ARCHITECTURE FOR LEARNING ENVIRONMENT IN A MEDICAL CAMPUS ACKNOWLEDGEMENT PDF

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ARCHITECTURE FOR LEARNING ENVIRONMENT IN A MEDICAL CAMPUS SEMINAR 2013 ACKNOWLEDGEMENT I would like to thank my guide Ar. Bimal P. for his support and advice throughout this thesis. His guidance on research matters as well as making a proper report despite his schedule is very much appreciated. I th...

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ARCHITECTURE FOR LEARNING ENVIRONMENT IN A MEDICAL CAMPUS

SEMINAR 2013

ACKNOWLEDGEMENT

I would like to thank my guide Ar. Bimal P. for his support and advice throughout this thesis. His guidance on research matters as well as making a proper report despite his schedule is very much appreciated.

I thank our Seminar Co-coordinator and Faculty Advisor Ar.Bimal P and all the other faculties of NIT Calicut for their critique as well as support. I thank Ar.Afsa for her support and advices during my first evaluation.

I thank all my friends, seniors and classmates who and helped me in gathering information required for the seminar.

Above all I would like to thank God and my family- my strength and foundation, my incentive to achieve and the impetus to overcome my inertia.

i DEPARTMENT OF ARCHITECTURE, NITC

ARCHITECTURE FOR LEARNING ENVIRONMENT IN A MEDICAL CAMPUS

SEMINAR 2013

ABSTRACT Different kinds of learning environments aim to support students’ learning. At any point in time, the learning environment is a social system that includes the learner (including the external relationships and other factors affecting the learner), the individuals with whom the learner interacts, the setting(s) and purpose(s) of the interaction, and the formal and informal rules/policies/norms governing the interaction. The seminar is conducted to derive guidelines to create a medical campus that promotes a conducive environment for learning .For this various types of learning and learning spaces are studied .The different kind of spaces that enables the interaction between the students, faculties and patients can occur are also identified. The forms and spaces for these related activities and environment are also dealt with. Compared the different interactive spaces in various medical as well as other institutions to realise the reasons for the provision and the design and style in which these spaces are built. Finally the guidelines to be considered while designing the spaces that promotes a conducive environment for learning is derived.

ii DEPARTMENT OF ARCHITECTURE, NITC

ARCHITECTURE FOR LEARNING ENVIRONMENT IN A MEDICAL CAMPUS

SEMINAR 2013

TABLE OF CONTENTS ACKNOWLEDGEMENT ........................................................................ i ABSTRACT...............................................................................................ii TABLE OF CONTENTS ....................................................................... iii LIST OF FIGURES .................................................................................vi 1. INTRODUCTION ................................................................................ 1 1.1 AIM ................................................................................................ 1 1.2 OBJECTIVES ................................................................................ 1 1.3 RELEVANCE OF STUDY ........................................................... 1 1.4 METHODOLOGY ........................................................................ 2 1.5 SCOPE ........................................................................................... 2 1.6 LIMITATIONS .............................................................................. 2 2. DATA COLLECTION ......................................................................... 3 2.1 FORMAL AND INFORMAL LEARNING .................................. 3 2.1.1 FORMAL LEARNING ................................................................. 3 2.1.2 INFORMAL LEARNING ............................................................................... 4 2.1.3 E-LEARNING AND SOCIAL NETWORKING: BRIDING FORMAL AND INFORMAL LEARNING......................................................................................... 4 2.1.4 LEARNING FOR A MEDICAL INTERN STUDENT ................................. 5

2.2 LEARNING SPACES ...................................................................... 6 2.2.2 VIRTUAL LEARNING SPACES ................................................................... 6 2.2.3. FORMAL LEARNING SPACES ................................................................... 7 2.2.4 INFORMAL LEARNING SPACES ................................................................ 7 2.2.5. STUDY TIME AND SPACE.......................................................................... 7

2.3. PERSON-ENVIRONMENT INTERACTION ............................... 8 iii DEPARTMENT OF ARCHITECTURE, NITC

ARCHITECTURE FOR LEARNING ENVIRONMENT IN A MEDICAL CAMPUS

SEMINAR 2013

2.4. FORM AND SPACE ....................................................................... 8 2.4.1. INTRODUCTION ...................................................................................... 8 2.4.2. BASE PLANE ............................................................................................ 9 2.4.3. VERTICAL ELEMENTS DEFINING SPACE ....................................... 12

3. CASE ANALYSIS .............................................................................. 14 3.1. INTRODUCTION ......................................................................... 14 3.2. INTERACTION ............................................................................ 14 3.3. NEED FOR INTERACTIVE SPACE IN CAMPUS .................... 14 3.4. TYPES OF INTERACTIONS IN A MEDICAL COLLEGE ....... 15 3.4.1 STUDENT – STUDENT INTERACTIONS ............................................. 15 3.4.2 STUDENT – LECTURER (DOCTORS) INTERACTIONS .................... 15 3.4.3 STUDENT – RESEARCHER INTERACTIONS ..................................... 16 3.4.4 LECTURER – RESEARCHER INTERACTIONS .................................. 16 3.4.5 INTERACTIONS WITH PATIENTS ....................................................... 16

3.5. FORMAL INTERACTION SPACES ........................................... 16 3.5.1. CLASSROOMS........................................................................................ 16 3.5.2. LECTURE HALLS .................................................................................. 18

3.6. INFORMAL INTERACTION SPACES....................................... 19 3.6.1. FRONT YARD ......................................................................................... 19 3.6.2. BACKYARD ............................................................................................ 19 3.6.3. CAMPUS ENTRANCES ......................................................................... 19 3.6.4. FRONT PORCH ....................................................................................... 20 3.6.5. COURTYARDS AND ATRIUMS .......................................................... 21 3.6.6. BASEMENTS .......................................................................................... 23 3.6.7. PLAZAS AND OATS .............................................................................. 23 3.6.8. OUTDOOR STUDY AREAS .................................................................. 25 iv DEPARTMENT OF ARCHITECTURE, NITC

ARCHITECTURE FOR LEARNING ENVIRONMENT IN A MEDICAL CAMPUS

SEMINAR 2013

3.6.9. GREENS AND LAWNS .......................................................................... 27 3.6.10. CIRCULATION SPACES ..................................................................... 27 3.6.11. FOOD COURTS/ CANTEENS.............................................................. 27

3.7 NEW ENVIRONMENTS FOR LEARNING ................................ 27 3.7.1 SIMULATED ENVIRONMENTS............................................................ 29 3.7.2 IMMERSIVE ENVIRONMENT .............................................................. 29 3.7.3 PEER-TO-PEER SOCIAL LEARNING SPACES ................................... 30 3.7.4 LEARNING CLUSTERS .......................................................................... 31 3.7.5 INDIVIDUAL LEARNING SPACES ...................................................... 31 3.7.6 EXTERNAL LEARNING SPACES ......................................................... 32

4. INFERENCES..................................................................................... 33 4.1 INTERACTIVE SPACES .............................................................. 33 4.2 BENEFICIAL THINKING AND LEARNING ............................. 33 5. DESIGN GUIDELINES ..................................................................... 34 5.1 HUMAN CENTERED ................................................................... 34 5.1.1. FOUNDATIONS OF THE GUIDELINES .............................................. 35 5.1.2. CHARACTERISTICS OF HUMAN-CENTERED GUIDELINES......... 36 5.1.3. COMPONENTS ....................................................................................... 37

5.2. SPACE ALTERATION DESIGN GUIDELINES ........................ 38 5.2.1 ADAPTABLE ........................................................................................... 38 5.2.2. COMPONENTS ....................................................................................... 40

5.3. BALANCING COMMUNITY AND SOLITUDE ....................... 42 6. CONCLUSION ................................................................................... 43 7. REFERENCES ....................................... Error! Bookmark not defined.

v DEPARTMENT OF ARCHITECTURE, NITC

ARCHITECTURE FOR LEARNING ENVIRONMENT IN A MEDICAL CAMPUS

SEMINAR 2013

LIST OF FIGURES Figure 2.1.1 Formal learning ...................................................................... 3 Figure 2.1.2 informal learning .................................................................... 4 Figure 2.1.2 Informal learning .................................................................... 4 Figure 2.4.2 Base plane .............................................................................. 9 Figure 2.4.2.1 Elevated Base plane ............................................................ 9 Figure 2.4.2.1’ elevated Base Plane – spatial & visual connectivity ....... 10 Figure 2.4.2.2 Depressed base plane ........................................................ 10 Figure 2.4.2.2’ Depressed base plane – spatial & visual connectivity ... 11 Figure 2.4.2.3 Overhead base plane ......................................................... 11 Figure 2.4.3.1 Vertical linear elements .................................................... 12 Figure 2.4.3.2 Single vertical plane .......................................................... 12 Figure 2.4.3.3 L-shaped plane .................................................................. 13 Figure 2.4.3.4 Parallel vertical planes ...................................................... 13 Figure 2.4.3.5 U-shaped planes ................................................................ 13 Figure 2.4.3.6 four planes: closure ........................................................... 14 Figure 3.5.1.2 TEAL................................................................................. 17 Figure 3.6.1 A J College, Mangalore (entry, porch, front yard) .............. 20 Figure 3.6.2 IIM Kozhikode ..................................................................... 21 Figure 3.6.3 NIFT Chennai (entry) ........................................................... 21 Figure 3.6.4 courtyard-A J M ................................................................... 22 Figure 3.6.5 NID Ahmedabad (courtyard) ............................................... 22 Figure 3.6.6 IIM Ahmedabad ................................................................... 23 Figure 3.6.7 Cept Ahmedabad (Basement) .............................................. 23 Figure 3.6.8 IIM Ahmedabad ................................................................... 24 Figure 3.6.9 IIM Kozhikode ..................................................................... 24 Figure 3.6.10 Aims, Ernakulam................................................................ 24 Figure 3.6.12 IIM Ahmedabad and Bangalore (Outdoor study areas) ..... 26 vi DEPARTMENT OF ARCHITECTURE, NITC

ARCHITECTURE FOR LEARNING ENVIRONMENT IN A MEDICAL CAMPUS

SEMINAR 2013

Figure 3.6.11 CEPT campus, Ahmedabad (outdoor study areas) ............ 26 Figure 3.6.14 Vydehi Institute of medical science, Bangalore ................ 27 Figure 3.6.13 A J I M S, Mangalore ......................................................... 27 Figure 3.7.1 group learning spaces ........................................................... 28 Figure 3.7.2 simulated environment ......................................................... 29 Figure 3.7.3 immersive environment........................................................ 29 Figure 3.7.4 Peer to peer social learning spaces ....................................... 30 Figure 3.7.5 Learning clusters .................................................................. 31 Figure 3.7.6 Individual learning spaces .................................................... 31 Figure 3.7.7 External Learning spaces ..................................................... 32 Figure 5.1.3 Cox Hall at Emory University Provides (a) Pillow Chairs and (b) Movable Chairs ............................................................................ 37 Figure 5.2.1 Alternate floor plans for the same place .............................. 38 Figure 5.2.2 Estrella Mountain Community College Learning Studios (a) Maximize Display and (b) Support Small Group Work........................... 40 Figure 5.2.3 Glass Walls at Auburn Career Center .................................. 41 Figure 5.2.4 Learning Studio at Estrella Mountain Community College 42 Figure 5.3.1 space for socialisation .......................................................... 43

vii DEPARTMENT OF ARCHITECTURE, NITC

CONDUCIVE ENVIRONMENT FOR LEARNING IN A MEDICAL CAMPUS

SEMINAR 2013

1. INTRODUCTION 1.1

AIM

To derive guidelines for creating a medical education campus that promotes a conducive environment for learning

1.2

OBJECTIVES

1. To study the different types of learning in a medical school campus 2. To study the different types of activities and interactive spaces in a campus in general and then specifically in medical campus. 3. To understand how the spaces incorporated assist in the stimulation of beneficial thinking among students, researchers, doctors, nurses and patients. 4. To study the different types of interactive spaces in different campuses through case studies 5. Derive guidelines for the design of conducive learning environment in a campus and implement in my design

1.3

RELEVANCE OF STUDY A medical student is learning to give care for the people and more than that a mind

of discovery should be created in each student .The value system and social cohesion, the doctors need to have is lost in the modern days. So a conducive environment for learning and discussing and research, within the campus enhancing their beneficial thinking is relevant.

1 DEPARTMENT OF ARCHITECTURE, NITC

CONDUCIVE ENVIRONMENT FOR LEARNING IN A MEDICAL CAMPUS

1.4

SEMINAR 2013

METHODOLOGY

Distinguishing formal and informal spaces; learning spaces; data collection

Data collection

Elements incorporated in the usersurrounding; external factors influencing; through data collection

Case studies

Identifying the interactive spaces; factors affecting; medical campus case studies Analysis

User study; Understanding the different levels of interaction in different spaces Deriving the guidelines to use in my thesis design

1.5

Guideline derivation

SCOPE The scope of the study covers the design of indoor and outdoor spaces like lecture

halls, laboratories, courtyards, plazas, outdoor study areas, and social spaces and the relation with the user, ways and methods to increase the effectiveness of such spaces. To promote an environment of improved communal gathering. To provide an opportunity for both isolated personal reflections and informal small group interactions.

1.6

LIMITATIONS A live study of a well-designed medical campus was not possible, the study

relies on the available live data and literature material about the medical campus only. The human behavioural aspects are studied through observation.

2 DEPARTMENT OF ARCHITECTURE, NITC

CONDUCIVE ENVIRONMENT FOR LEARNING IN A MEDICAL CAMPUS

SEMINAR 2013

2. DATA COLLECTION 2.1

FORMAL AND INFORMAL LEARNING Learning is formal when someone other than the learner sets the curriculum.

Typically, it’s an event, on a schedule and completion is generally recognized with a Symbol, such as a grade, gold star, certificate or check mark in a learning management System. Formal learning is pushed on learners. By contrast, informal learners usually set their own learning objectives. They learn when they feel a need to know. The proof of their learning is their ability to do something they could not do before. Informal learning often is a pastiche of small chunks of observing how others do things, asking questions, trial and error, sharing stories with others and casual conversation. Learners are pulled to informal learning.

2.1.1 FORMAL LEARNING Formal Learning is easily recognizable by all. Examples include: · A school or university programme that consists of a series of lessons, lectures, workshops or lab works, seminars or tutorials · A classroom-based corporate training workshop that offers group or individual activities In formal learning, someone, usually a training or line manager, also decides: · What a person needs to learn · How they should take that “learning” (e.g. in the form of a formal course or workshop) · When and where they should take the “learning” and tracks and manages the whole process. Formal learning spaces mostly replicate their physical world counterparts and their spatial arrangements both give clues to the expected behaviour in the space and the authoritative relationship between educator and learner.

Figure 2.1.1 Formal learning

3 DEPARTMENT OF ARCHITECTURE, NITC

CONDUCIVE ENVIRONMENT FOR LEARNING IN A MEDICAL CAMPUS

SEMINAR 2013

2.1.2 INFORMAL LEARNING Informal Learning is anything that is learnt outside a formal learning environment, e.g. by reading material in websites, blogs or other documents, or through interactions with people in conversations, discussions and meetings. But with informal learning, it is individuals who decide: what how the

they need to learn and when they should learn it

most appropriate format for their needs

and,

importantly, how they organize or manage their own learning

We all learn informally every day, and have done so all through our lives – and it is no exception in the workplace where we learn informally all the time as we carry out our jobs. In most cases it is so indistinguishable

Figure 2.1.2 informal learning

Figure 2.1.2 Informal learning

2.1.3 E-LEARNING AND SOCIAL NETWORKING: BRIDING FORMAL AND INFORMAL LEARNING The rise of social technologies such as wikis, twitter, personal learning environments and is beginning to really make an...