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Multiscale Learning Village

By

  • Priscilla Langi
  • Roman Tay
  • Rachel Low
  • Tutor: Patrick Macasaet
  • RMIT

Description

Multiscale Learning Village is a proposal for a potential RMIT Urban Highschool within the Arden Macaulay precinct, focusing on different learning environments designed around student-centred pedagogy with the potential to evolve, adapt and grow alongside the needs of the students and community.

The project proposes a learning village, whereby independent clusters are formed for individual year levels and facilities which seek to provide effective, flexible learning environments that accommodate a range of needs and learning modes through the design encapsulating an interrogation of different scales, taking into consideration the micro to macro scale in the design of the school.

Key Features

1

The learning modes of the school were highly prioritized within the design process, with an in-depth study of programmatic qualities and subjects required by different levelled students, utilised through development. This evolved each village to possess an individualised programmatic scheme tailored for their specific focuses and needs at their level.

This premise was developed through studying experiments that operated on a framework of fracturing spatial conditions, establishing a series of multiscale-environments. This was developed through research, into a taxonomy of new learning environments within a macro composition which focused on blurring the hierarchy of social network through spatial connectivity spaces.

2

The design celebrates differences of learning and thinking through providing a multitude of spaces that allows for a variety of teaching strategies to withdraw barriers to learning.

The intent of its design impact seeks to embrace differences in children, giving each student, no matter their abilities, equal opportunities to succeed. The underlying ambition of this being, to reduce social inequality through effective education.

The project investigates the more sustainable and effective use of public infrastructure, through flexible, multipurpose spaces and buildings allowing community utilisation for potential extracurricular activities or recreational community programmes, establishing commercial and civic value through its architecture.

3

The project demonstrates the importance of design as an enabler of education and innovative pedagogy for effective learning, establishing an aim to potentially set a new standard of care and innovative solutions when designing learning environments within schools.

With aims to build world class education systems, the developed taxonomy of learning environment typologies establishes progressive pedagogies that addresses the significance of education in Victoria indicating the contribution of design in defining effective education and celebrating differences within future generations providing equal opportunities for success.

4

We understand that education plays a vital part in enhancing individual wellbeing and embedding economic and social value within future generations, recognising that all students learn differently and the necessity for the design of education facilities to evolve and accommodate this.

Thus, this project engages different-scaled environments from a collaborative classroom typology to individual learning hubs, creating flexible spaces for different types of pedagogy to occur therefore adapting to the differences in kinaesthetic, visual, reading, writing or auditory learners with the objective being, to allow flexibility within education, taking into consideration the neurodiversity, learning and thinking differences within students.

5

The project seeks to provide a place for people, with emphasis of embedded social infrastructure to enhance the precinct and provide amenity for the public realm, potentially functioning as a meeting point, social setting and safe thoroughfare for users.

The design encourages local walking and cycling through establishing civic walkways and connections through the site, prioritizing pedestrians, and engendering the vision of more sustainable movement.

The façade was developed through incorporating qualities of RMIT’s city campus including the episodic changes of each building’s façade and its approach to retaining a uniqueness within the city, belonging to an identity.

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