero emission transport, opens the door to a Third Industrial Revolution. The entire system is interactive, integrated and seamless. This interconnectedness is creating whole new opportunities for cross-industry re-lationships. The Third Industrial Revolution brings with it a new era of “distributed capitalism” in which millions of existing and new businesses and homeowners be-come energy players. In the process, it will create mil-lions of green jobs, jump start a new technology revolu-tion, and dramatically increase productivity, as well as mitigate climate change.

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Like every other communication and energy infrastruc-ture in history, the various pillars of a Third Industrial Revolution must be laid down simultaneously or the foundation will not hold. That’s because each pillar can only function in relationship to the others. The fi ve pil-lars are: (1) shifting to renewable energy

(2) transforming the building stock of every continent into micro-power plants to collect renewable ener-gies on-site

(3) deploying hydrogen and other storage technolo-gies in every building and throughout the infrastructure to store intermittent energies

(4) using Internet technology to transform the power grid of every continent into an energy-sharing intergrid

The fi ve pillarsof the Third industrial Revolution

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that acts just like the Internet (when millions of build-ings are generating a small amount of energy locally, on-site, they can sell surplus back to the grid and share electricity with their continental neighbors)

(5) transitioning the transport fl eet to electric plug-in and fuel cell vehicles that can buy and sell electric-ity on a smart, continental, interactive power grid.

THE EUROPEAN UNION AND THE FIVE PILLARS

The UE would need

€1 trillionbetween 2010 - 2050on updating its electricity grid to accommodate an infl ux of renew-able energy

The critical need to integrate and harmonize these fi ve pillars at every level and stage of development became clear to the European Union in the fall of 2010.

The European Union is expected to draw one-third of its electricity from green sources by 2020. This means that the power grid must be digitized and made intelligent to handle the intermittent renewable energies being fed to the grid from tens of thousands of local producers of energy.

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The knowledge economy’s growth into the knowledge society hinges on the proliferation of knowledge-in-tensive communities. These communities are basically linked to scientifi c, technical and some business profes-sions or projects. As has been said, they are character-ized by their strong knowledge production and repro-duction capabilities, a public or semi-public space for learning and exchange and, the intensive use of infor-mation technologies.

“Only when increasing numbers of communities displaying those very characteristics are formed across a wide array of cognitive fi elds will the knowledge so ciety become a reality rather than a vison of a possible future.”

David & Foray (2002). Economic Fundamentals of the Knowledge Society.

From Knowledge Economy to Knowledge SocietyThe Evolution of Knowledge

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Not all of the competencies required for the knowledge economy are new – the soft-skills such as leadership, ability to work in teams, learning to learn, and commu-nication and analytical skills have been a feature of the workforce for centuries.

“The knowledge economy represents a soft dis-continuity from the past – it is not a “new” economy operating to a new set of economic laws.”

Notes de Prensa. (2011). Madrid: Instituto Nacional de Estadistica.

It appear to be a number of set requirements: team-work, communication and learning skills. But these sorts of “soft skills“ can hardly be described as new. Indeed, though sidelined during the age of Fordism, they have always, throughout history, been crucial to the develop-ment and well-being of individuals in the world of work.

A Soft DiscontinuityThe Evolution of Knowledge

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Innovation

Defi nition of innovation

The process of translating an idea or invention into a good or service that creates value or for which custom-ers will pay.

To be called an innovation, an idea must be replicable at an economical cost and must satisfy a specifi c need. In-novation involves deliberate application of information, imagination and initiative in deriving greater or differ-ent values from resources, and includes all processes by which new ideas are generated and converted into useful products. In business, innovation often results when ideas are applied by the company in order to fur-ther satisfy the needs and expectations of the custom-ers. In a social context, innovation helps create new methods for alliance creation, joint venturing, fl exible work hours, and creation of buyers’ purchasing power.*

Defi nition of Innovation Activities

Innovative activities are all kinds of scientifi c, techno-logical, organizational, fi nancial and trade, including in-vestment in new knowledge, which actually or poten-

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tially lead to the implementation of innovations. From this defi nition we can distinguish two types of innova-tion: technological innovation and non-technological in-novations.

Defi nition of technology innovation

Technological innovations include products (goods or services) and new technological processes and signifi -cant technological improvements thereof. An innovation is considered as such when it has entered the market (product innovation) or used in the production process of goods or services (process innovation).

The impact of innovation on the SMEs

32.9% of Spanish companies with 10 or more employ-ees were innovative in 2008-2010. and marketing). In this percentage are included technological innovation (product and process) and non-technological (organi-zational and marketing).

32.9%

100%

*http://www.businessdictionary.com/defi nition/innovation.

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41.9% of companies said that the priority of their inno-vative activities was to increase the quality of products or services.

36.5% identifi ed as priority is the increase of produc-tion capacity or service provision.

(Research and Development)

How to do innovation The Evolution of Knowledge

acquisition o f R&D (external R&D)

machinery, equipment, advanced hardware or software

acquisition of other external knowledge for innovation

training for innovation activities

Introduction of market innovations

Design for production & distribution

Notes de Prensa. (2011). Madrid: Instituto Nacional de Es-tadistica.

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Product innovation in 2008-2010 accounted 38.8% of sales in 2010 for innovative companies. This percent-age drops to 17.7% if only considering products new to the market.

What it’s doing innovationMain innovators


62,7%computer and electronic

71,1%pharmacy

51,6%computer consultancy

73,3%companies

services

industry

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16.171.000 € technological innovation spends. This amount of money represent a decrease of 8.3% over 2009.

2.1% impact on business. In 2010 reached 2.1% of the business of companies with 10 or more employees based on technological in-novation expenditure.

Cost of innovationA company effort

Notes de Prensa. (2011). Madrid: Instituto Nacional de Es-tadistica .David & Foray (2002). Economic Fundamentals of

the Knowledge Society.

“The need to innovate is growing stronger as in-novation comes closer to being the sole means to survive and prosper in highly competitive and globalized economies”

madrid catalonia basque

37.0% 22.5% 9.0%

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44.9% of internal resources.

44% of companies considered internal information sources (within the company or group) were the most important to carry out innovation projects.

43.5 % of market resources.

Meanwhile, 43.5% of companies considered market sources (suppliers, customers, competitors)

Source for innovationDifferent strategies


49,4%

27,3%20,1%

28,2%35,4%

18,3%

30,6%

21,4%

1 2 3 4 5 6 7 8

1_other companies2_suppliers of equipment3_clients4_competitors5_consultants or private institutes6_universities and other teaching centers7_public research centers8_technology centers

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The unemployment registred a sharp drop of employees in the public and private sectors compensated by an increase in the number of self-employed. The labour market is rapidly, spurred by recent legislative inicia-tives: more part-time jobs & lower percentage of em-ployes with temporary contracts.

The workforce and innovationEmployment is now!

60%of employment is in the SMEsThe most notable feature of Spanish SMEs is their con-tribution to employment generation, occupying about 60% of the total workforce. And in particular, are the smaller companies that occupy a larger number of em-ployees.

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Employment by workforce in Spain in 2011

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Training and development are important for all busi-nesses and are particularly critical for small organi-zations. Experienced, competent people contribute to both the productivity and profi tability of the company. Remaining competitive depends in large measure on ensuring that your workforce is trained and up to date with ever-changing skills and knowledge, especially in today’s global economy, in which keeping up with new methods is so important.

While training and development can be expensive, it is still considered worthwhile in terms of achieving the long-term benefi ts of company and individual.

it is still necessary to provide training; otherwise, com-panies discover how easy it is to fall behind both in terms of competence and meeting customers’ needs.

Training InnovationStay Competitive

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OLED The future of lighting. (an printing)

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Physics IntroductionIt’s all about particles [part I]

In parallel with the economic research, there was a fo-cus on physics and particles as part of the multidiscipli-nary approach of this self-suffi cient project.

Starting from a general overview and understanding of particles, the initial focus was related to avant garde materials, processes and application of physics in archi-tecture or generation of energy.

OLEDThe future of lighting. (an printing)

OLEDs are brighter, thinner and more fl exible thanLEDs and consume less power than LCD. But mostimportant, are printable.

http://electronics.howstuffworks.com/oled1.htm

Lighting and Energy

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CromatopheresLighting in nature

“...Chromatophores are pigment-containing andlight-refl ecting organelles in cells found in amphibians,fi sh, reptiles, crustaceans, cephalopods, and bacteria. ”

http://en.wikipedia.org/wiki/Chromatophore

Cold lightDinofl agellates bioluminescence

At least two chemicals are required. The one whichproduces the light is generically called a “luciferin” andthe one that drives or catalyzes the reaction is called a“luciferase.”

http://www.lifesci.ucsb.edu/~biolum/chem/

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Conductive inkThrought an interactive connection

Electrically conductive ink made of polycrystalline silvernanopolyhedrons.It could be created interactive andresponsive surfaces where the light and the humanbehaivors could work together.

http://www.lifesci.ucsb.edu/~biolum/chem/

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HaliteSalt Chrystals behaviors

Commonly known as rock salt, is the mineral form ofsodium chloride (NaCl). Halite forms isometric crystals.The mineral is typically colorless or white, but may alsobe light blue, dark blue, purple, pink, red, orange, yel-low or gray depending on the amount and type of im-purities.

It commonly occurs with other evaporite depositminerals such as several of the sulfates, halides, andborates.

http://en.wikipedia.org/wiki/Halite

Taking into account the proximity of our site to the coast of the Mediterranea Sea, the salt could have several advantages for the building: it could de-fi ne the material to use [so it doesn’t deteriorate or takes advantage of the salinity of the breeze], be the source of energy or even teach us from the crystalization processes and forms.

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building as a p

INPUT 4: Solar heat.

6a

on winter

6.

INPUT 2: Humid hot wind.

INPUT 5: Cold dry wind.

5.

5a. 5b

[on winter]

4.

3.

INPUT 3: Wind salinity

2.1.

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power plant

OUTPUT 1: Mechanical energy.

OUTPUT 3: Cold air.

OUTPUT 5: Humid hot air.

5c.

on winter

[on winter]

OUTPUT 2: Electric energy.

OUTPUT 4: Fresh water.

INPUT 1: Waste water.

1. Fiber reinforced polymer (salt catcher).2. Water cleaner- Living machine.1. Fiber reinforced polymer (salt catcher).2. Water cleaner- Living machine.

6. Stirling engine. 6a. Mechanical Piston.

5. Saltwater spray absorption refrigeration. 5a. Fresh water. 5b. Fresh wter sprinkler. 5c. Saltwater sprinkler.

4. Salt battery. 3. Salt+fresh water.2. Water cleaner- Living machine.1. Fiber reinforced polymer (salt catcher).

ENERGY SYSTEM (SALINITY)

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The programThe hybrid agenda

In the search for models capable of economising re-sources, hybrid buildings, are chance samples that in-clude the gene of mixed-use development in its code. This gene is necessary in order to adapt to the signs of the time.

Personality Celebration of complexity:-Mixture of interdependent activities.-Opportunist building that take advantages of multiple skills.

Sociability:-Meeting between private and public spaces.-The activity its constant and not controlled by public and private rhythm- Full time building.

Form:-Attempts a undifferentiated habitat from the diversity of functions that are contained inside.-All the activities should provide life to the building.

Who

/ H

uman

Capital

HPROGRAM

Urban

Techn

Know

what

SOCIALINCUBATOR

whoHYBRID

PROGRAM

INCUBATORsystem

social cohesion (integration)

to work in the field of social entrepreneurship and getinvolved in the economic dynamics

Future (Utopia)

- training -- workshops -

- laboratories - -tutories -

life projects & competitivity

innovation / new paradigms / processesrevaluation and redirection of the workforce

develops and promotestools, skills and competencies adaptable vision for new tendencies ideologies

ENERGY SYSTEM (SALINITY)1. Fiber reinforced polymer (salt catcher).2. Water cleaner- Living machine.3. Salt+fresh water.4. Salt battery. 5. Saltwater spray absorption refrigeration. 5a. Fresh water. 5b. Fresh wter sprinkler. 5c. Saltwater sprinkler.6. Stirling engine. 6a. Mechanical Piston.

OUTPUT 1: Mechanical energy.OUTPUT 2: Electric energy.OUTPUT 3: Cold air.OUTPUT 4: Fresh water.OUTPUT 5: Humid hot air.

n > Public < Space

ology

ledge

Form

Sociability

Personality

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Learn

Focus

Collaborate

Socialize

86%72%

83%70%

82%68%

83%70%

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The Work Nodes

There is four modes of working around an offi ce. Actu-ally, offi ce design it’s just developing good FOCUS spac-es, but it’s not going through the other three workmodes.

Productive workforce it’s also equal to socialize, collab-orate, focus, relax and learn in healthy spaces. In the US companies there are expenses over the 80 millions of dollar for unhealthy and unproductive employees.

Top performing com-panies design their workplace to support all four modes.Employees at top-performing companies not only spend more time collaborating and learning, they consider that time more critical to job success than do their peers at average companies, who remain focus work-centered.

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Studying Alone

Students prefer studying alone to group study by a fac-tor of almost 3:1, and quiet is as much a prerequisitefor effective studying as it is hard to come by.

This time alone represents almost half of the time stu-dents spend on campus. Consider the provision of indi-vidual on-campus space in light of student preferences and needs.

(2011). CONNECTING CAMPUS DESIGN TO A NEW KIND OF STUDENT. Changing Course., 1, 10. Retrieved February 19, 2013, from http://www.gensler.com/uploads/documents/Changing_Course_Survey_10_08_2012.

Students prefer studying alone almost 3 to 1. 01

Most on-campus time is spent working alone 01

Study alone Study in groups71% 29%

Studying- working alone on- campus. 44%

Studying in groups8%

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Activities and SpaceThe fi rst approach of defi ning a Social Innovation Incubator

The extensive research in several subjects until now, allows us to defi ne the temptative program of the build-ing.

The Social Innovation Incubator plans in short, medium and long term, combining strategies to move forward productive projects in different levels. It focuses on thereinsertion of the unemployeed workforce to the eco-nomic system of Barcelona but it also provides these and other users the technical and intellectual knowl-edge to develope skills that will allow them to adapt to the ever changing technologies and modifi cations of the performance of any job.

On one hand, the Social Innovation Incubator provides the user (through workshops, laboratories, tutories, etc) with the necessary knowledge to face the new par-adigms and processes of innovation. On the other hand, it promotes competitive workers and entrepreneurs that will contribute to the economic growth of Barcelona and the social cohesion of Sant Andreu de Besós.

The defi nition mentioned above as well as the pro-gram explained in the following pages, refer to an initial approach and it was later in the semester better developed and improved.

THE THIRD INDUSTRIAL REVOLUTION IN BASED UPON 5 PILLARS:

1. Shifting to Renewable Energy.

2. Converting Buildings into Power Plants.

3. Hydrogen and Other Energy Storage Technology.4. Smart Grid Technology (Internet).5. Plug in, Electric, Hybrid, and Fuel Cell based Transportation.

Jeremy Rifkin.

ECONOMY DEMATERIALIZATIONto increase the productivity

THE THIRD INDUSTRIAL REVOLUTION IN BASED UPON 5 PILLARS:

1. Shifting to Renewable Energy.

2. Converting Buildings into Power Plants.

3. Hydrogen and Other Energy Storage Technology.4. Smart Grid Technology (Internet).5. Plug in, Electric, Hybrid, and Fuel Cell based Transportation.

Jeremy Rifkin.

ECONOMY DEMATERIALIZATIONto increase the productivity

HUMAN RESOURSESskills and creativity

The age of discontinuity

KBEKNOWLEDGE-BASED ECONOMY

oduction and fusion of ICTs

Innovation, entrepreneurship and creative destruction

Knowledge production and diffusion

KWOLEDGE DEVELOPMENTResearch and Development, patents

People´s knowledge potential (education)ICT - Infrastructure

KWOLEDGE PRODUCTSInnovation

+ICT-Products

KWOLEDGE FLOWSexchange of knowlege and people

USE OF KWOLEDGE

Other

CountriesUniversities Research Institutes

Intermediaries

Within companies between Within companies

INNOVATION SYSTEM

PYMESGoverment

authorities

WORKSHOP HUMAN CAPITALSupporting the Lisbon 2010 goals / Autumn 2004

The road to Lisbon 2010 – the role of ICT

GROWTH COMPETITIVENESS

KEIThe Knowledge Economy Indicators

LIFELONG LEARNING PERSPECTIVERenovating skills to adapt to changes - continuous UPDATING

WHYreas

on

02

05

06

06

08

03

07

04

SYSTEMsocial cohesion

Creation of service designframeworks and models - context

Urban > Public < Space

TechnologyInnovation not Invention

Knowledge

Production / transmision / transfe

JOBS

PROGRAM

unskilledemployees

CRISISUnemployment loss and generation of jobs

users

WHO

SPAIN

CATALONIASITE

INNOVATIONINCUBATOR

SOCIAL

Training Reinsertion Production

SOCIAL ENTREPRENEURSHIP

11

11

09

12

08

13

to see diagram go to:http://prezi.com/j2f96uxiygg4/midterm-presentation/

n t:

n

er

HYBRIDPROGRAM

Users:

Users:

Users

Users:

Formation

Investigation and production.

Community

- Gaming room.

- Informal meeting rooms.

Community spaces - Cafeteria. - Gaming room.

Focusing spaces

Fitness and wellness center - Kinetic stand alone gym.

Library

Performing and liberal arts center

Exhibition center - Art. - Cinema. - Innovations.

Plant lab

Learning and research

Market

Themed entertainment

Users:

Collaborate spaces - Informal meeting rooms.

- Co-working rooms.

Practice spaces

00 01 02 03 04 05 06 07 08 09 10 11 12 01 02 03 04 05 06 07 08 09 10 11 12

day night

14

15

16

17

18

19

20

Bulding

building circuits and grey water

Performance circuit and saltwater

(1)

(2) (6) (9)

(10)

(10)(7)

(8)(3)

(4) (5)

(10)

(1)(2) (3) (4)

(5) (7) (8) (9)

(6)

21

22

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Social Innovation IncubatorSocSoccialialll InInInInnnovnovnovovno aationon Incncububabattor

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to see video go to:https://vimeo.com/62457632

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After comprehending and analyzing the economical and social situation Spain, and thus Barcelona, is facing, comes the time to propose solutions through design. By designing an educational methodology, taking program choices, reading the morphology and site characteris-tics, the building and its components start to take shape and represent a vision that gathers all the subjects to-gether. A proposal that shapes itself by all the embed-ded information and that will reshape the life style of the learners and participants.

Taking Dali’s house as example, located in Cadaqués and visited on the research trip, it’s easy to understand how an architectural space could be enough to infl uence its’ users. It’s a reciprocal relation where the architec-ture shapes the human behavior and the man reshapes his space. That its precisely what the Social Innovation Incubator wants to reach by design, to give the oppor-tunity to the learners and the participants to shape and be shaped by the space.

The spaceThe medium for changes

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Another important conclusion to notice from the re-search trip is to defi ne how the salt cloud and the knowl-edge cloud get together and actually build the project and the main objective of it, that is to bring new oppor-tunities of education and innovation to the unemployed professionals.

That is why it’s necessary to insist with the project in education through innovation, and make a fusion be-tween the Mediterranean context and an innovative learning methodology.

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INNOVATION KNOWLEDGE

Knowledge Innovation Communities

SALT FACTORY

SOCIALINNOVATIONINCUBATORLEARNING

COMMUNITY

CONTEXT

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Conversation with Andrea Graziano

Andrea is an architect, computational designer and digital explorer. Member and co founder of Co-de-iT and co-founder of FabLab Turin.

He is also managing social media blogs related with innovations in edu-cation. By the time of the interview he transmitted that everything that is made by passion will be successful.

The main points that he defi ned as important were:

- New education models should not be defi ned allowance of evolution and fl exibility.

- Connectivity is as (or more than) important as learning networking.

- It should be a mixture of activities where the learning, work and recrea-tion are developed together.

NEXT EDU

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from innovate to innovation

The human being in order to learn, through it different phases o growth, use and needs a variety of method that helps him to capture, keep and put in practice all the useful information. Actually, different sociologist and other specialist, are understanding that the “class-room model “ its not the only way of learn and not the must effi cient.

In order to create an innovative paradigm in the edu-cation system of Spain, it’s necessary to propose an education methodology that will take place inside of the building.

One of the objective was to replace the logic of training and adapt inside these methodology the must advanced ways of learning that are being proved and applied in different spaces.

In terms of effi ciency, its necessary to put pressure over the system and make the learning phase a faster meth-od in order to response actively to the actual situation.

Learning and innovation

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01 Open Education

Access and distribution of knowledge to regions of the world where higher education is not readily available / Recruitment and retention of students, as well as cur-riculum development and research collaboration among faculty / Sustainability of interest in and access to high-er education.

Examples: NYU Open Education on Facebook, MIT, PO\olitécnica de Madrid, Tecnológico de Monterrey

Brief of education models and theories

Online courses- http://www.ocwconsortium.org/

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02 Social Learning Enviroments. (SLEs)

SLE is a place where individuals and groups can come together and co-create content, share knowledge and experiences, and learn from one another to improve their personal and professional productivity. It is a place that can be used to extend formal content-based e-learning for social interaction between learners and tutors. A SLE doesn’t manage, control and track users, but rather provides an open environment for working and learning collaboratively.

Attention —Retention — Reproduction - Motivation

Elements for constructing social learning enviromentshttp://www.upsidelearning.com/

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03 Context based education.

All cognitive processes require constant practice and getting better thoughtout life is important. LEARNING IS IMPROVEMENT IN ONE’S COGNITIVE PROCESSES. Lifetime learning does not only mean the continual ac-quisition of knowledge, so much as the improvement in one’s ability to perform these cognitive processes, by the acquisition and alalysis of experience. What we should do is to teach employees how to think more clearly within the context of jobs. We should be providing worplace-based contexts, typicall ones that are beyond their day to dat tastks, contexts for exm-ployees to think within and about.

Prediction - Modeling - Experimentation - Evalua-tion - Diagnosis - Planning - Causation

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04 BAUHAUS / The new man, the new technique.

The idealistic basis of Bauhaus was a socially orientated programme. An artist must be conscious of his social responsibility to the community. AND the community has to accept the artist and support him.Removing the limitations of professionalism. The Bauhaus system al-lowed for a work practice built on varied social, techni-cal, and methodical basic knowledge.Specialization to-gether with solid basic knowledge was not a risk when the students were employed by the production. They were able to follow the changes in technology and so-ciety in a fl exible manner. Homogeneous professional roles started to dissolve in practice, or at least to change radically. At the same time it seemed necessary for the student to take personal responsible for his studies and the development of professional skill.

THE THREE PILLARS.craft was the foremost pillar.drawing and painting was the second pillar.science and theory for the third pillar.

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05 Steiner education

is a humanistic approach to pedagogy based on the ed-ucational philosophy of the Austrian philosopher Rudolf Steiner, the founder of an-throposophy.

Works for all children irre-spective of academic ability, class, ethnicity or religion / Takes account of the needs of the whole child – aca-demic, physical, emotional and spiritual / Is based on an understanding of the relevance of the different phases of child develop-ment / Develops a love of learning and an enthusiasm for school / Sees artistic ac-

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tivity and the development of the imagination as inte-gral to learning / s tried and tested and is part of state funded, mainstream provision in most European coun-tries; Is respected worldwide for its ability to produce very able young people who have a strong sense of self and diverse capacities that enable them to become so-cially and economically responsible citizens

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06 Social Development Theory

Many schools have tradion-ally held a transmissionist or instructionist model in which a teacher or lecturer “transmits”information to students.

In contrast, Vygotsky’s the-ory promotes learning con-texts in which students play an active role in learning. Roles of the teacher and stu-dent are therefore shifted, as teacher collaborates with his or her students in order to help facilitate meaning con-struction in students.

Learning therefore becomes a reciprocal experience for the students and teacher.

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- Knowledge constructed by itself. - Development can not be separated from its social con-text. - Prior conceptions and new concepts are interwoven. - Language plays a central role in mental development.

07 Workforce innovation

Holistic approach Help businesses run better and help individuals become better employees. It’s that simple.

Short-term trainingTraining that can occur in less than a year.

Follow upOn site training (at work) for starting-up and developed companiesOn-line classes for starting-up and developed compa-nies.

Personal developmentHelp people develop basic workplace skills, including teamwork, communication and overall professionalism.

Social SupportTransportation, resting places, open kitchenette and childcare that allows them to complete the coursework.

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DESIGN PROJECT3

Introduction

A self suffi cient building has to be a system of co rela-tion matters that gather together an architectural ob-ject with answers in economic, technologic and social subjects.

The social innovation incubator grows within the actual situation and gives an optional solution over the social and economic issues that the unemployed profession-als with capability to work are facing. The architectural program was developed by understanding a variety of innovative educational methods and giving the option to the users (in the case of our project, learners and participants) to develop new skills and prepare them to be ready for the change of matrix that the industry is facing.

As an architecture proposal, it’s embedded with context information by using the high salinity of the Mediter-ranean Sea and adapting the volume with the environ-

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mental characteristics. The shape is based on the min-eral growth analysis understanding the aggregation as a main concept, basing the volume with the halite (salt crystal) growths and how these mineral adapt over dif-ferent confi gurations.

Also, it uses the Mediterranean Sea salinity as a power tool to feed the sense of the building, using self suf-fi cient sensor modules that release signals to improve the performance of the system and save energy by re-sponding to the climate situation.

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from innovate to innovation

Principles

The transition towards an economy based on knowl-edge and innovation is creating unknown paradigms.

We are living a revolution. We are part of it.

The Learning Methodology for the SII, presents 5 prin-ciples and 6 pillars based on the analysis of revolution-ary pedagogic and educational theories, that will set the hints to design the path for innovation through educa-tion of this new model.

01 Short term education (1 to 3 months) 02 Holistic aproach03 Lifelong learning capacity04 Career and life-project oriented education: launch-ing of skilled technicians, proffesionals and experts05 Follow - up (both in bussiness and education)

Learning methodology

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Pillars

Comprehensive Learning Improvement in cognitive process. Besides continual acquisition of knowledge, lifetime learning relies on the improvement in one’s ability to perform these cognitive processes, by the acquisition and capacity of analizing their experiences.

Know/how LearningStraight forward education (instructor to learner)

Active LearningLearners play an active role in educational processHorizontal education (learner to learner).Reciprocal education: Roles of the instructor and learner are shifted, as the instructor collaborates with the learn-ers to help facilitate meaningful construction. Learning therefore becomes a reciprocal experience.

Adaptive LearningOpen Data (the knowledge cloud)Informal information sharing through existing platforms and networks.Formal information sharing of academic material, plan-ning material, evaluation tools and thematic content.

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Self LearningPromotion of individual practice and updating for a life-long education.Personal growth and motivation through artistic, cul-tural, recreational and creative activities.Development of basic workplace skills, including team-work, communication and overall professionalism.

Contextual LearningProvide the learning in an environment related to their workplace to teach them think more clearly within the context of jobs.Identify what people do on a work day and refl ect on the cognitive processes they engage in when they do it. Social Support: transportation, resting places, open kitchenette and childcare that allows the learners to complete the coursework.

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active learning

comprehensive learning

contextual learning

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know-how learningk h lknow-how lea

self learning

adaptive learning[e-learning]

@

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Semi-qualifi ed or qualifi ed person with work experience in a specifi c fi eld who needs knowledge update for job opportunities.

People with an academic grade (under or post) in search of jobs opportunities to col-laborate with or start a business.

Entrepreneurs which business is in crisis or bankrupt in search of opportunities to inno-vate.

Intermediate [low level]

Advanced [high level]

Beginner [low level]

Participants

Learning Methodology

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Learning Phase

Incubator Phase

Follow in Phase

Development of multidisciplinary project to apply the knowledge and techniques prevously learn.

Immersion to innovative tools and techniques for ex-pertise in a specifi c fi eld.

Mind set shift to introduce innovative work processes (Concept, economy and tools).

To connect the learner to existent companies or busi-nesses which profi le match their preferences, knowl-edge and skills. At the same time the learners’s profi les are introduced to these companies.

To promote a co-working space to share knowledge ide-as among the three levels of learners with the intension of starting a project.

Retrofi tting - Follow in of the learners (entrepreneurs and workers) in order to reach reciprocal support.

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Project referencesWork’s sources.

Shigeru Ban (www. shigerubanarchitects.com)- Use of cardboard as principal construction material for medium structures. - Light architecture.

Frei Otto (www. freiotto.com)- Light structures. - Biomimicry based structures.

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Aranda Lasch (www. http://terraswarm.com/comingsoon/)- Aggregation based geometries. - Mineral volumes.

Cloud 9 (http://www.e-cloud9.com/)- Multi scalar design. - Light structures.- Operative surfaces.- Socialist design.

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The site its 600 m from the Mediterranean Sea, this is the reason for the salt aggregation struc-tures that could be found near this place. The Medi-terranean Sea salinity levels between 36% to 38%, this is also the per-fect range to power our energy system.

The siteBetween local connection and the Mediterranean sea

RAMBLA RAMBLA

FORUM FORUM

RAMBLA RAMBLA 735

1.8

325

BESOS MARBESOS MARMetro Station875 m

CAM LIMA

LA MINA

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FORUM FORUM 325

Area without shadow impact14,300 m2 [ 7.1% ]

Area with shadow impact 5,920 m2 m2 [ 29% ]

CAM LIMACAM LIMATram Station

65 m

FORUMFORUMTram Station525 m

BESOS MARBESOS MARMetro Station275 m

LA MINALA MINATram Station

340 m

MEDITERRANEAN MEDITERRANEAN

600 m600 m

PORT FORUMPORT FORUMPort / SeaPort / Sea150 m150 m

PORT FORUMPORT FORUMBeach / SeaBeach / Sea500 m500 m

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The landscapeOperativeand agreggated

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The pathOperating inside the building

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ENTRANCE HALL

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CLASSROOM

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COLLABORATIVE ROOM

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“ In the physical sciences, a particle is a small local-ized object to which can be ascribed several physical properties such as volume or mass. The word is rather general in meaning, and is refi ned as needed by various scientifi c fi elds. Its possible to see the design through the particles point of view. “

By looking the design as a “smaller scale” operation, it’s possible to understand it as a multi scalar system. Architecture is looking again, thanks to the new fabrica-tion methods and interdisciplinary science advances, to the design of particular operative products to improve the space experience and building performance.

-----------With the logic of the “particles” concept, the design will be improved by using its physical and chemical behav-

Its all about particlesUnderstanding the physics of particles

“Particle”. AMS Glossary. American Meteorological Society.

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iours and responses, abstracting the nature’s logics, and using nature as an operative system within the project.

Since the beginning of the investigation, there was a direct phenomenon that drove the main direction. The salinity accumulation existing near the site was show-ing an opportunity to go deeper into this subject, and the proximity to the ocean provided the opportunity to understand some logics related to what its happening there.

With the help of Jopsep Perelló, a rooted research start-ed, that drove a design solution inherent with the local situation.

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Architecturally, this system relates to aggregate con-struction scenarios and materials. Aggregates consist of loose-fi ll arrangements of materials that are contained with boundary conditions and auto-orient themselves based on size, external conditions and structural forces.

Self organized systemsFrom chaos to order

VENUS its a chair by Tokujin Yosh-ioka where he use a base structure of polyester elastomer where the water will attached the NaCl in order to create a crystal structure.

SHIO is an skeleton made from fab-rics and translucent plastics, but the main structure are made of salty water by controlling the enviroment parameters as: Humidity, tempera-ture, water baume scale, and oth-ers.

Salt/Aggregation growthNature crystal growing

http://www.tokujin.com/http://www.studioshio.com/studio

Cristalization phenomenaGrowing and aggregation

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MIT/ http://phyllotax.is/self-assembly/

This scenario proposes a large-scale application of ag-gregate materials, outside the scale of material proper-ties and into the realm of construction methodologies...”

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“...Green House Co. Ltd., a Japanese electronics fi rm, has developed a new “power-generation LED lamp” called GH-LED10WBW that runs on salty water. Requir-ing no batteries, the lantern runs for eight hours for each fi ll of saline solution. The device doesn’t just light the way; it can also be used to power other USB-pow-ered devices.

When the saline water is put in the lantern, it functions as an electrolyte with a magnesium (Mg) rod (negative electrode) and a carbon rod (positive electrode) inside the lantern, the magnesium rod has to be replaced af-ter about 120 hours of power generation...”

Mg C+-

Salt Water

led

Saltwater/EnergyElectrolisis as an energy source.

http://www.green-house.co.jp/products/life/led/ledlight/gh-

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The fi rst prototype was developed through the under-standing and testing of an electrolysis system. Besides other types of green sources, the electrolysis is the less explored one but it’s also the less variable one. Solar and wind energy, for example, depend of variable ele-ments, this system could be more stable because the range needed for energy generation is wide and sea salinity levels don’t change a lot.

Prototypes objectives:1. Volts production. 2. Watts production. 3. Time of production. 4. Material uses.

Conclussions: 1. 6 to 9 volts. 2. 18 mA. 3. 3 weeks working.4. Water needs to recirculate in the 2nd week. 5. Level of mA are not enough for make an arduino works.

Saltwater/Energy1st prototype

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Prototype objectives:1. Water cycle. 2. Connect an Arduino Board.

Conclussions: 1. The ram pump system works inside of the battery. 2. The mA levels are not enough. 3. The battery size could be optimized.

Saltwater/Energy2nd Prototype

1 2

3 4

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Prototype objectives:1. Connect Arduino board and light sensors. 2. Optimized battery size. 3. Optimized battery position and use.

Conclussions: 1. 80% size reduced from previus prototype. 2. Produce 12v of energy. 3. Arduino could be powered but still not stable.

This battery will be used as a self suffi cient sensor that will translate the data received from the sun to a re-sponsive facade system that is distributed in the build-ing.

Saltwater/Energy3rd Prototype

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Acrylic cap.

Dripping tank.

Electrolysis rac.

4 Waste water tank.

1

2

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Saltwater/SourceFrom the Mediterranean Sea

- Distance: From 600 m to 2 km. - Salinity levels: 3.5%. - Transportation method: Gravity ram pump.

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- Distance: 13 km. - Salinity levels: 7.3%. - Transportation system: Land transportation.

Saltwater/SourceFrom the Mediterranean Sea

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“In nature, shape is cheaper than material. This has been shown a number of times and is manifested in the remarkably high performance, both absolute and specifi c, of biological materials which is achieved not by the us of high performance component but by the degree of detail and competence in their design and construction.”

The hexagonal patterns occur when structures have to absorb two dimensional stresses in all directions.

Matter apparently shapes itself into to sort of structure that is best fi t to absorb stress because the forces need to move along the shortest distances.

Constructive and structural systemLearning from nature.

Lightness: the inevitable renaissance of minimum energy structures.

Julian Vincent (2005) , Smart by nature, Ed.

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A basic structure and its material utilization with the building’s logics was structurally tested and threw these results:

1. A polyhedron that contains hexagonal faces is struc-turally stable by itself. 2. it’s necessary to decrease the top section of the com-plete geometry in order to optimize the material utiliza-tion. If not, the structure on the top should be thicker and not viable. 3. There should be reinforcement in the bottom vol-umes to turn them in “foundations” and help in holding the structure.

Base structure analysisAbstracting nature’s logic.

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Fixed joins triangular frame.

Pin join beam.

Tension structural cable.

1

2

3

The main structure is composed by cardboard tubes with fi xed and pinned steel joins. The logic of the mod-ule is to follow the aggregation and lightness concept and help to reshape the project once that it’s fi nished.

The aggregation works from the heavier system to the lightness module composition. Creating proper founda-tions, by adding to the system stress skin panels make a stronger structural solution.

The proposed systemCardboard truncated hectahedra structure.

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Its a relation between a triangular fi xed joints frame and a pinned beam that could move in x and y but once that everything is set, it will be strong enough to trans-late the forces to the ground.

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Cardboard structure pipe.

Tension structural cables.

Pin node.

4 Fixed node.

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2

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4

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The building is designed to be assembled on site; all the modules are prefabricated systems that can be trans-ported as structural components.

The aggregation logic allows building it as a numerical and three-dimensional puzzle that gets stable when the whole building will be fi nished.

This characteristic also lets the building grow in the fu-ture by adding new modules if the program needs to change in order to solve new spatial needs.

The project is principally composed by truncated tet-rahedrons with three different shapes between each other.

The modular growthConstructing the ligthness.

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One of the laws that rules the modules’ distribution its the lightness that, by decreasing the weight of the sur-face’s material, a shape that growth from a solid vol-ume foundation to a wireframe structure. The materials used are:

1. Cardboard tubes as the main structure. 2. Stress skin panel that works in bending forces an reinforce the bottom bases. 3. ETFE surfaces that helps to cover volumes that should be lighter in the top of the building and are designed for being solar responsive.


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Saltwater sensor mod-ule.

Solar/ETFE responsive panel

Stress skin panel Wind responsive panel

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The batteries should be located in the most affected faces because of two reasons, to create a double layer that increases the thickness of the surface an helps to keep away the heat and more importantly, to keep the water warm because is optimizes the electrolysis reac-tion inside them.

In other hand, the solar responsive ETFE modules are located in the transition zone between the most affect-ed faces and the ones that stay in shadows. In this section the wind responsive modules it’s also located. These help to get a stronger structure but also create a path for the wind to fl ow through the zones that are less warm.


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Saltwater sensor mod-ule.

Solar/ETFE responsive panel

Stress skin panel Wind responsive panel

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to see video go to:https://vimeo.com/69261744

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OPEN COLLECTIVE3

The team behind the project.

Multidisciplinary group which conforms, promotes and proposes concepts of openness, connectivity and ex-change of ideas in an interconnected and international environment.

Alejandra Días de León Lastras

Mexican MAA, collaborator with the Mexican fi rm Taller 13 in re-generative architecture projects and coordinator of the Architec-ture Cell of the multidisciplinary studio Ezequielfarca in Mexico City.

Robert Garita Garita

Costa Rican MAA co founder of MG Studio, member of The open innovation group (Holcim Costa Rica) and professor of design in Veritas University, School of de-sign, Costa Rica.

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Aldo Sollazzo

Italian MAA, co founder of Nou-mena Architecture.Member of “Ordine Degli Ar-chitetti di Roma”.Worked for several international fi rms Embt-MirallesTagliabue , Nabito and Studio Transit.

Mauricio Valenzuela

Nicaraguan MAA co founder of Estudio Híbrido, project manag-er of several central american developments, and professor of design in Universidad America-na (UAM), Faculty of Architec-ture, Nicaragua.

Links// www.opencollective.com

Social Network// www.facebook.com/OpenCollective

Sources// www.noumenaarchitecture.com// www.estudiohibrido.com// www.bcnmainstreet.com

www.iaac.net

Accredited by:

www.upc.edu

fablabbcn.org www.valldaura.net

valldauraS elfS ufficientLab

self sufficient building | social innovation incubator

Design

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