"OEP, ACTION!" :The New OEP Building on The University of Melbourne's Parkville Campus

Page 1

(Feb. 2020-Jun.2020)

“ An Active learning journey at OEP.”

“ O E P, A C T I O N ! ” J U LY 1 6 T H 2020 SM1

STUDIO 25 Zhuoqing LI 886823 (STUDIO C) PORTFOLIO


TABLE OF CONTENT

PART 1: THE CONCEPT & THE BRIEF

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PART 2 : SITE LOCATION AND SITE ANALYSIS

---------------------- PAGE 10

PART 3 : ARCHITECTURAL FLOOR PLANS

---------------------- PAGE 12

PART 4 : SECTIONS & ESD DIAGRAMS

---------------------- PAGE 20

PART 5 : ‘THE JOURNEY’-PERSPECTIVES

---------------------- PAGE 33


TASK 6 FINAL PRESENTATION PART 1 THE CONCEPT & THE BRIEF

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THE PROBLEM (BIG PICTURE) Traditional pedagogy (empiric education model) separates the learner from the exploring process, but only send them the outcome. - Hard to be innovative. THE PROBLEM & THE CLIENT (LOCAL) ESD industry needs innovative ideas to grow and develop

THE CONCEPT Use space to provoke an ‘action-based’ learning journey that allows users to construct their own understanding of ESD in learning actions.

Figure 1 Piaget’s (1952) Constructivist Conception of Perceiving and Knowing

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2


RESEARCH MAP INITIAL CONCEPT: ACTIVE LEARNING JOURNEY BASED ON SOCIAL INTERACTION CLIENT& BRIEF Name: Unimelb OEP Faculty Feature:- A passionate engaged learning community of environmentally sustainable program. Project: New OEP Faculty Building

"I think of school as an environment of spaces where it is good to learn. School began with a man under a tree who did not know he was a teacher discussing his realization with a few who did not know they were students." - Louis Kahn "what school wants to be."

CLIENT INTERVIEW “ We do not have a clear division between students and staffs. We are more like colleagues working in the same community. ”

NATURE OF SCHOOL: A Good Place to Learn

Inspiration - Precedent Study - The Rule of Program & The Journey First Unitarian Church of Rochester by Louis Kahn -The Positive Development & Community Interaction The Venny

GATHERING & SHARING

WHY social interaction is beneficial to the learning journey?

TASK 4 FEEDBACK “Be more specific about what is an active learning journey. Is it only about social interaction?”

DANPALON MATERIAL

Inspiration - Precedent Study - Participatory Architecture Standford d school

EMPIRIC VS CONSTRUCTIVIST

It is a social interaction process of sharing realizations with a blurred boundary between teacher and students.

HOW to promote community social interaction in a learning journey by ‘architecture’?

LVL/CLT CONSTRUCTION

REFLECTIONS: Actions are introduced to active the learners. It is not only about social interactions between users but also includes users interact with ‘the architecture’ and the self- exploration process.

REDEFINE CONCEPT:

-Showcase Architecture Nest We Grow / Kengo Kuma & Associates + College of Environmental Design UC Berkeley

Use space to provoke an ‘action-based’ learning journey that allows users to construct their own understanding of ESD through learning actions.

-Local Sustainable Program The Commons/ Breathe Architecture RAIN HARVESTING

GEOTHERMAL SYSTEM

HRS SYSTEM

LABYRINTH COOLING

VR TECHNOLOGY Page

3


RESEARCH FINDING SYNOPSIS LITERATURE REVIEW “Beyond student-centered and teacher-centered pedagogy: Teaching and learning as guided participation”

Nowadays, most of the research papers are written based on a distinction of the ‘student centered’ and ‘teacher centered’ education. The “teacher-centered” pedagogy is referred as the traditional passive pedagogy and the “student-centered” is defined as an advanced active pedagogy (Cicchelli, 1983). The ‘student centered’ and ‘teacher centered’ education is defined based on a false premise by ignoring both of the student and the teacher need to play an important role in the education process and they are a part. The teacher needs to set up the structure of knowledge and course to allow student to explore and get involved into the learning process. Based upon the sociocultural- constructivist idea, a learning process proposed based on actions (guided participation). From this point, the knowledge should be conveyed within certain context (social or cultural), which allow participants to construct their own understanding of knowledge rather than receive the outcome passively. This pedagogy cannot only be used in primary or secondary education, but also could be applied into university or college settings. (Barrett, Bower & Donovan, 2007; Laverie, 2006; Lord, 1999; Barber, 2007; Umbach & Wawrzynski, 2005). The empiric model defines the learning process in a metaphor as one of accumulating knowledge, which separate the learner from exploring process but only send them the outcome. The empiric model does not offer opportunity to the learners to construct their own understanding of knowledge and only allow the learners to think in a single perspective, making them hard to be innovative. In contrast, the constructivist model illustrated that “learning involves the transformation of existing knowledge into increasingly higher-order forms.” The constructivist model is based a transformation from existing knowledge to a higher-form new knowledge. Piaget (1985) invoked the concept of equilibration, showing the process to allow individuals construct knowledge and skills. During this process, the learners can see things in a novel perspective and be innovative.

Reference List: Barrett, K. R., Bower, B. L., & Donovan, N. C. (2007). Teaching styles of community college instructors. The American Journal of Distance Education, 24, 37-49. Cicchelli, T. (1983). Forms and functions of instruction patterns: Direct and nondirect. Instructional Science, 12, 43-53. Piaget, J. (1973). To understand is to invent: The future of education. New York: Grossman. Piaget, J. (1985). Equilibration of cognitive structures. Chicago, IL: University of Chicago Press. Quarstein, V. A., & Peterson, P. A. (2001). Assessment of cooperative learning: A goal-criterion approach. Innovative Higher Education, 16, 59-77. Page

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Design Strategies to achieve ‘Action-Based Learning Journey’ a. Mobile and flexible: Empower users to ‘reset’ and provoke innovative learning ‘actions’ b. Diversity of spatial experience: Enable different types of vibrant learning actions c. Enable a process of “context becomes content”: Building itself as a eligible teaching tool d. Journey Related form: ‘action-based learning journey’ to a ‘flow of spatial experience’

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USERS People with Unknown Purpose

People with Known Purpose Persona A “I like exploring and sharing.”

Name: Emily Age: 23 An OEP student, studying “ESD Education and Social Change”.

Persona B

Persona C “Sharing ideas with students is my passion.”

“I like hanging around and observing people.”

Name: Lauren Age: 35 An OEP academic staff, specializing in Environmental Education.

Name: Oscar Age: 30 A photographer, enjoying observing daily activity of people.

THE BRIEF

“Montage of Spaces”

SCRIPT MAIN

+ “Daily Activities with Potential Interactions.”

“HIDDEN EPISODE” “HIDDEN EPISODE”

THE NEW OEP BUILDING

“An Action-based Learning Journey.” Page

6


STUDENT

LECTURE/SEMINAR

10:30-11:00

ZERO CARBON CAFE

11:00-12:00

TUTORIAL ROOM

ATRIUM

12:00-12:15

12:15-12:45

COMMUNITY LIBRARY

12:45-14:45

ROOF TERRACE

14:45-15:15

BREAKOUT SPACE Afternoon Tea

15:15-16:15

GARDENING WORKSHOP

16:15-17:15

INFORMAL MEETING SPACE (OPEN-PLAN)

17:15-18:15

STUDENT CATERING

18:15- 20:15

GROUP MEETING ROOM

ARRIVE

STAFF

ARRIVE

8:30-10:30

APPROACH

APPROACH

APPROACH

PUBLIC USER

ARRIVE

SHARED OFFICE

INFORMAL CHATTING

TALKING/THINKING/SHARING

ZERO CARBON CAFE

ATRIUM

INFORMAL CHATTING

INFORMAL CHATTING

CHATTING/THINKING/SHARING

BREAKOUT SPACE Afternoon Tea

INFORMAL CHATTING

TALKING/THINKING/GARDENING

GARDENING WORKSHOP

CONFERENCE

ATRIUM

INFORMAL MEETING SPACE (OPEN-PLAN)

COMMUNITY LIBRARY

STAFF CATERING

INFORMAL CHATTING

ZERO CARBON CAFE

SHOWCASES

TUTORIAL ROOM

INFORMAL CHATTING

TALKING/THINKING/SHARING

INFORMAL CHATTING

ROOF TERRACE

BREAKOUT SPACE Afternoon Tea

COMMUNITY GARDEN

INFORMAL MEETING SPACE (OPEN-PLAN)

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7


BLOCK WEST SUNLIGHT

CONCEPT DIAGRAM SOUTH

RESPONSE TO BRIEF

WEST Rota te

INVITE NORTH SUNLIGHT

Rota te

Connect

3F STAFF CATERING & BREAKOUT

Pull Out

ORIENTATE AND CONNECT

N

ATRIUM

CORE

NORTH

EAST

2F ADMIN & STUDENT+STAFF CONNECTION

RAINWATER SHOWCASE

ATRIUM

CORE

BIKE REPAIR STATION

GREEN WALKWAY

ZERO CARBON CAFE

GARDEN WORKSHOP& COMMUNITY GARDEN

1F TEACHING & STUDY Push Down

ATRIUM

CORE

EN TO TRA OL NCE D OE CO P NN

EC

T

MASS SUBTRACTION Lift Up

Lift Up ERC

MM

MA

IN

EN

CO TRA

GF PUBLIC CONNECTION

AM

GR

RO

P IAL

H NAS

NC

E

RD

MO

B1 HISTORY & DISPLAY & LEC&SEMINAR

CONNECT LEVELS Connect TEACHING SPACE

STUDY SPACE

ADMIN SPACE

SUPPORT SPACE

GREEN SPACE

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8


DRAFT STORY BOARD

“ FIRST LOOK”

“ ARRIVING”

“ WAY TO LECTURE HALL”

identity

Slow Down, Walk Through Landscape

Prepare for Lec, Calm, Lead by Light

“ ARRIVING LECTURE HALL”

“ GREEN WALL IN BETWEEN”

“ RAINWATER SHOWCASE”

Quiet, Concetrate, Grandeur

Relax, Visual Connection

Relax, Inspiring

“ ARRIVING TUTORIAL ROOM”

“ THE ATRIUM”

Eligble, Vibrant, Engaged

Movement, Exploring

“ GREEN ROOF” Destination, Relax, Multi-level

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9


TASK 6 FINAL PRESENTATION PART2 SITE LOCATION AND SITE ANALYSIS

Page 10


71200

Winter Sun 49000

Monash R oad

Peter Hall Building

7:10

156 Old Geology South

12:00

163

4700

9:00 4800

all Site F

Walter Boas (OLD OEP)

57000

4800

66600

Stundent Pavilion

Site Fal l

18:00

4700

Wilson Ave

15:00

160

6300

17:23

154 Chemistry East Wing

49000

153 The School of Chemistry

5600 5600

9:00

15:00

17500

12:00

Site Measurements

The Arts and Cultural Building

Vehicles & Bicycles Allowed

20:42

5:54 166 Old Metallurgy

Summer Sun

Site

168

167 Chemical Engineering Building 2

Doug McDonell

Pedestrian Walkways

NEW STUDENT PRECINCT

Permanent Fences & Boundaries Temporary Fences & Boundaries

Swanston Street

Pedestrian Crossing Engineeri

ng Lane

The site falls in climate zone 6. N 0

15000

25000

Scale 1:1000

50000(mm)

Evergreen Trees

Summer Winds : At morning- Varies At afternoon- tends to be southerly during afternoon, providing a cool change.

Deciduous Trees

<= 3-Storeys 4-6 Storeys >=7 Storeys Site

Winter Winds : Northerly and Westerly Prevailing Wind Sheltered by Water Boas and Chemistry building.

10%

10%

10%

10%

20%

20%

20%

20%

30%

30%

30%

30%

9am Summer

3pm Summer

9am Winter

3pm Winter

Installation of operable high level windows in southern facades provide the best opportunity for passive cooling. Page 11


TASK 6 FINAL PRESENTATION PART3 ARCHITECTURAL FLOOR PLANS

Page 12


LABYRINTH COOLING

LABYRINTH COOLING

Historical Gallery

DISPLAY: LABYRINTH COOLING

Indoor Study Terrace

Lecture Room

GEOTHERMAL

Historical Gallery Toilet

Seminar Room

DISPLAY: GEOTHERMAL SYSTEM

LEGEND Plant Room

Seminar Room

(A combination of inertia bases, floating floors with Megasorber Soundmesh® G8 , flexible pipe connectors and acoustic hangers) Area: 6% of Total GFA= 310 Sqm

LABYRINTH COOLING VINYL SOUNDPROOF FLOORING NORA RUBBER FLOOR TILE CONCRETE FLOOR

B1 - HISTORY & DISPLAY & LEC&SEMINAR

Scale 1:200 0

3000

5000

N

10000mm

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Section-A

MONASH

Storage

Bookshop & Post Office

Student Catering

RD

Zero-Carbon Cafe Stepped Study Lawn

Indoor Study Terrace

Mech. Riser

Site Fall

Pool Rock Garden

(Recycled Rubbles and Aggregates as a Stormwater Filter)

Atrium Courtyard To Old OEP

Reception

Secondary Entrance

Section-B

Main Entrance

Tool Shed

Shower Room M-Toilet

Community Rainwater Garden

Garden Workshop

Event Space

LEGEND

(Seasonal Productive)

PERMEABLE PAVING (RECYCLED BRICK)

F-Toilet

VINYL SOUNDPROOF FLOORING

Bike Park and Repair Station

Informal Meeting

Informal Meeting

Pool

TILE Rainwater Tank Composting Box

VINYL FLOORING FOR SCREEN RAIL

Community Rainwater Garden

SOUNDPROOF CARPET

(Seasonal Productive)

CONCRETE FLOOR

Rainwater Showcase

GF - PUBLIC CONNECTION

Scale 1:200 0

3000

5000

10000mm

N

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SEASONAL PRODUCTIVE GARDEN OCTOB ER

R EMBE T P E S

EGGPL

NO VE M

CUCU

MBER

T US

R BE

AU G

ANT

STRA WBER

RY

ASPARAGUS

CARROT

JANUA RY

JUNE

BROCCOLI

JULY

R EMBE DEC LET TUCE

CAULIFLOWER

TOMATO

MINT

AY

F E BR U

Y AR

BEETR

OOT AGE

The vegetables growing in the seasonal productive garden will be cooked in the community catering space and compost on-site. Page 15

CABB

CH MAR

APRIL

M


Breakout Space

Tutorial Room

Tutorial Room (Default Setting)

Hanging Plants Box (Above)

Zero-Carbon Cafe 1F

Mech. Riser

Breakout Space Void

Meeting Room

Meeting Room

Meeting Room

Meeting Room

Tutorial Room

Tutorial Room

LEGEND VINYL SOUNDPROOF FLOORING TILE M-Toilet

VINYL FLOORING FOR SCREEN RAIL

Breakout Space

SOUNDPROOF CARPET

Col. Study Space

CONCRETE FLOOR

F-Toilet Wet Lab

Dry Lab

N

Scale 1:200 1F - TEACHING AND STUDY

0

3000

5000

10000mm

Page 16


ny

alco

out B reak

B

Shared Office (Academic Staff) Admins Office

Hanging Plants Box (Above)

Director Office Breakout Space

Breakout Space

Mech. Riser

Void Meeting Room

Meeting Room

Breakout Space Informal Meeting Space

LEGEND VINYL SOUNDPROOF FLOORING TILE

M-Toilet

SOUNDPROOF CARPET

Community Library

F-Toilet

Meeting Room

CONCRETE FLOOR

1 to 1 Consultation Rooms

N

Scale 1:200 2F - ADMIN & STUDENT+STAFF CONNECTION

0

3000

5000

10000mm

Page 17


Staff Kitchen & Dining

Roof Garden

Informal Meeting Space

Mech. Riser

Void

M-Toilet

F-Toilet

LEGEND Void

VINYL SOUNDPROOF FLOORING TILE

Void

CONCRETE FLOOR PERMEABLE PAVING (RECYCLED BRICK)

Balcony

Green House

Informal Meeting Space

Scale 1:200

3F - STAFF CATERING & BREAKOUT 0

3000

5000

10000mm

N

Page 18


LEGEND PERMEABLE PAVING SOLAR PANELS GLASS PERMEABLE PAVING (RECYCLED BRICK)

N

Scale 1:200

RF - PV&RAIN 0

3000

5000

10000mm

Page 19


TASK 6 FINAL PRESENTATION PART4 SECTION & ESD DIAGRAMS

Page 20


SOUTH

NORTH

SECTION A SCALE 1:200

0

3000

5000

10000mm

Page 21


lstice

SOUTH

DAYLIGHT

Degre e So

r2

nte Wi

Summ er 75

e

e egr D 9

tice

s Sol

NORTH

SECTION A SCALE 1:200

0

3000

5000

10000mm

Page 22


THE ACTION WHEEL

MAIN GRID

POWER

VENTILATE

10% 20%

POWER 30%

3pm Summer

PEOPLE SPINNING

SOUTH

VENTILATION

KINETIC ENERGY

NORTH

SECTION A SCALE 1:200

0

3000

5000

10000mm

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EVAPORATION

ROOF

COLLECT

THE RAINWATER LOOP TRANSIT

POOL

DISPLAY STORE GARDENS

TANK 20000L

WEST GREEN FACADE (JASMINE CLIMBER) TOILET FLUSHING

RAINWATER SHOWCASE

SOUTH

RAINWATER HARVESTING

NORTH

SECTION A SCALE 1:200

0

3000

5000

10000mm

Page 24


FAN COIL UNITS HEATING/COOLING COILS

FILTERS

LABYRINTH COOLING CHILLED FRESH AIR INTAKE

HOT AIR INTAKE

DOMINATOR

SWIRL DIFFUSER

CONTROLS

CHILLED FRESH AIR TO LOCAL

CHILLED WATER FROM GEOTHERMAL SYSTEM

FCU

FCU

FCU FCU

SOUTH

NORTH

FCU

LABYRINTH

LABYRINTH

FCU

FLOOR DIFFUSER

FLOOR DIFFUSER

FLOOR DIFFUSER

RECIRCULATION

FLOOR DIFFUSER

AHU

CHILLER WATER PUMP IN BASEMENT PLANT ROOM

ACTIVE COOLING SYSTEM SECTION A SCALE 1:200 GEOTHERMAL PIPES

SOIL (16°C-18°C)

0

3000

5000

10000mm

Page 25


FAN COIL UNITS FILTERS

HEATING/COOLING COILS

LABYRINTH COOLING CHILLED FRESH AIR INTAKE

HOT AIR INTAKE

DOMINATOR

SWIRL DIFFUSER

CONTROLS

CHILLED FRESH AIR TO LOCAL

CHILLED WATER FROM GEOTHERMAL SYSTEM

ACTIVE COOLING SYSTEM - LABYRINTH COOLING + GEOTHERMAL (WITH FCU)

Page 26


FAN COIL UNITS

HEAT RECOVERY SYSTEM ( FUTURE COMPRESSED HRS MADE BY CERAMICS)

HEATING/COOLING COILS

FILTERS

CONTROL

STALE RETURN AIR FROM LOCAL

FRESH AIR INTAKE

POWER CORD

FILTER

INDOOR

FILTER

OUTDOOR

FRESH OUTDOOR AIR INLET

EXHAUST AIR OUTLET

DOMINATOR

SWIRL DIFFUSER

CONTROLS

WARMED FRESH AIR TO LOCAL

HEAT EXCHANGE CORE

WARMED FRESH AIR TO LOCAL

HOT WATER FROM GEOTHERMAL SYSTEM

HRS

FCU

HRS

FCU

CIRCULATE IN THE ROOM

SOUTH

HRS

FCU

HRS

HRS

FCU

HRS

FCU

NORTH

HRS

LABYRINTH

HRS

FCU

LABYRINTH

HRS

HRS

FLOOR DIFFUSER

FLOOR DIFFUSER

FLOOR DIFFUSER

RECIRCULATION

FLOOR DIFFUSER

AHU

HRS

HEAT PUMP WATER PUMP IN BASEMENT PLANT ROOM

ACTIVE HEATING SYSTEM

SECTION A SCALE 1:200 0

GEOTHERMAL PIPES

SOIL (16°C-18°C)

3000

5000

10000mm

Page 27


FAN COIL UNITS FILTERS

HEAT RECOVERY SYSTEM ( FUTURE COMPRESSED HRS MADE BY CERAMICS)

HEATING/COOLING COILS

CONTROL

STALE RETURN AIR FROM LOCAL

FRESH AIR INTAKE

POWER CORD

FILTER

FILTER

INDOOR

OUTDOOR

FRESH OUTDOOR AIR INLET

EXHAUST AIR OUTLET

DOMINATOR

SWIRL DIFFUSER

CONTROLS

WARMED FRESH AIR TO LOCAL

HEAT EXCHANGE CORE

WARMED FRESH AIR TO LOCAL

HOT WATER FROM GEOTHERMAL SYSTEM

CIRCULATE IN THE ROOM

ACTIVE HEATING SYSTEM - GEOTHERMAL (WITH FCU) + HEAT RECOVERY SYSTEM

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150mm GREEN ROOF

PICTORIAL MEADOWS GREEN ROOF SEED MIX GREEN ESTATE GREEN ROOF SUBSTRATE FILTER LAYER DRAINAGE LAYER PROTECTION MAT WATERPROOF MEMBRANE INSULATION VAPOR CONTROL LAYER PLYWOOD DECK

EAST

GREEN ROOF

WEST

SECTION B SCALE 1:200

0

3000

5000

10000mm

Page 29


WEST GREEN FACADE

OLD OEP

EAST

WESTERN GREEN FACADE

WEST

SECTION B SCALE 1:200

0

3000

5000

10000mm

Page 30


MATERIAL CHOICE

FIRE RATED PLASTERBOARD

LIGHT LEVEL

THERMAL INSULATION (R2.5) SENSOR CLT PANEL DANPALON CONTROLITE

BMS

FIRE RATED PLASTERBOARD

VINYL SOUNDPROOF FLOORING 110mm CLT/ 90mm INSULATION R2.0

PLYWOOD CLADDING DOUBLE GLAZING (LOW-E, U 1.7, SHGC 0.5, VT 0.7) DANPALON CATWALK LVL TIMBER FRAME

SOUTH/EAST/WEST FACADE (GENERAL ARRANGEMENT WITHOUT SHADING DEVICE) RECYCLED BRICK

DANPALON

EAST

NORTH FACADE (GENERAL ARRANGEMENT)

DANPALON CONTROLITE

RECYCLED BRICK

NORTH

DANPALON

RECYCLED BRICK

RECYCLED BRICK

DANPALON

SOUTH

WEST

ELEVATION SCALE 1:500

0

5000

10000

20000 (mm)

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SOUTH WEST

EAST WEST: VERTICAL LOUVER & GREEN FACADE

NORTH EAST: VERTICAL LOUVER

RAINWATER SHOWCASE

SOLAR PANEL

SOLAR GARDEN LIGHT AT NIGHT: LEVEL OF LIGHT = INDICATE THE AMOUNT OF SOLAR ENERGY GENERATED NORTH : BALCONY & OPERABLE SHUTTER/AWNINGS

RECYCLED BRICK PLYWOOD

LEC/SEMINAR ROOM CEILING : LIGHT & VENTILATION DISPLAY: GEOTHERMAL SYSTEM

FACADE AND BASEMENT ARRANGEMENT SCALE 1:500

DISPLAY: LABYRINTH COOLING

0

LABYRINTH COOLING

5000

10000

20000 (mm)

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TASK 6 FINAL PRESENTATION PART5 ‘THE JOURNEY’

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THE END THANKS FOR READING.


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