\n
The studio is a next-generation learning environment for a school of architecture, combining a highly adaptable interior renovation with a custom-designed technological infrastructure to enhance design and interdisciplinary learning and instruction.<\/span><\/p>\n From the start of the design process we embraced innovative collaborative tools and techniques in a co-creation framework with a multiplicity of stakeholders: students within the school of architecture, students from fields that they would likely collaborate with, professors, administrative staff, custodial staff, and alumni of the school.<\/p>\n The 2000 square foot studio is designed as a prototype for anticipated replication (in whole or in part), maximizing impact at the lowest cost by using off-the-shelf components and technologies in often unintended ways.<\/p>\n We designed the studio to maximize the potential for hands-on exploration with design technologies, and sought to design an adaptable structure that not only would accommodate this, but which would explicitly encourage team-based learning and interdisciplinary work.<\/p>\n For the studio\u2019s conceptual framework, we embraced the idea of a \u2018probablistic\u2019 (rather than deterministic) space:\u00a0 a space designed to increase the probability<\/span><\/i> that certain activities will occur within it.\u00a0 We addressed this by<\/p>\n engaging the model and systems of a stage set, which of necessity embraces flexibility<\/span><\/i> and importantly sets up the expectation that change is the normal course of events, through the use of overhead infrastructure and off-stage elements;<\/p>\n specifying and deploying furnishings, technologies, and information graphics that work better as \u201cprompts<\/span><\/i>\u201d of potential uses rather than determinants of use; and<\/p>\n abstracting or ‘despecifying’ terminology used in the design and realization process, primarily through the replacement of words such as \u201ctable\u201d or \u201cfloor\u201d or \u201cwall\u201d with \u201csurface\u201d to foreground the affordances<\/span> <\/i>of design components rather than their preconceived identities (\u201csomething that can enable one to draw\u201d rather than \u201ca drafting table).\u201d<\/p>\n Our framing of the space, its furnishings, and its media screens as a integral<\/span> composition of surfaces in space also provided an opportunity to fluidly incorporate new technologies into the space in unexpected ways.\u00a0 The floor is also a projection surface, desks function either as interactive media surfaces or modeling tables, a 20\u2019 wide tackable pin-up doubles as a seamless multi-projector video wall.\u00a0 These operate as surfaces \u201cwhere my print drawings can have video overlays of weather conditions over a two month period,\u201d \u201cwhere my model can be 3d scanned as I construct it,\u201d \u201cwhere my floor plan is quite literally a full-scale occupiable plan on the floor.\u201d\u00a0\u00a0 An in-studio 3d printer and 3d scanner afford quick, iterative digital-physical workflows. Furthermore, we specified a set of personal technologies (handwriting-recognition pens, pens that record ink drawings as digital vector graphics, pocket-sized projectors for spontaneous small-scale group meetings, and small tablets for inclusion in scale models as media surfaces) to serve as prompts for how new media technologies can transform design practice.<\/p>\n The studio opened for classes in August 2013, and has already served as a model for the university, which is currently undertaking an ambitious examination of the next-generation learning environment across campus.<\/p>\n","protected":false},"excerpt":{"rendered":" The studio is a next-generation learning environment for a school of architecture, combining a highly adaptable interior renovation with a custom-designed technological infrastructure to enhance design and interdisciplinary learning and instruction. From the start of the design process we embraced innovative collaborative tools and techniques in a co-creation framework with a multiplicity of stakeholders: students […]<\/p>\n","protected":false},"author":41,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"page-full.php","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0},"acf":[],"_links":{"self":[{"href":"https:\/\/blonsway.expressions.syr.edu\/einhornstudio\/wp-json\/wp\/v2\/pages\/98"}],"collection":[{"href":"https:\/\/blonsway.expressions.syr.edu\/einhornstudio\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blonsway.expressions.syr.edu\/einhornstudio\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blonsway.expressions.syr.edu\/einhornstudio\/wp-json\/wp\/v2\/users\/41"}],"replies":[{"embeddable":true,"href":"https:\/\/blonsway.expressions.syr.edu\/einhornstudio\/wp-json\/wp\/v2\/comments?post=98"}],"version-history":[{"count":21,"href":"https:\/\/blonsway.expressions.syr.edu\/einhornstudio\/wp-json\/wp\/v2\/pages\/98\/revisions"}],"predecessor-version":[{"id":372,"href":"https:\/\/blonsway.expressions.syr.edu\/einhornstudio\/wp-json\/wp\/v2\/pages\/98\/revisions\/372"}],"wp:attachment":[{"href":"https:\/\/blonsway.expressions.syr.edu\/einhornstudio\/wp-json\/wp\/v2\/media?parent=98"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}