MODUPOD by NBRS

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MODUPOD © is a dynamic 21st century learning environment that creates an inspiring IMPLICIT CURRICULUM ©, the 3D text book - spatial forms that promotes interaction and critical thinking for 21st century students. Fast assembly, smart stimulating interiors and flexible PODS place students and teachers at the heart of learning. MODUPOD embodies a new approach to learning; THE LEARNING CONTINUUM © which responds to the plastic possibilities of environments which are fluid and transcendental in nature. The new physical components form to blend a seamless integrated environment which maximises the learning experience. MODUPOD DYNAMIC multi-modal clusters are built around an ACTIVE CORE©; a permeable student resource centre which supports unique pedagogical solutions by incorporating five standard learning modes. The Studio, Project, Breakout and Social PODS and the Outdoor Spaces support the modes of teaching and learning and are specified to meet the a spectrum of curriculum needs, site topographies and climatic conditions. With MODUPOD educationalists can achieve a fast, smart, and flexible 21st century learning environment.

ACTIVE CORE©

STUDIO POD

PROJECT POD

CIRCULATE CONVERGE CONNECT

INSTRUCT INTERACT RESPOND

ENGAGE EXPLORE REACT

Permeable student resource centre

Controlled information exchange

Student team investigation

NBRS+PARTNERS ARCHITECTURE HERITAGE LANDSCAPE INTERIORS URBAN DESIGN ENVIRONMENTAL COMPLIANCE RESEARCH

BREAKOUT POD

SOCIAL POD

OUTDOOR SPACE

RELAX OBSERVE REFLECT

CONGREGATE CONNECT SHOWCASE

CHALLENGE DISCOVER REALISE

Passive student environment

Collaborative public presentation

Uninhibited student’s environment

STUDIO POD

SOCIAL POD

OUTDOOR SPACE

ACTIVE CORE ©

PROJECT POD

BREAKOUT POD

MODUPOD DYNAMIC Clusters are spaces that support modes of learning. This new IMPLICIT CURRICULUM instead of prescribing uses for spaces suggests experiential learning possibilities through subtle cues and the presentation of spatial opportunities as opposed to spatial demands. Immersive learning environments encourage grounds that can inspire students with a willingness to learn. The MODUPOD DYNAMIC Multimodal Pods with an ACTIVE CORE create a seamless, collaborative environment to that moves learning beyond the classroom.

CONTEXT

CONFIGURABLE MODUPOD DYNAMIC system is built around THE LEARNING CONTINUUM. Ultra configurable PODS are assembled around a permeable ACTIVE CORE to create a seamless multi-modal learning environment. A fully expandable platform the basic 60 student cluster can be expressed in series or groups to form a stimulating campus. The easily reconfigurable MODUPODS flexible platform assimilate with current structures, supporting evolving pedagogy, site conditions and climate extremes.

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MODUPOD© CLUSTER

Multimodal Permeable Student Centered 60 Student module. Incorporates 5 POD zones & ACTIVE CORE

MODUPOD© GROUP

Multimodal Expandable Configurable 120+ Student module. Incorporates Multiple POD zones & ACTIVE CORE. Groups of Clusters produce multiple student centered zones. Configuration designed for green field and rural applications.

MODUPOD© LINEAR

Multimodal Series Efficient Multi-Student module. Incorporates Multiple POD zones a lineal ACTIVE CORE and layered Outdoor Spaces. Designed for existing suburban sites with limited expansion opportunities.

MODUPOD© STACK

Multimodal Stackable Urban Multi-Student module. Incorporates POD zones & ACTIVE CORE. Designed for constrained inner urban campus. Specification retains permeable spaces for collaboration.

MODUPOD© CAMPUS

Multimodal Expandable Stimulating Multi-Student module. Incorporates POD zones & ACTIVE CORE. Flexible combination expands to accommodate large school requirements.

NBRS+PARTNERS

Flexibility is associated in the notion of the malleability of the ‘hardware’ or the built form of a space – MODUPODS that can be recogfigured and transported. Adaptability is a real-time response to evolving student needs that can be supported by the manipulation of fixtures and furnishings. This is the ‘software’ of a space. The ability of the MODUPODS to break open new spaces.

TRANSFERABILITY

Designed to seamlessly connect and to define the spatial identities of THE LEARNING CONTINUUM. Flexibility of configuration allows adaptability to site and context. Transportable and Retransportable functions are key for longevity and reuse. The steel framed component shell provides a bolt together solution. Climate adaptability through siting and materiality. Optioned materiality provides light, ventilation, solar access, and shade control through layers of screens perforated and solid, clear and opaque, insulated or light. Cultural contexts are supported through flexibility of configuration and materiality, openness, transparency, and controlled environments. Urban, Suburban, Regional, Rural, Open Landscapes can be resolved through controlled configuration: Stacked, radial, parallel, linked, interconnected groupings, or random dispersal.

LOGIC

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ENVIRONMENT

360° SUSTAINABILITY CLIMATE ADAPTABILITY CLIMATE CONTROL RADIANT Solar Screens; Façade and roof screens for solar shading R-panels; Modular sandwich panel infill to steel frames. Wall, floor & roof construction easily adjusted to optimal R rating to suit location Twinskin membrane roof; Layered roof membranes to reduce heat transfer Performance glazing; High performance double glazing to all windows and doors

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Telescopic steel post with uplift strap down Perforated steel screen Composite sandwich roof panel Aluminium framed glass louvers PV solar panels in aluminium frame PVC Ferrari stretch membrane Aluminium framed overhead door Modular decking system in steel frame PVC rainwater tank Concrete footing to suit local condition Composite sandwich floor panel Aluminium framed double glazing 3

CONVECTION Breezways; Naturally ventilated connections between pod modules Orientation, Flexibility in-cluster arrangements to maximise exposure to prevailing breezes for cross ventilation Customisation; High level of adaptability and customisation to address local climatic conditions

RESOURCE RECLAIMATION ILLUMINATION Natural daylight; South facing clerestory glazing to increase ambient daylighting levels without adverse glare and allow heat purging

SOLAR SCAVENGING Rooftop panels; Pop up roof panels for PV cells placement and allow for off the grid applications Vertical screens; Integrated plug-in glazed PV panels Green walls; Green wall plug in option to teach students horticultural principals and provide facade shading

FLEXIBLE GEOMETRY Modular configuration; Modular core design to minimise shipping requirements, reducing transportation emissions and maximise ability for relocation and reuse. Orientation; Adaptable site specific design solutions

DEMATRERIALISATION Modules; Easily specified and reassembled to suit new sites and pedagogies Recyclable; Steel and structural panels

RAPID UPLIFT Unskiled labour; Telescopic legs to allow for easy placement of pods with minimal site works, easy rectification of site upon relocation and minimum disruption to site

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MANIFESTO

“A significant part of the problem with contemporary education is that it aims to teach 21st century learners by combining a 20th century curriculum with a 19th century structure” Prensky, M – Engage Me or Enrage Me: What Today’s Learners Demand.

LEARNING THAT JUST IS... We are witnessing a tipping point, a revolution, the transformation of educational communication. The seamless integration of ‘i-smart platforms’ has created a truly new learning environment that just is. It’s time to deliver a spatial design driven 21st Century pedagogical revolution.

THE LEARNING CONTINUUM 21st Century learning environments must have the ability to initiate a LEARNING CONTINUUM by moving away from traditional ‘one-stop shops’ for education and towards a universal culture of nurturing continual learning. MODPODS create dynamic learning environments; instructive forums, social spaces and community environments. This environment is enhanced by the use of technology, which encourages a culture of acquiring knowledge everywhere, an essential shift towards a more open and progressive approach to learning.

AN IMPLICIT CURRICULUM The constant effectiveness of active learning and collaboration gives rise to an educational atmosphere, this indeed forms the basis of an IMPLICIT CURRICULUM; a continuum which blends traditionally singular classrooms into an all encompassing, sweeping learning environment. A 21ST century schools instead of prescribing uses for spaces will suggest experiential learning possibilities through subtle cues and the presentation of spatial opportunities as opposed to spatial demands. Immersive learning environments will go beyond just considering the needs of the people inhabiting it, but become encouraging grounds that can inspire students with a willingness to learn.

COLLABORATIVE ENVIRONMENTS The most beneficial relationships between students are grounded in equality, learning and gaining insight from each other. Discussion between students is central to this learning model as it engages with higher level thinking skills including evaluation and analysis, not merely comprehension.

A CULTURE OF INQUIRY Developing a culture of inquiry within the ethos of a school is vitally important in terms of setting up the foundations for continual learning for life. This notion focuses on possibilities rather than imparted content, encouraging creative and critical thinking.

21ST CENTURY SPACES The ACTIVE CORE is a node of activity convergence where circulation animates the connectedness. A technical and social centre this 60 student resource space is a vital component in the function of a 21st century school. The ACTIVE CORE contains the many resources necessary for both social and structured learning settings in its bustling attitude and dynamic form. Running throughout the cluster and extending beyond the enclosed social space to suggest connections between the school and community, while also providing a framework for green space. Neighbourhoods are created as students circulate through the core instead of forming a singular passage between zones removes the need for traditional highly directed and paced ‘school corridors’. The ACTIVE CORE also functions as a media board in this social environment; multimedia screens encouraging presentation of school news, world news, energy consumption, environment facts, technological innovation and student work. The Studio Pod is a radiating framework focusing on a learning experience immersed in teamwork. The future pedagogy of teamwork a teacher directed learning experience. A more structured and focused learning environment, the studio spaces serve as a large component of teacherdirected learning experiences. The Project Pod is a student centered space, a project incubator. This space offers a chance for students to take greater responsibility for their own learning. Removed from direct teacher influence, project spaces present the chance for students to work at their own pace, similar to a culture found in workplaces. The Breakout Pod is a fluid, transparent, non prescriptive space to observe and be resourceful. A relaxed student space breakout areas are the most flexible in terms of their potential for use, including acting as a social learning environment. Breakout spaces encourage students to observe their environment to be resourceful, thus the secondary curriculum is implicitly evident.

The Social Pod is a space to gather, collaborate and securely showcase learning and interaction. Very personal and human scale students are encouraged to use the space in ways they may prefer. These social spaces are uninhibited in their access and visual connection to the outdoors. Outdoor Spaces offer student the external stimulation to encourage uninhibited access and learn from natural space. This ever changing environment stimulates and encourages growth. The extensive benefits of education in the outdoor environment are universally acknowledged thus the learning continuum places great emphasis on the experience of outdoor learning.

SUSTAINABILITY Embracing adaptive reuse MODUPOD provide immediate solutions; rapid construction, durable finishes and sustainable, energy efficient climate compatible construction materials complete an MODUPOD DYNAMIC 21st century buildings for 21st century students. Climate adaptability through siting and materiality. Optioned materiality provides light, ventilation, solar access, and shade control through layers of screens perforated and solid, clear and opaque, insulated or light.

TRANSFERABILITY Flexibility is associated is the notion of the malleability of the ‘hardware’ or the built form of a space – MODUPOD that can be recogfigured and transported. Adaptability is a real-time response to evolving student needs that can be supported by the manipulation of fixtures and furnishings. This is indeed the ‘software’ of a space. The ability of the MODUPOD to break open new spaces. Cultural contexts are supported through flexibility of configuration and materiality, openness, transparency, and controlled environments. Urban, Suburban, Regional, Rural, Open Landscapes can be resolved through controlled configuration: Stacked, radial, parallel, linked, interconnected groupings, or random dispersal.

NBRS+PARTNERS

STUDIO POD

SOCIAL POD

BREAKOUT POD

OUTDOOR SPACE

NBRS+PARTNERS ARCHITECTURE HERITAGE LANDSCAPE INTERIORS URBAN DESIGN ENVIRONMENTAL COMPLIANCE RESEARCH

Andrew Duffin andrew.duffin@nbrsap.com.au 9922 2344 James Ward james.ward@nbrsap.com.au 0410 221 875 9922 2344 Modupod

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2025 The Learning Continuum

Leve l 3 , 4 G l e n S t re et , Mi l s o n s Po i nt N SW 2 0 61 Au s t ra l i a T : 61 2 9 92 2 2 3 4 4 F : 61 2 9 92 2 1 3 0 8 E: a rc h i te cts @n b rs a p. co m . au W : www. n b rs a p. co m . au DIRECTORS Ridley Smith reg. No 2268 + Graham Thorburn reg. No 5706 + Robert Staas + Geoffrey Deane reg. No 3766 + Garry Hoddinett reg. No 5286 + Andrew Duffin reg. No 5602 ASSOCIATE DIRECTORS Rodney Drayton + James Ward SENIOR ASSOCIATES John Baker + Barry Flack ASSOCIATES Jon West + Trevor Eveleigh N B R S & P A R T N E R S P T Y LT D A B N 1 6 0 0 2 2 4 7 5 6 5