Angaben zur Professur

Lehrstuhl 

Professur M. Kaijima / Professur F. Persyn

Typ 

Professur für Architektur, Entwurf und Städtebau

Standort 

ONA

Webseite 

www.arch.ethz.ch

Assistierende 

Grégoire Farquet, Charlotte Schaeben

Kontakt E-Mail 

farquet@arch.ethz.ch,schaeben@arch.ethz.ch

Angaben zur Entwurfsklasse

Typ 

Entwurf V-IX

Thema 

Informal Learning Spaces

Beschreibung
des Entwurfs-programmes 

Short description We need Informal Learning Space, why? The studio, supported by ETH Innovedum, is jointly run by the Chair of Architectural Behaviorology, the NEWROPE Chair and the Chair of Cognitive Science. It develops from research and 1:1 mock-ups of HS2021 towards realizations of interventions in SS2022. Students tackle 3 environments at ETH: D-ARCH studios space ONA, Library InfoCenter, and D-USYS classroom. Content Teaching and learning methods are evolving. The complexity of our lived reality demands new sets of skills and competencies to be integrated in education, especially in architecture, which is changing from a competitive model based on individual authorship to a complex, interdisciplinary challenge. Real-world problems urge universities worldwide to invest in pedagogical approaches that support exchange and reflexive learning, i.e. constant self-reflection based on our own experiences and positions. Experimenting, testing and taking strong, sometimes diverging positions need Safe Spaces that offer professional and emotional stability to turn confrontations and discussions into productive dialogues. These include informal spaces that invite a diversity of uses, where students and staff meet, exchange and inspire each other. In order to precisely integrate collaboration, self-management, positionality and collective evaluation into the teaching and learning methodology, we need spatial configurations that enable and promote diverse and flexible behavioural settings. For this reason, we collectively aim to transform and integrate informal learning environments in three existing situations at ETH Zürich: A) Studio space of D-ARCH, ONA: 1 proposal for multiple locations. During their education, architecture students are reflecting about a diversity of spaces often without taking into consideration their own learning environments. While the first semester shed light on problems and potentials of ONA, it showed above all that we can only change it all together. This semester asks for the design of a collective process, taking into account all chairs and users to collectively think along. Students will establish a precise catalogue of measures for ETH and the owner A&A Liegenschaften, proposing design transformations of different scales and timeframes that will adapt ONA to our, and future user’s needs. How can we consolidate precise design proposals for ONA and at the same time ensure they remain open for the participation of all users? What formats of communication are needed to activate and involve a growing community? B) InfoCenter of ETH Library, main ETH building: 1 proposal for 1 site ETH Library offers a range of services that are unfortunately largely unknown to users. In the first semester, students made this rich offer more visible by diversifying and zoning the previously uniform and sterile space, and proposing a larger variety of furniture depending on the activity. In this semester, the aim is to draw the necessary conclusions from the previous experiments and, together with the ETH library, to continue the process of transformation, as much on a design as on an administrative level, in the form of an ETH internal SPA II application (structured project assignment). This raises the question of how to design a library that will meet the diverse needs of students, guests and readers for many years to come, while at the same time becoming a representative and contemporary place for ETH that strengthens and encourages exchange and a community spirit.. C) Classrooms at CHN Building, D-USYS: several proposals for multiple locations. During the course “Tackling Environmental Problems” students of D-USYS work in close collaboration with different stakeholders for solutions of environmental issues. They are provided with several rooms of different sizes for independent group work. The first semester raised the importance of developing an awareness of the impact that the learning environment can have on learning and teaching. Instead of finalizing a definite solution, this semester will continue with testing and experimenting together with the D-USYS students and tutors on how to improve their learning environment. To this end, students will focus on designing furniture to further develop and diversify the existing ETH furniture catalogue to create more appealing and inviting physical learning environments in the classrooms and in-between spaces of the CHN Building. Schedule Phase I: Critical Assessment of Situation + Determination of the Design trajectory, getting acquainted with the 3 sites and previous works of AS21 Phase 2: Process Design + Design Proposals Work on Design proposals and development of necessary (co-creative) administrative process, simultaneous tests in 1:1 scale and observation of mock-ups and users in all 3 sites Phase 3: Translation + Finalization Documentation, evaluation, and translation of results into a Research Report, and a collective installation of an exhibition in the Studio. Parallel to that, Finalization of process designs. Assignment and deadlines 15.3: Project Brief, Research Drawing, Design Proposals, Research Question and Research Report* + Site A) Design and Execution of a User’s Workshop + Site B) Critical assessment of previous Designs + Site C) Critical Assessment of ETH Furniture Catalogue + 1:1 Mock-ups 03.05.: Process Design, 1:1 Mock-ups, Design of presentation format, Research Report* + Site A) Proposal Catalogue of Measures for ONA + Site B) Proposal SPA II application + Site C) Proposal Furniture Design 30.05.: Collective exhibition, 1:1 Mock-ups, Finalization of process designs, Research Report* + Site A) Catalogue of Measures for ONA + Site B) SPA II application + Site C) Furniture Design *Research Report is an individual work. Literature A carefully selected collection of literature and reference projects is handed out to students at the beginning of the semester in the form of a reader and via server access. Among others: Bruno Latour, Science in Action, Harvard University Press, Cambridge, Massachusetts, 1987, Michael Taussing, I swear I saw this, The University of Chicago Press, Chicago, 2011 Lucy Kimbell, Rethinking Design Thinking:Part 1,Design and Culture Volume 3, Issue 3 pp285-306, UK, 2011, William Sandoval, Conjecture Mapping, The Journal of the learning sciences, 23:18-36,Taylor & Francis Group, 2014

Thematische und methodische Schwerpunkte 

Entwurf, Konstruktion, Staedtebau, Modellbau, Visualisierungen, Architectural Behaviorology, Research method, Actor Network Hand Drawing

Lernziele 

The general aim of the course is to propose transformation strategies for existing learning environments on the campus of ETH in order to create the appropriate conditions for reflexive learning, which is a type of learning in which one explores one's own experiences to become more conscious, open-minded, and self-critical. During HS 2021, our studio could understand and show that spaces for an informal exchange of knowledge, and spaces for appropriation are needed. In the coming studio FS 2022, students will continue to study the three existing learning spaces and develop the respective adequate methods to design and realize interventions. The aim is to adapt the space's respective conditions to their educational purposes, and to generate actors’ behaviors, on a human, material and natural level, that are richer and more lively. Students' designs are framed within a larger understanding of learning spaces, based on theoretical and historical knowledge, and attentive site observations, as much as on the exchange with users and experts, in close collaboration with other students, teaching staff and stakeholders. Students further learn and improve their practical skills in the fields of research, representation and design, 1:1 detailing and building, guided jointly by both the Chair of Architectural Behaviorology and the NEWROPE Chair of Architecture and Urban Transformation. In all phases of the course, students will study the representational formats and communication tools from both chair’s expertise, such as Architectural Behaviorology, Design in Dialogue, Decision-making processes, Actor-Network drawings, sketches, models, 1:1, films or interviews, scientific report. The learning goals correspond to the grading system of each chair. The final grade will be the average of both grades. Chair of Architectural Behaviorology: Grading percentage First mid review 30%, Second mid review 40%, Final review 30% Criteria: Understanding of Architectural Behaviorology Research Design Visualisation Structure and Material Submission delay Chair of Architecture and Urban Transformation Criteria: Clarity and Independence of Position Relevance regarding the case Depth of engagement Representation Design in Dialogue Mutual Collaboration Personal Development

LV-Nr. des Entwurfs 

052-1112-22

Zusätzliche integrierte Disziplin(en) 

Architecture and Urban Transformation

Unterrichts-sprache 

English

Arbeitsweise 

Einzel- und Gruppenarbeit, davon 5 oder mehr Wochen Gruppenarbeit

Daten Zwischenkritiken 

Mid-term review 1: 16.3.2022 Mid-term review 2: 04.05.2022

Datum Schlusskritik 

Final Review: 31.05.2022

Einführungs-veranstaltung 

22.02.2022

Zusätzliche Kosten 

CHF 200 (Schätzung, ohne allfällige Seminarwochenkosten)

Verfügbare Plätze 

18

Plakat des Entwurfs-programmes 

Plakat ansehen (PDF Datei)

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