Inspired by Nature by Aeres Hogeschool Wageningen (voorheen Stoas Vilentum)

Inspired by Nature

‘A responsive building anticipates our emotions and mental expectations. It provides light and shadow, enclosure and view, solitude and participation, quietude and sound, intimacy and openness, in accordance with the dweller’s mental and emotive emotions. It also orchestrates experiences of seasons, hours of the day, as well as changes of weather. The house mediates between the world and the dweller, it becomes part of his or her extended skin and surface of interaction with the world. Dwelling is an exchange and fusion; as I settle in a space, the space settles in me and it turns into an ingredient of my sense of self. The notion of nest implies intimacy and familiarity. The nest is a direct projection and product of the body, its movements and its rest, and it is the most perfect of dwellings. The nest protects and supports the body, but it also centers and organizes the occupant’s world: the world gathers and structures itself around the nest.’ (from ‘Nesting: body, dwelling, mind’, Juhani Pallasmaa)

Inspired by Nature

Ecological intelligence Ecological intelligence relates to learning and development, behaviour, relationships between humans and nature, ecosystems and sustainability. It also means knowing which ecosystem youâ&#x20AC;&#x2122;re a part of, how you influence this, and how the system influences you, then consciously instilling the knowledge to contribute to the sustainable development of yourself, others and the system.

Table of contents Inspiration Using examples from nature Form fits function Open and closed Natural encounters Reflection, creation, learning, and playing Sustainability Facts about sustainability Floors Workshops 21st-century learning lab Learning and working environment Colour Photo walls Cafeteria and kitchen Wiki and Wi-Fi Technical features Around the mound Sound Genius loci Topography and landscape A tour of Stoas The construction Construction specifications In the media

Inspiration Keywords for the design Nature Meeting Connecting Sustainable Environment Diversity Non-linear Home base Seasons Light Contemporary

Stoas is a part of several ecosystems. The Stoas building acts as a ‘hub’ from where and in which activities are organised; connections between knowledge and networks are made; and professionals gather to meet. The building is and symbolises transparency, offering clear lines of sight in all directions. The design, spaces, colour, surroundings, and décor of the building offer a learning and working environment that supports one of the key functions of ‘school’: interactions between students, staff, co-workers, and visitors from outside, resulting in a responsive environment and a responsive building. This is a learning and working environment that fosters unexpected encounters, one that leads to fruitful interaction. Nature served as an important source of inspiration for the building’s design. This is reflected in the visual aspects and the sustainability and organisational principles behind the design. A connection to the environment exists: windows can open allowing you to hear birds and feel the change in seasons. It is light, open, and transparent. The design is impressive with great attention to workmanship and detail.

It serves as the base for students, lecturers, staff, and visitors. The building is a meeting point, a place that allows you to develop, share, and co-create all manner of knowledge. It is a place where people feel comfortable, a public playground that provides opportunities for time, rest, space, distance, and connection in order to enhance the learning and development of current and future professionals. The physical school is a learning community in itself and offers a break from everyday life, both of which are essential features for learning.

The building was designed with the Stoas â&#x20AC;&#x2DC;Ăłikosâ&#x20AC;&#x2122; or household, in mind. It is a meeting point, a place that allows you to develop, share, and co-create all manner of knowledge.

Lia Spreeuwenberg

Educational studies lecturer, research lecturer and researcher

â&#x20AC;&#x2DC; The building is open and nurturing and is aimed at encounters, but there are also sufficient places for you to isolate yourself and work on your own. Its use is selfevident. That was immediately clear when the students entered the new building on the first day of school. They went their separate ways, and found their places in the building without any instruction.â&#x20AC;&#x2122;

Using from nature Organisational principles from nature are part of the Stoas belief system. This ‘ecological intelligence’ has been incorporated into education, research, and the building itself. Construction: the green poles The green poles which form the supporting structure are the ‘stems’. Stems provide strength, water transport and growth, both in terms of length and breadth. They serve as a metaphor for the activities at Stoas. Freedom of movement The large voids between the three floors and the staircase form the heart. The installations have been integrated cleverly. Using a watermist system in lieu of fire compartments removes the need for walls or swinging doors on the different levels. This helps create openness and maximum freedom of movement. 8

Nests and caves The principle of ‘the cave and the nest’ forms the basis for the building’s design. The nest is a functional and therefore rational space. The nests are used as labs and workrooms. In the cave, a non-rational space, the inhabitants conform to an existing space. Its use is unpredictable, its interior is varied. Symbiosis The motif chosen for the exterior and floors was a mycorrhiza: a symbiosis between plant roots and fungi which is stringy in texture. The mycorrhiza acts as a symbol for the intelligent connections within a synergy, corresponding to the concept ‘the whole is greater than the sum of its parts’; a win-win relationship, an intelligent underground network.

Stems provide strength, water transport and growth, both in terms of length and breadth.

Form fo l lo w s

function

The building was designed round to fit the function and the wishes of its users. The functions are learning, experimenting, experiencing, meeting, working, and researching â&#x20AC;&#x201C; working and learning both individually and together, facilitating organised and spontaneous meetings, and finding, sharing, and discussing information.

These functions played an important role in determining the shape of the building, both its interior and exterior, as well as the facilities and the position of the building and terrain in the surrounding environment. Form follows function. A cylinder was chosen as the basic shape for the design. This structure is not hierarchical: in essence, each floor shares the same shape and view. The base is a circle, and circles abound throughout the building. Also, aside from a sphere, the cylinder has the most favourable ratio of surface area to exterior wall surface. This minimises energy loss via the faĂ§ade. This not only applies to the structure as a whole; the supporting structure also consists of five circular columns, which themselves form usable spaces. The shape is further reflected in the central circular skylights set in the stairwell, with light exposure via five large windows in the roof. In the dark, these circles are accentuated by coloured LED lighting. The circular form is also symbolic: a loop representing completeness.

The functions learning, experimenting, meeting, and researching were determining factors for the buildingâ&#x20AC;&#x2122;s shape.

and closed Anyone who approaches the building receives the impression of both an open and a closed facility. In the shade, or when the awnings are closed, the building hardly stands out in its natural environment. But when the awnings are open or the sunlight strikes the faรงade, it transforms like a chameleon from light green to yellow. When it is dark out, passers-by see a vibrant panorama inside the illuminated building. The skylights in the roof allow light to get in, and there are no strictly indoor environments. Windows can open. Everywhere, there is an open, visual connection between the interior, exterior, and the environment. Additionally, the fire escapes connect the building both literally and aesthetically to the outdoors. Movement has a positive influence on thinking and learning. Pacing, or walking up and down the stairs is always an option, but for those who are looking for more intensive exercise, or enjoy a conversation with a colleague while rowing, we have two WaterRowers. 14

There is a connection to the environment: the windows can open; you can hear birds and feel the seasons.

Natural counters The staircase is the central part of the building and spatially links the three floors via the wide, gently-sloping, straight stairs. Because each floor is relatively low, it is possible to have contact between floors and even to create a sense of contact between the ground and second floor. The staircase and the central open spaces together fill an essential role: the facilitation of planned or unplanned meetings and interactions – physical or visual – between users in ‘third spaces’ (not the living or working spaces, but rather the additional spaces: such as the coffee corner, lounge area, and cafeteria). The straight staircase with its divided walkways breaks the circular form and creates contrast. The stairs are wide and split by a central handrail. The stairs intersect 16

spatially, just short of a 90° angle. There is no hierarchy, no one-way street. The openness creates a shared work experience. Unobtrusively, a person becomes somewhat aware of the activities of those around him or her. Thanks to the more enclosed nest spaces, it is also possible for a group to focus independently on an activity.

The staircase and central open spaces together fill an essential role: the facilitation of planned or unplanned meetings and interactions – physical or visual – between users in ‘third spaces’.

creation

learning & playing

To truly learn something, the learning must take place in a manner that reflects reality with realistic complexities, actual questions, and real interests. This reality is a rich learning environment for students in vocational education and professionals pursuing life-long learning and development. In order for this learning to have an effect, it is paired with asking questions, reflection, co-creation, and playing. It is a social-cultural activity, requiring other people, but also time and space. ‘School’ represents slow time, a place for social activity, where relevant theories are addressed and discussion is stimulated and where it is possible to share this experience. At ‘school’ one finds lecturers who are experts in a specific realm of knowledge; who can link theory to experience; who are capable of asking stimulating questions; who know how to integrate knowledge creation with the learning process, and who engage with the students throughout.

School represents slow time, a place for social activity, reflection, creation and playing.

Sustainability The inspiration for sustainability is also rooted in examples from nature. We take part in biological and social biomimicry – ‘the science and art of imitating the best biological and ecological ideas from nature in order to solve manmade problems’.

Don’t search for solutions; let them evolve The building’s décor is iterative, consistent with development occurring in nature. Trying, modifying, mixing and matching, constantly searching for the best context to meet current needs. Adding and removing, ecological and evolving. This is also mirrored in the building’s flexibility: an expandable roof and flexible, portable wall partitions which allow for versatile use of space as its function changes.

The whole is greater than the sum of its parts: designed for swarms In nature, swarms move fluidly and continuously, despite objects and obstacles. They form countless patterns to enable flexibility and movement. In the building, you can also swarm with small and large groups and then later combine back into one.

Organised for small units In order to facilitate growth and development, a building with smaller, variable modules, spaces and wall partitions was chosen. This accounts for the unpredictable future, making it possible to easily adapt. Keep your nest clean Nature reveals how each species has constructed its own specific, productive, effective, and efficient environment to support its particular lifestyle. It makes sense to adapt this approach for oneâ&#x20AC;&#x2122;s own environment. The Stoas environment revolves around the ideas of human proportions, maximised natural lighting and green views, connection with the outdoors, air-quality, temperature, optimised use of natural, sustainable and/or recyclable building materials, and ergonomic and userfriendly dĂŠcor, equipment, and furniture.

Optimise instead of maximise: smarter and better, not more A spider web is a nest designed to catch prey, yet it is constructed from minimal materials. This teaches us a valuable lesson about optimisation versus maximisation. By using technology, space, materials, and human creativity, we strive for optimal building use. Some examples of this include: thermalenergy storage, follow-me-printing, maintenance-free seamless floors, and a lack of dust through the elimination of radiators. 23

Facts about sustainability Sustainable aspects of the building Design of the main structure Apart from a sphere, a cylinder is the most sustainable shape (considering surface of the building area to volume ratio) with 0.375 m² surface per m² of the gross floor area (average 0.50-0.55). The floor plan design leads to minimal traffic area (more usable space), and thus creates an optimal ratio between gross and net floor surface area. The design on a human scale is people-friendly, aesthetic, and ergonomic. Energy performance

Qpres; tot /Qpres permissible amount = 0.645 (standard 1.00)

Foundation and in-situ concrete Wherever possible, low-clinker cements were used for concrete; otherwise concrete with 20% gravel substitute (granulated concrete – old, recycled concrete) was used. Ground floor: hollow-core floor Insulated concrete floor, Rc value =2.5 Floors on upper levels/

Material and weight reduction. Balls of recycled PVC.

roof floor/voided-slab floor Wherever possible, low-clinker cements were used for concrete; otherwise concrete with 20% gravel substitute (granulated concrete) was used. Structural steel

Flexible, recyclable

Closed HPC façade elements Wooden construction with FSC label, plasterboard, recyclable plaster fibreboard, insulation with Rc value = 4.0 Open façade elements:

Insulated window frames, HR++ glazing, low-maintenance, opening

aluminium window frames

sections (each room has a least one opening section)

Sun protection Sun protection by means of shades, located on all exterior facades subject to sun exposure Façade siding and cladding

Low maintenance, recyclable

Flat roof

Insulation with Rc value = 3.5, EPDM roofing

Metal studs in interior walls

Plasterboard, recyclable plaster fibreboard, insulated wall partitions, flexible

Interior window frames

Wooden interior window frames with FSC label and wooden interior doors

Wall finish

Low-maintenance, washable, water-based wall paints

Gaskets

Improved seam and crack sealing (reduces energy loss from drafts)

Floor finish

Low-maintenance seamless floor

Ceiling finish

Recyclable plasterboard

Installations Floor and air heating based on an electric heat pump along with open sources (a hot and a cold source)

Warm tap water by means of electric boilers

Floor and air cooling based on ground-cooled air, without the use of a cooling installation (the temperature can also be reduced by opening windows) Ventilation based on the idea of â&#x20AC;&#x2DC;balanced ventilationâ&#x20AC;&#x2122;, with an integrated heat pump (60% yield) (balanced ventilation means inbound and outbound transfer)

Pumps with automatic speed regulation

Maximum lighting of at most 12W/mÂ˛, with motion sensors. Lighting is automatically regulated with regards to daylight and time.

Sustainability of the grounds and terrain Design, layout of the grounds The basic design for the grounds was developed with the future in mind, making optimal use of the available space. The layout is divided into planes, which can be filled in with relative flexibility. The landscape has a clear front and back. Aside from the planes, the architects paid additional attention to a third dimension: trees, hedges, poles, embankments, ditches, walls, stairs, and ramps. Materials Carefully considered use of materials: flower-rich grass, Zeeland hedges, willow, ash, concrete, corten steel, baked bricks, gravel, and asphalt. Any new additions can be continuously reused. Flora and fauna Room for diverse perennial borders, nesting areas for birds, and insect habitats.

Dahlia The dahlia is a flower that represents luxury, exuberance, and splendour. It is a genus of the Compositae family. The leaves vary by type. You often encounter earwigs in the flowers; the creatures like to surround themselves completely and therefore seek flowers like dahlias, which have lots of leaves set in close proximity. A meaning is sometimes attributed to the colour too. Red-orange relates to terms such as vitality, power, energy, passion, warmth, seduction, activity, cosiness, and optimism.

Netty Sommeling

Learning and Innovation Master’s alumnus

‘ A sustainable building with nests and caves, space and non-space. The building provides inspiration as soon as you arrive, wander around, and experience the openness, the light, and opportunities for meeting people. Even on days that I don’t have lectures, I gladly come to the Stoas building to study. Now that says something! I often see people hanging out and chatting by the railings. Just yesterday I encountered someone and had a nice quick chat on the stairs! And, yes, the corner with the coffee vending machine also invites you to meet, talk, and exchange while you relax against the poles (the roots).’

The ground floor is primarily devoted to opportunities for meeting, including the cafeteria and staff coffee corner. The atmosphere is dynamic and vibrant. The first floor contains specific workshops for food and consumption techniques, clean technology (mechatronics) and science. The mechatronics workshop has a number of setups with technical prototypes, compressed air outlets, and three-phase electrical outlets. Science is about biology, physics, and chemistry supporting the â&#x20AC;&#x2DC;greenâ&#x20AC;&#x2122; subjects. Workrooms and silent workplaces are also available on this floor. On the second floor, research, exploration, experimentation, and development are the central themes. The learning lab is a place to test ideas about learning and

The knowledge network room brings researchers and lecturers together. The atmosphere and dynamic are different than on the ground floor; here it is calmer and quieter.

development and to record this work. In the digital studio (multimedia workplaces), this work can be processed and edited. The knowledge network room brings researchers and lecturers together. The atmosphere and dynamic are different than on the ground floor; here it is calmer and quieter. On every floor, people train, learn, and lecture in many disciplines, everything from seminars to lab sessions, and from presentation techniques to pedagogical skills. People work and collaborate, discuss, write, read, and have meetings and videoconferences. Students and staff can find themselves any place within the building. Employees â&#x20AC;&#x2DC;flexworkâ&#x20AC;&#x2122; in flexible-use workrooms so they can still have a fixed place and be easily contacted. Support services have their own workrooms, making them easy for students to find.

Workshops The rooms are flexible and contain equipment and countertops along the wall partition, leaving available space for various lesson and work setups. The workshops for flowers, greenery, nature and animals on are the ground floor, and contain patio doors to the terrace and entry to the central area. These ground-floor workshops combine to form a large learning and living space. There are mobile, stainlesssteel tables for lab work, as well as low tables for theoretical study. Reference literature and

reading materials are readily available and interchangeable between disciplines. The flexible wall partitions can be written on (Wikiwall), and mobile digital screens allow for versatile configurations. The large terrace is an extension of the workshops, providing easy access for outdoor learning and working. Concerted effort was made to design learning and working spaces that were not tailored to a specific discipline, but rather ones where students from all of the green fields of study (or even other fields) can mingle.

Learninglab 21st-century The Stoas building acts as a learning lab of the 21st century: at various locations within the facility, you can experiment, learn, communicate, implement, meet, co-create, and work independently.

Digital technology and new media increase the opportunities for distance-learning; learning as soon as you identify a â&#x20AC;&#x2DC;knowledge gapâ&#x20AC;&#x2122;; collaborative learning and knowledge creation; retrieving distributed knowledge; and supporting life-long learning. Communal learning can happen everywhere with the help of modern digital technology: digital communities, social media, and interactive media such as video conferencing. In short, web 2.0 (followed by 3.0). Virtual Action Learning and Knowledge Forum are e-environments with an integrated didactical approach to support this.

Learning & working

The décor of the building is more than the sum of functional objects. It has been developed as an experience – one that you not only use, but that also stimulates conversation. It is something that you experience physically and that invites you to interact with the space in a different way. A meeting in a treehouse is a different experience than a meeting at a table. A beanbag or hassock create different sitting experiences and have the potential to influence your way of thinking and acting in that moment. 36

All of the furniture was produced sustainably, reused, or fit with the Stoas belief system in some other way. The individual stories of the furniture and objects make this visible and perceptible. Diversity but also cohesion. The range is wide; even the trash bin was considered. And there is a reason for this, which has to do with the shape of the building. Because of the round shape, everything you place within the building is visible from various angles. Thus, each object must have an ‘all-around’ quality. The interior is an

experience, just as you would experience a landscape. The dĂŠcor changes daily, depending on the use of a space. Therefore, furnishings were chosen that are stackable, nestable, and switchable, with as large a contribution to sustainability as possible. The furnishings must be able to be moved by a single individual. The colours are light.

Basics: The school cannot function without this furniture. These are objects necessary for the basic activities and operations within the school. Specials: These are particular items, furniture and objects. They supplement the raw basics and give atmosphere to the building. Extra specials: These are objects unique to Stoas; specially made objects or those with particular capabilities.

The main colours of the buildingâ&#x20AC;&#x2122;s interior are green (steel support structure Sikkens G8.20.60), anthracite (seamless floor anthracite S6500-N) and white (RAL 9010). Simple white furnishings were chosen for the enclosed spaces, while colour varies in the open spaces. Natural colours are also used.

RAL 9010

S6500-N

Sikkens G8.20.60

Colour 38

The colours of the photo walls were determined on the basis of Goethe’s colour wheel. The south side of the building contains cool colours, and the cold side contains the warmer colours. Colour affects emotion and mood, and therefore also impacts learning. Warm colours cause more ‘arousal’ than cool colours. The colour red, for example, is associated with an excited, stimulated state of mind, whereas blue relates to a tranquil and comfortable one. Research shows that colours also can have physiological effects on people. These findings influenced the colour choices for the photos on the walls at Stoas, by selecting a photo of blue ice crystals in the space with the WaterRowers, for example.

The colours of the photo walls were determined on the basis of Goetheâ&#x20AC;&#x2122;s colour wheel. The south side of the building contains cool colours, and the cold side contains the warmer colours.

Lotte van Peer

Recreation & Domestic Animals student ‘ The building doesn’t have the imposing appearance of a school. It’s open; everyone is equal, and you also feel that way once you’re inside. You always run into people. Although a day of lectures can sometimes be tough, whenever I arrive at Stoas, I’m reminded how great it is to be able to study here.’

walls

Parrot feathers Media space

The open spaces on the floors are made recognisable by photo walls. The photos on the walls display images from nature that serve or have served as a model for humans. Luminous butterfly wings as an example for luminous paint, the Nautilus shell and the Golden Ratio, the sunflower that contains the Fibonacci sequence. If you would like to find out more background information about the photos, you can download the Stoas App and look up the QR-codes found throughout the building.

Cabbage leaf Leaves are the mechanisms of photosynthesis: in short, the conversion of sunlight and water into oxygen, essential for our existence and for that of all other living things. Leaves have all sorts of features which enable this. Veins care for the transport of water and nutrients but also ensure the stability of the leaf. Consider the leaf of the Victoria Amazonica (the largest type of water lily), which you can stand on. The tissue that sits between the nerves is the mesophyll. Via the epidermis, stomata, and cells, this ensures that the plant can flourish under a variety of circumstances. Want to know more? Dive into the micro world of the leaf!

Nautilus shell Discussion space

Cabbage leaf Discussion space

Spider web Face-to-face conversations

Dahlia Front desk

Marijn Dalebout

Garden & Landscape student

â&#x20AC;&#x2DC; You can always find a spot here to fit your mood. In that sense, the building is actually a constant reflection of who you are.â&#x20AC;&#x2122;

Cafeteria and kitchen The cafeteria is located by the kitchen. It is a multifunctional space where people eat and drink together, and where other types of gatherings also occur. The kitchen is a fully and professional equipped industrial kitchen. On regular days, it is a small-scale restaurant. On the days when part-time students have courses, there is a nice and affordable hot meal which is freshly made. Aside from the everyday facilities for students and staff, the catering also takes care of all banquet activities in the building. This includes open days, seminars, meetings, workshops, and masterclasses. The cafeteria contains a large projection screen and sound system. Stoas aims to minimise its ecological foodprint and footprint by making use of products that are from local suppliers, seasonal, as socially-responsible as possible, and organically-grown. Everything is prepared on site in a traditional way, so that we throw away as little as possible and prevent food waste. There is a self-checkout where people can pay with a student card or debit card. Coffee and tea facilities â&#x20AC;&#x201C; coffee corners â&#x20AC;&#x201C; are available on all levels and also serve as meeting points. 46

Stoas aims to minimise its ecological foodprint and footprint.

The Wikiwall is an intelligent combination of interactive projectors with touchscreenfunctionality, complemented by magnetic whiteboard walls. The wall can be used in education, research, and faculty discussion as a handy tool for presentations, brainstorming sessions, or as a memo or information board. It allows the projection of digital presentations, during which both whiteboard markers and digital pens can be used. The latter makes it possible to digitalise manual annotations in the blink of an eye. The user can also connect a personal device to the Wikiwall. Out of a total of 20 Wikiwalls, 18 have a whiteboard appearance, while two have a blackboard coating. The blackboard versions are not equipped with digital aids. Wireless (Wi-Fi) connections are available throughout the building, giving access to online information and knowledge. 48

Communicating with external colleagues is simple via videoconferencing. Webcams located in school classrooms or businesses outside of Stoas create a direct window to the external environment. Students can digitally process images and audio themselves in the digital studio. All of the projectors have visual and audio functions and are simple to connect to a laptop, tablet, or smartphone. Students and lecturers have their own personal mobile devices, which they can use to work online via a personal cloud or the Aeres cloud. Staff members use desktop computers with large screens, and all employees are reachable through an 088-number or by mobile phone.

Wiki means ‘fleeting’. The term stems from the Hawaiian word wiki wiki, which means ‘quick, swift, and agile’. Our usage of the term refers to a forum for the exchange of new ideas, which changes as people come and go. A wiki can conform to all possible needs of its users: a system designed for collaboration. 49

Technical features The Stoas building differs from more traditional structures in the way it organises the space and functions, and simultaneously satisfies a number of sustainability criteria. This has led to a number of technical achievements. All of the interior spaces are more or less connected to one another; the building is not made up of compartments with emergency exit doors. There are no suspended ceilings, but rather continuous acoustic ceilings that allow sound to regulate automatically from the source. The building does have air-conditioning, but aside from this, windows can be opened in every room to quickly suit individual needs. There are no radiators anywhere in the facility; instead, the temperature is controlled by means of thermal energy storage (TES). A substantial portion of the technical aspects of climate control and fire prevention is visible, but additional features such as electric wiring are 50

hidden away behind perforated acoustic ceilings or wall panels. Furthermore, the lighting in the nest spaces is daylight-dependent and equipped with motion sensors. Of course, it is also manually adjustable. Some of the lighting on the grounds is also LED-lighting. Throughout the building, cable covers are equipped with sockets for electricity and internet, and Wi-Fi is available both indoors and outdoors. The ICT-network has introduced â&#x20AC;&#x2DC;followme-printingâ&#x20AC;&#x2122;, and both printing and photocopying are possible with multifunctional devices on each floor. When it comes to media announcements, the same image can be shown on all of the projectors and info screens simultaneously. Finally, the exterior sun shades react automatically to environmental changes, but can also be controlled individually in each room.

Aro

h t d un

d n u o em

The inspiration for the simple, powerful design came from the setting (the grounds are located in the valley of a former stream in a rural environment), the buildingâ&#x20AC;&#x2122;s location on top of a mound, and the intended functions of the building. The building is situated on a small mound to enhance its position with regard to its surroundings. Facets were constructed in the mound, planes that are separated from one another by concrete retaining structures and strips of â&#x20AC;&#x2DC;corten steelâ&#x20AC;&#x2122;. The building seems like a growing stem that is emerging from the ground. The frontal and lateral areas of the grounds have been sown with a blend of at least fifteen varieties of seeds. The wild herb garden forms a natural border around the sleek building. If desired, the surfaces can be planted differently. The grounds have been sustainably developed, and are so versatile that multiple 52

uses are possible without requiring significant procedures. The landscape can undergo an annual makeover. Behind the building is a parking lot for 100-150 vehicles, the front of which can also be used for organised events. Narrow grass boulevards filled with perennials line the asphalt, which will literally bear the tracks of time. The plane trees were preserved during construction. Zeeland hedges (hawthorn, blackthorn, and field maple), trimmed at various angles, form idyllic transitions between the parking blocks. A small residence pavilion and storage are provided, while a covered bike parking area and a doggy day-care were also built. A triangle formed by the access road, parking lot, and terrace contains a wadi: a sunken area that can flood periodically and can thus serve as a water buffer. The grounds are lit by corten-steel light posts that were custom-designed and tailormade.

Room acoustics Due to the open structure of the building, large voids between the three floors were chosen and used to house the staircase. Aside from the connective function, this expansive central open space offers various other possible uses. The building and its interior are characterised by its circular shape. To avoid excessive noise caused by the round shapes, the building design was assessed by means of an acoustic model. The risk of noise disturbance is limited by the use of soundabsorbent material. Perforated panelling has been installed on the entire ceiling (1) with a layer of mineral wool behind it. Sound insulation The construction of the building contributes to maximised freedom of layout. The spatial dividers consist of lightweight wall-partition systems. To avoid noise disturbance between 54

these spaces, panelling has been installed on both sides of the wall partitions with a layer of mineral wool underneath. A number of the wall partitions are completely glass due to the open atmosphere. These glass wall partitions consist of a double layer of glass separated by an acoustic foil (2). The ventilation ducts were kept visible, and for that reason extra attention has been paid to the sound insulation between spaces. The duct dampers, which are located behind a ventilation hole, limit sound transmission via the ducts. To reduce sound from the ventilation system, enclosures have been fitted for the ventilation units and duct dampers positioned at the ventilation holes (3).

Genius lo ci

The phrase ‘genius loci’ is used to emphasise the uniqueness of a place. The term refers to the distinctive identity of a place: its history or character, or a specific atmosphere – its soul. During construction, care was taken to create a certain ‘feel’ within the new place. This meant exploring the perimeter when laying the initial foundations, marking the opening of the central stairway, getting a feel for the interior space after completing the construction of the highest point by breaking off in small groups to wander the vicinity, or by temporarily joining a work group during the furnishing of the interior. Right after the construction was completed, all Stoas staff members (along with architects and consultants) explored their still-empty building, to acquire a sense of their new working environment. Those involved greatly considered the possible impact of this building on learning and interaction. Since the moment the construction was commissioned, these possibilities have been used to great advantage. This is how we have together formed the genius loci of the place.

Consult the genius of the place in all; That tells the waters or to rise, or fall; Or helps th’ ambitious hill the heav’ns to scale, Or scoops in circling theatres the vale; Calls in the country, catches opening glades, Joins willing woods, and varies shades from shades, Now breaks, or now directs, th’ intending lines; Paints as you plant, and, as you work, designs. (Alexander Pope, 1731)

raphy and g o p o T

landscape

The parcels of land between Mansholtlaan (the main thoroughfare between Wageningen and Ede) and the characteristic tree-lined development of Bennekom, and thus ‘De Borne Oost’ – the Stoas building site – are located in the valley of a dried-up stream. The terrain is situated in the Gelderland Valley, which experiences seepage from the nearby glacial till. For that reason, the area has traditionally been very damp. In the late Middle Ages, a large portion of the southern valley was reclaimed and partitioned, whereby a regular pattern of roads was developed. The Droevendaalsesteeg, Bornsesteeg, and Mansholtlaan roads all date back to this period. In modern times, the area has had a number of uses: pastures, coppice, and farmland. The plots of land have been divided by natural fences, such as hedges and rows of alders. Wageningen is surrounded by both a sand and river-clay landscape. Diverse types of landscapes are distinguishable within a relativelycontained area, and reveal clear borders between biotopes. This is visible in the range of soil types, hydrology, flora, fauna, and microclimates. 59

Tou

o as t S f o

Stoas’ way of thinking – ecological intelligence – is founded on the notion of symbiosis between humans and their natural environment; on the entire living system; and on the importance of quality connections and relationships. Nature thus serves as the example, social biomimicry: nature as a model, standard, and mentor for learning and development, for growth and innovation. Stoas’ ecosystem Stoas Wageningen has green roots. It is a faculty of Vilentum University of Applied Sciences, one of the Aeres Group institutions. Since its foundation, Stoas has trained educators for ‘green’ subjects in environmental vocational 60

education. Various programmes have been added since 2009. Naturally, this is linked to the professionalisation of everyone professionally involved with learning and development. This core task is expanded through practical research in the field of teaching for vocational education and business. Logically, Stoas has many connections with other schools, universities, businesses, and research institutions, both on a national and international level. From a central location in Wageningen, Stoas works to expand its network throughout the Netherlands and beyond. Students spend time learning in workplaces and then return to Wageningen with valuable knowledge from businesses, organisations, and schools. They share this knowledge with fellow students and teachers, and use it to connect practice with theory, which in turn leads to new findings. They then take this away with them

again. Stoas offers educational programmes, research and projects, learning methods, and courses for future lecturers, existing lecturers, research lecturers, knowledge managers, and programme leaders. The institution is also the basis for the Learning Knowledge Centre for those professionally involved with learning and development. Educational programmes Bachelor’s in Education and Knowledge Management (green sector) in four domains (green teacher training programme): Green and Design, Nature and the Environment, Animals and Recreation, and Food and Production; a Bachelor’s in Consumption Techniques Lecturer I & II; the associate degrees EKM Floral Design, Teaching Assistant and Consumption Techniques Teaching Assistant; and a Master’s degree in Learning and Innovation. Research The research programme is formed on the basis of practical questions in order to conduct

practically-oriented research in conjunction with the professional field. The researchers (associate professors, lecturers, students) follow the principles of Ecologically Trans disciplinary Inspired research (ETI). The professional field: people and organisations that are professionally occupied with the learning and development of professionals in vocational education and business, green or otherwise. Themes which correlate to this are knowledge creation and ecological thinking, the ecology of learning, transcultural diversity, boundary-crossing practices of educators and researchers, social biomimicry, counselling, and the transition of future education. Valorisation Valorisation is achieved through conducting research together, through courses, training, masterclasses, learning methods, continuing education courses for lecturers, contributing to seminars and conferences, and publications.

Chameleon The chameleon is probably one of the most colourful species in the animal kingdom. By rapidly changing colour, the chameleon can easily adapt to a fluctuating environment. This makes him hardly visible to predators. This lizard species has been on Earth for around 300 million years ago. Chameleons seem to overcome all environmental and climate changes. Still, almost one in five of the reptiles has to struggle to stay alive. They play an important role in the proper functioning of our ecosystems, both as predators and prey.

The construction

Wilco Scheffer of BDG Architects Zwolle presented the first study for the design in December 2009; the final design was ready in August 2011. A user group comprised of Stoas staff and students translated the educational vision, assembled the functional programme of requirements and wishes, and was in constant conversation with the architect and Stoas colleagues. Anyone who desired could contribute ideas. Unexpected encounters with people who were attracted to our concept and the philosophy of â&#x20AC;&#x2DC;ecological intelligenceâ&#x20AC;&#x2122; led to their short or long-term involvement and they became part of the thought process. That was surprising and enriching.

The ground was broken on 1 December 2011, the construction of the highest point was celebrated on 1 February 2012, and the building was completed on 15 March 2013. In the meantime, the progress of the building construction could be followed worldwide via a webcam. In April 2013, all Stoas staff members took possession of the empty building bit by bit, to acquire a sense of place. In May of that year, Stoas staff and students occupied the building and the official opening took place on 26 September. The collaboration with the architect, the user group, all staff, and externals has added to the result: a building for education aimed at the future, one that functionally links to our primary processes and philosophy, and also has a beautiful structure. Interpreting and translating this into a building was a learning process and was successful thanks to the contributions and cooperation of many, including the board of directors at Aeres Group who gave us the opportunity to make this a reality.

Construction specifications Algemene gegevens Client Aeres Groep, Ede User Stoas University | Vilentum University of Applied Sciences Architect Wilco Scheffer, BDG Architects Zwolle Design team Wilco Scheffer, Gert-Jan Samson, Peter Bervoets (BDG Architects Zwolle), Jasper Driessen (Aeres), Jack Ponsteen (Cauberg Huijgen), Madelon de Beus and Hennie Kievits (Stoas), Joeri de Bekker (OVSL) User group Madelon de Beus, Rob Beijer, Klaas Eeuwema, Huub Geerdink, Michel Grobbe, Hennie Kievits, Ewald Nijenhuis, Jan-Willem Noom, students and other users. Consultants Guido Kok (ABT) Peter Bervoets (BDG Architects Zwolle), Jasper Driessen (Aeres), Jack Ponsteen (Cauberg Huijgen), Madelon de Beus and Hennie Kievits (Stoas), Joeri de Bekker (OVSL) Contractor Van der Ven, Veghel Engineering Caubergh Huijgen, Alfferink Surface area (gross floor area) 4080 m² (incl. technical features on roof, excl. voids) Usable surface area (net) 3800 m² Building costs €8.07 million, including additional work, grounds construction, VAT Grounds 9600 m² Constructed surface area 1373 m² (building) Number of parking spaces 125 Water area 5% Landscape architect Joeri de Bekker, OVSL ‘s-Hertogenbosch Grounds user group Madelon de Beus, Huub Geerdink, Jan-Willem Noom Consultant Rod’or Plan implementation Rosenboom, Ede Interior design concept and realisation Madelon de Beus, Rob Beijer, Huub Geerdink, Hennie Kievits, Ewald Nijenhuis, Jan-Willem Noom Interior design consultants The Reflective Workspace, Edith Winkler, Warm with Senses, Kim van der Leest Interior design suppliers Ahrend, Marco, Vanerum, Dilip Tambyranya, Zyloyon, FATBOY, ODESI – Dutch Design Online, Projectinrichter BV, Albert Kwast Agencies, WaterRower ICT Engineering Rob Beijer, Peter Arts, Michiel Kaal ICT implementation and suppliers Xantes, 2Orange ICT infrastructure Aeres Share Service Centre

Mycorrhiza On the floor, you will see light green dots in the pattern of the “ D e begane grond lijkt op een dorp, mycorrhiza. Mycorrhiza fungi live in symbiosis, primarily with trees and other woody plants. A portion of the fungal tissue grows in and met verbindingen naar buiten. around the root, thus ensuring a large contact surface with the plant. Another part extends from the root into the ground in the form of a dense De eerste en tweede verdieping network of fine fungal hyphae. The absorbent surface of the root systems thus magnifies up to hundreds of times, making the exploitation of lijken meer op de binnenkant van phosphorus and trace minerals more effective. The fungi reach soil pores inaccessible to roots and can restore the availability of bonded nutrients de gebouwen in een dorp. Binnen for the plant with the help of enzymes and organic acids. Aside from the improved intake of nutrients and water, the mycorrhiza has additional en buiten geïntegreerd in een positive effects on the plant, soil, and soil life. It also contributes to the diversity of ecosystems above ground by making connections gebouw.” between plants. For example, links between sunny and shady spots, or between plants with different nutrient-intake capacities. For many plants, especially trees, the mycorrhiza is a condition of existence. In particular, plants in poor soils grow much better with mycorrhizae.

#Stoas

@DrostW #Stoas Vilentum, a new building that is already green art in itself

@TvenST Study day kickoff #Stoas Wageningen #Vilentum @JosvanMeegen: This building is already a beautiful discovery in itself.

@JoepHouterman Visited @StoasVilentum University of Applied Sciences today. Notable institution focused on green education in a most remarkable building in Wageningen!

@FrankMaasland A true celebration today. Teaching in a new building. Well thought-out, well executed, and with a great atmosphere #stoas #wageningen #Vilentum #admiration

@George E Mills Jr Have a look at the photos of the school’s interior. It’s enough to make one want to attend school (unlike the prison type architecture of so many of our schools).

@esther_wouters It’s looking so beautiful: the new #Stoas Vilentum building. They held an open day today. I almost wanted to go back to school.

You are always welcome at Stoas Location address: Mansholtlaan 18, Wageningen. www.stoasvilentum.nl

Colophon Copy and editing Madelon de Beus, Jan-Willem Noom, Marloes Smit Translation agency Wageningen inâ&#x20AC;&#x2122;to Languages Design Miek Saaltink, Cecile van Wezel | GAW ontwerp + communicatie Photos Madelon de Beus, Jan-Willem Noom, Michiel Kaal, Rob Beijer, Daria Scagliola, Stijn Brakke, Gert Jan Samson Wim van Hof | GAW ontwerp + communicatie Press De Bondt, grafimedia communicatie ISBN/EAN: 978-90-78712-15-2 ÂŠ 2015 Stoas University | Vilentum University of Applied Sciences All rights reserved: no part of this document may be reproduced, stored in an automated database, or published in any form or by any means, be it electronic, mechanical, by photocopying, recording or otherwise, without the prior written permission of the publisher.