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  2. A PBL EXERCISE The problem: funding is available to design a space in a building now being planning to accommodate your PCL program/course. You have the opportunity to meet on March 20 with the dean, the donor and the architect to present your initial “program” for your consideration.

  3. What is Programming? Programming is a PROCESS to: Identify Needs Define Needs Assess Quantitativelyand Qualitatively Have FUN

  4. What does the product of a programming process look like? Documents to support next steps in the design process Essential items include: Vision statement*** Qualitative definition of the project*** Site Analysis Listing of Space Needs Definition of Space Needs Conceptual Budget

  5. Where to start Create a manageable team Define the process – allow the group to influence the process by building on their present expertise and knowledge THINK – PAIR - SHARE: 10 minutes Assemble information, ideas, insights from team discussions and develop a vision for the space: 10 minutes Communicate and critique visions: (10 minutes)

  6. Next step Translate your vision into something to present to the dean, donor and architect…using illustrations, diagrams, words……

  7. Diagram Relationships

  8. Education Transformed… Then Uni-disciplinary Fixed classroom Teaching focused Hands-off Interaction tolerated Independent projects Limited computing Few instruments Structured learning Now Multidisciplinary Flexible classroom Learning focused Hands-on Interaction encouraged Group projects Ubiquitous computing Proliferation of instruments Structured and unstructured

  9. Learning Studios

  10. Review, Evolve, Resolve Remember, it is a process….



  13. L e a r n i n g C o m m u n i t y Liberal Arts Intensive Oxford Scale defines an environment within which a learning community can grow and evolve. The college successfully imparts an engaging, yet rigorous liberal arts education for freshman and sophomores. The courses taught here require open and flexible, yet comfortable, spaces. Oxford’s learning methods are hands-on and collaborative, encouraging peer-to-peer instruction, faculty mentoring, group learning, and directed individual study and inquiry. The academically intense nature of the course work further leads students to develop close academic and personal friendships. Because learning also happens spontaneously beyond labs and classrooms, the science center should provide spaces that encourage small group discussions, brainstorming, and individual learning opportunities. These spaces should be adaptable to accommodate varied spatial relationships, and technology must be in place to facilitate a free and continuous flow of information. Page 24

  14. S p e c i a l O p p o r t u n i t i e s Sandbox Laboratory - Black box Classroom - Multidisciplinary Imaging Theater The Sandbox Laboratory will elevate learning. The notion of “sandbox,” which accommodates change and renewal, has long been a part of the Oxford community. It is evoked in the way faculty and students have customized spaces and used flexible furniture, and in how they experiment with space to improve their educational environment. This lab space will include more movable furniture than other labs and will offer a wider array of laboratory utilities and services. It is imagined that student and faculty teams will produce proposals for the use of this special space, creating exciting possibilities. Unique learning events without disciplinary limits will occur in this lab. These events will be treated as active science on display for the Oxford community. Grant funding for leading-edge teaching or undergraduate research may be easier to capture with the mention of this special space in the proposals. This space could be used to overcome scheduling conflicts or meet the needs of an increased student population, as it would be flexible enough to meet the needs of a variety of disciplines. The Black Box Classroom is the place to experiment with unique pedagogies and instructional media technologies. When considering new teaching methods or technologies, this is the place for faculty and students to test their ideas and tools. The classroom would provide a wide range of resources for Oxford faculty to try out new techniques and technologies and for student groups to practice presentations. The Imaging Theater is designed to become a magnet for students, faculty and the community to come together in a richly layered, three-dimensional, multidisciplinary learning environment. This space blends the best features of a planetarium, intimate lecture hall, and surround-sound theater to strengthen learning in dynamic new ways. All divisions of the college would enjoy presentations that are richer and more memorable than those provided on any projected image, flat panel screen or home entertainment system. Events in the Imaging Theater would capture the imagination of current and future students, faculty and community members – making this space an ideal destination for a new generation of people destined to become Oxford College friends and supporters. Page 32

  15. P r o g r a m S t u d y First-Floor Plan Diagram This proposed first floor will connect to the future LAC and the Dining Hall / Student Center. A small entry pavilion to the south provides a modestly scaled access to the building. At this level, Biology has an immediate connection to the landscape. The positioning also properly addresses equipment vibration issues. Unique to this level is the black box classroom – a highly flexible environment facilitating innovative technologies and pedagogies. Between classes, between terms and in the summer, many lab spaces, on all floors, will be used for research programs. Page 9

  16. P r o g r a m S t u d y Second-Floor Plan Diagram The proposed second floor houses geology, physics, computer science, astronomy, and two classrooms shared among all disciplines. The spaces for these programs could be interchanged with Biology, if desired. The Sandbox Laboratory, shared across all disciplines, accommodates unique curriculum offerings and lab arrangements as well as special undergraduate research. Page 10

  17. Design for Learning: The Classroom

  18. Design for Learning

  19. Design for Learning:

  20. Design for Learning – UVA Learning Studio Medical Education Building / University of Virginia Design for Learning: Problem-based Learning Studio

  21. Design for Learning: Problem-based Learning Studio

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