|Wednesday, June 24|
An application study of space syntax to the innovation-driven renewal of SCUT campus
* Yubo Liu, South China University of Technology; State Key Laboratory of Subtropical Building Science, China
Mian Ji, South China University of Technology; State Key Laboratory of Subtropical Building Science, China
Xueqing Hu, South China University of Technology; State Key Laboratory of Subtropical Building Science, China
Qiaoming Deng, South China University of Technology; State Key Laboratory of Subtropical Building Science, China
The knowledge economy is a dominant force in today's world, and innovation is central to it. In this context, universities as sites of knowledge production are expected to promote interdisciplinary and collaborative learning. Besides, the concentration of campus planning in China has shifted from the large-scale construction of new campuses to the renewal of existing campuses. Therefore, innovation-driven renewal of campus has become a vital task. Based on the existing findings that proximity and inter-group communication contribute to innovative problem solving (Allen, 1977) and spatial configuration is instrumental in the process of random contacts (Penn, 1992), this study applies space syntax as the methodology to assist the innovation-driven renewal in the campus of South China University of Technology. Through the syntactical properties calculated by Depthmap and the practical data by gate counts from cameras, the adaptation of space syntax in the campus is discussed. A specific district of research buildings is further analyzed and spatial strategies for innovation-driven renewal are proposed. Overall, this study presents an exploration of innovation-driven renewal in campus with a quantitative approach, which provides scientific guidance in the perspective of spatial structure for the future campus renewal.
An Analysis of The Evolution Trend of The Campus Boundary Space of Chinese Universities Based on The User's Behavioral Needs
* Ke Fang, Dalian University of Technology , China
Bo Zhou, Dalian University of Technology , China
As the boom in large-scale construction of Chinese universities cooled, traditional university campuses in the city regained attention, and their form gradually changed from closed to open to the city, becoming an important unit of urban space. The campus boundary space is a transition area between the city and the campus. The different cultural and social functions of the two regions infiltrate and collide with each other. Its important role in the spread of campus culture and urban development cannot be ignored. Many traditional university campuses have closed environments, a single environment, and lack of management. They gradually become a negative zone between cities and campuses. The change in the shape of the campus boundary space is affected and restricted by multiple factors such as themselves and the outside world. The analysis of the impact of people behavioral needs on the evolution of the space shape is the key to ponder over the optimization of traditional campus boundary space. This paper takes Dalian University of Technology and other traditional university campuses in Northeast China as research objects, and combs the morphological changes of the campus boundary space in the course of its development, and studies its interaction with the behavior of different groups of people. Horizontally compare the similarities and differences between the boundary space forms and internal order of traditional universities in different cities, and Analyze the evolution trend and motivation of the interaction and generation between campus form and surrounding environment. Based on this, an overall design idea of integration and openness is proposed to protect the integrity of the traditional campus boundary space, promote the integration and symbiosis of the campus and the city, and meet the user's behavioral needs to a greater extent.
Optimizing Andragogical Strategies through Interior Educational Spaces
* Aleya Abdel-Hadi, University of Helwan, Egypt
Heba Eissa, University of Benha, Egypt
* Ingy Zeini, October University for Modern Science and Arts, Egypt
New design andragogical models require different interior architecture designs to accommodate a new educational delivery. Nowadays, an ongoing state of transformation in living and learning patterns is due to rapid advances in information and communication technologies (ICTs), dominant global economic forces of automation, globalization and collaboration (Wright & Wrigley 2017). Hence, learning settings are decreasingly formal timetabled classroom-based and increasingly collaborative and socially peer to peer oriented (Fisher 2004; Franz et al. 2012).The literature review reveals that the most recent comprehensive andragogy is interactive collaborative learning that can be achieved by live projects and vertical studios in interior architecture and across disciplines (Emam et al. 2019; Akinciturk et al. 2011; Peterson & Tober 2014; Psarologaki 2014). The aim of this study is to reach a model for designing interior educational spaces that foster new andragogical directions. The method of research adopts reflective reviews and discussion of related literature of the new trends of educational systems in interior architecture and their required spaces to reach a model guideline for future designers. For that purpose, an analytical study is conducted in current andragogical approaches in Egypt regarding interactive collaborative learning initiatives. These initiatives are studied to review how the interior architecture space accommodates these trials. The author(s) need to conclude that in order to activate interior architecture educational space, it must physically support co-learning, co-creation and open discussion - whether in soft and/ or hard forms - to fully capitalize on the benefits of active collaborative learning. The end outcome is a graphical model of integrating the different studied andragogical systems with their physical related interior context.