2016-1 Learning Commons Project Proposal
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Transcript of 2016-1 Learning Commons Project Proposal
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UNIVERSITY OF THE PHILIPPINES LOS BAÑOS (UPLB)
PROJECT TITLE: 3-STOREY UNIVERSITY LEARNING COMMONS PHASE 1
UP LOS BANOS, LAGUNA
PROJECT PROPOSAL
PART 1
A. INTRODUCTION “Now an entire generation has grown up with a different set of games than any before it ‐ and it plays these games in different ways. Just watch a kid with a new videogame. The last thing they do is read the manual. Instead, they pick up the controller and start mashing buttons to see what happens.
This isn't a random process; it's the essence of the scientific method. Through trial and error, players build a model of the underlying game based on empirical evidence collected through play. As the players refine this model, they begin to master the game world. It's a rapid cycle of hypothesis, experiment, and analysis. And it's a fundamentally different take on problem‐solving than the linear, read‐the‐manual‐first approach of their parents.”
‐ Will Wright, creator of Sims
DESIGNING FOR 21ST CENTURY LEARNING SPACES
The college students of today belong to a generation that has not known life without computers. This generation, commonly referred to as the gamer generation, at an early age, were more predisposed to playing video and internet games over active play. Their early exposure to computers and the internet has remarkably influenced the way they learn. Education theorists agree that because of this, compared to previous generations, there is greater potential in the students of today to innovate and create. Teachers are only just beginning to understand them and adopt educational technologies appropriate to their students’ learning abilities. However, common to teachers is the frustration that the appropriate environment is just not available in the traditional school set‐up.
Education technologist David Thornburg describes the learning environment to be one that provides opportunities for formal teaching, interaction with peers, private reflection and life applications. He pictures the first three environments in metaphors of campfires, watering holes and caves, respectively. The traditional school set‐up would interpret these environments as different and separate spaces arranged in linear progression, formal learning happens inside classrooms, peer‐group exchanges in common spaces
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such as canteens and school grounds and then quiet private study areas are provided by libraries. But since today’s students process information in a non‐linear manner, they can transition from one mode to the next in “rapid” succession. They long to process information immediately with their peers and then validate their individual thoughts with real‐life experimentation. All four modes can be expected to be in almost every area of the school.
• Classrooms need to be bigger and classroom furniture arrangements should be more flexible and spaces in between desks and chairs should allow for freedom of mobility.
• Instead of allotting so many rooms with distinct functions, create bigger multi‐purpose spaces to facilitate transitions between different learning modes.
• Allow indoor spaces to bleed out to the outdoors.
• Create more shared and inclusive spaces, mix and combine spaces to encourage informal exchanges between cultures and across different demographics.
This will address classroom shortage by adding lecture halls that can be shared by all colleges and units of UPLB. The classrooms will be used for general education subjects and will free up spaces in the different college units. This project is deemed as a necessary and urgent prerequisitie for the renovation of classrooms within the colleges, for science and technology‐specific classes.
Moving forward, through the establishment of the University Learning Commons, the University envisions the developing an internationally premier academic institution by:
a) Directing the teaching and training of students towards gaining life‐learning skills, developing in them a more practical understanding of concepts, principles and theories, equipping them with confidence to communicate and critique ideas; training for mastery of analytical skills; and encouraging creativity and innovation in research and real life applications.
b) Expanding educational opportunities, focusing on outcomes‐based program development thereby providing leadership and management competencies, with greater abilities to initiate and undertake studies and influence policy decisions both at the national and global levels.
c) Providing the appropriate research environment – one that enhances expert collaboration, inter‐disciplinary research and international exchanges ‐ to attract and support a more diverse faculty and student body.
Through this project, UPLB hopes to be able to provide a conducive and challenging work and study environment with appropriate facilities that enable the trial and testing of ideas and encourage intelligent exchanges and creative collaborations. As teaching and research technologies gear up for global competitiveness, it is but appropriate that facilities of UPLB be upgraded as well to global standards.
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B. PROJECT BACKGROUND 1. The Site 1.1 Location
The site for the proposed Classrooms/Laboratories for the Learning Commons is the old site of UP Rural High School, lower Campus, UP Los Baños, Laguna.
1.2 Existing Conditions
Topography of the site is relatively flat. Other amenities available in the site include the open parking areas. Potable water supply is provided through the campus water supply system, adequately servicing domestic water supply and garden irrigation needs. Power distribution is being serviced by a campus‐operated distribution system; supply is currently three‐phase. Power transformers are currently being upgraded. Telephone lines are provided by PLDT. Data lines come through the university campus’ fiber optic and wireless networks.
SITE OF PROPOSED LEARNING COMMONS
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2. Institutional Program 2.1 Curriculum
The institutional program is comprised of the revised General Education Curriculum rationalized based on changes brought about by the K‐12 curriculum. Total general education units required for each student is now reduced to 28 units.
2.2 Enrollment & Targets
Ultimately, the University Learning Commons is planned to accommodate 2,400 students per semester per year. The building will be constructed in three tranches, accommodating three equal tranches of the students at 800 students for each phase. In the meantime, general education classes for remaining students will be accommodated in the various colleges.
2.3 Estimates for classroom requirement ULTIMATE CAPACITY PHASE 1 PHASE 2 PHASE 3
YEAR 2016NUMBER OF STUDENTS 2,400 800 800 800
UNITS PER STUDENT PER SEMESTER 18 18 18 18HOURS/WEEK 1 1 1 1DAYS / WEEK 8 8 8 8TOTAL STUDENT HOURS/WK 5 5 5 5
TOTAL STUDENT UNIT HOURS/DAY 43,200 14,400 14,400 14,400HOURS OPERATION 8,640 2,880 2,880 2,880BUILDING CAP. PER HOUR 1,080 360 360 360MINIMUM NUMBER OF CLASSROOMS 27 10 10 10
C. PROJECT DESCRIPTION 1. Project Objective The objective of the project is to upgrade and augment academic and academic support facilities of UPLB with additional classrooms, offices for faculty, research and administration, and a collective of support services that enhance the academic experience. This includes the construction of a 3‐storey University Learning Commons, to house academic and academic support services for the general education and common classroom needs.
2. Project Vision The project envisions the provision of academic and support facilities primarily to close the gap between existing facilities and the requirements of the UPLB until the year 2022. The upgrade of facilities to be designed aims to enhance: • the achievement of desired learning outcomes; • collaborative work among faculty, training and administrative staff; • the provision of a school environment adapted to global teaching standards and conducive to
learning in both formal and non‐formal settings;
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3. Total Space Requirements for the UPLB Learning Commons Total space requirements comprise all structures and amenities needed by the University to enhance its academic programs, close the gap between classroom needs and provisions and accommodate as well, component administrative and student support services.
TOTAL SPACE REQUIREMENTS FOR 2022 ENROLLMENT TARGETS
PHASE # of
Classrooms
AVERAGE Room
Capacity
Space per Pax, sq.m
Ave. Room Size
sq.m
Total Classroom Floor Area
Support Amenities Multiplier
Corridor Multiplier
Total Floor Area
PHASE 1 LEARNING AREAS 10 40 2.2 88 880 1.8 1.5 2,376.00 PHASE 2 LEARNING AREAS 10 40 2.2 88 880 1.8 1.5 2,376.00 PHASE 3 LEARNING AREAS 10 40 2.2 88 880 1.8 1.5 2,376.00 PHASE 1 REGISTRAR'S OFFICES & ARCHIVES 600.00PHASE 2 REGISTRAR'S OFFICES & ARCHIVES 600.00
GROSS FLOOR AREA 8,328.00
NUMBER OF FLOORS 3.00
FOOTPRINT 2,776.00
PHASE 1 GFA 2,976.00
PHASE 2 GFA 2,976.00
PHASE 3 GFA 2,376.00
The buildings and amenities shall be allocated to:
3.1 Academic Spaces, such as: • Classrooms, for bachelor programs, service courses, and graduate degrees, training and short
courses: • Standard lecture halls (for 40 and 20 student occupancies) • Case rooms • Computer laboratories • Seminar rooms (for 50‐100 seating capacities) • Auditoria (for 150 or more seating capacities)
3.2 Academic Support and Service Facilities: • administrative, faculty offices • student services such as libraries, study and discussion halls • student and faculty lounges, cafeteria, function halls and meeting rooms • exhibit halls
3.3 Registrar’s Offices • administrative offices • registration central • testing rooms • meeting rooms • archives
3.4 Building Service Facilities and Utilities: • Building management service and security offices
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• Internet connectivity (wi‐fi and wired access) • Server room • Appropriate number of restrooms • Standard building utilities • Fire alarm and safety system • Generator building • Elevators, as needed
3.5 Parks and Open Spaces: • Open parks and themed gardens • Parking spaces • Pedestrian amenities
4. Capital Outlay 4.1 Total Project Cost
The total capital outlay for the Establishment of the UPLB Learning Commons PHASE 1 is PhP 100 Million.
4.2 Project Cost Components
4.2.1. The project cost is divided into the following components with corresponding budgets as follows:
Component Description BudgetBuilding ‐ New Detailed building design, Construction and
Construction Management Costs PhP 90 Million
Cost of building furniture and equipment
Cost of purchase and installation of unitary and package type air‐conditioners, appliances, office, classroom and laboratory furniture, communication and CCTV equipment.
PhP 10.0 Million
PART 2 BUILDING DESIGN GUIDELINES
A. Design Principles 1. Studentcentered environment focused on supporting the attainment of learning
outcomes
The goal is to provide the appropriate facilities to enable engaged teaching and learning based on dialogue, student involvement, and the free exchange of ideas. Classrooms are designed for flexibility so that a variety of learning modes can take place. It is also desirable that education and learning extends from the formal (classrooms and lecture halls) to the informal environments (study halls, corridors, discussion rooms, lounges and parks), with students and faculty crossing paths in a series of outdoor rooms where the opportunity to congregate and converse encourages a vibrant intellectual community. As public spaces become part of the informal learning experience, students feel more comfortable to engage their professors in intellectual discussions and debates. This interaction is then brought back into the formal classroom, intensifying the impact of learning on the student.
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2. Internationalization of Learning With the University’s move to re‐orient growth toward the internationalization of academic programs, school environments shall be oriented towards the global school culture. Classroom and workshop environments shall be geared towards disciplines of collaboration and objective critiquing.
Classrooms and school facilities shall be designed for multi‐media and continuous and quality access to information technology / world‐wide web. It is also desired that students will have easier access to computer facilities by providing open computer laboratories that are available beyond school hours. As research and creative activity translate into fundamental sources of new knowledge in the global scene, it is hoped that from drab formal office designs, the design of offices, and student discussion rooms can be reconfigured for comfort, creative activity and informal collaborations.
B. Specific Guidelines for this Project 1. School Environment Design Criteria 1.1 The solution to the design challenge should be innovative – adapted to the learning modes of the
students of this generation.
1.2 The design should be student‐centered and should provide an environment that is conducive to creativity and higher‐order thinking. All spaces are technology‐enabled with smart boards, mobile computers, wi‐fi access, local networks, chat room access and internet access.
1.2.1. Classrooms big enough to accommodate a variety of seating arrangements for different modes of learning. A minimum of 2.2 square meters per person shall be allocated so that classroom furniture can accommodate the use of laptops and tablets, with plug and play outlets conveniently located on tables. Furniture can easily be reconfigured to different seating arrangements. All rooms are furnished complete with audio‐visual equipment and individual microphones. The rooms are designed to be flexible, where partitions can be collapsed to create larger rooms, or added to create division for small break‐out discussions.
1.2.2. Common rooms and outdoor spaces designed as alternative learning environments, which can also adapt to the different learning modes.
1.2.3. Common lounge areas add to the learning street, creating space for interaction between students and faculty. These common areas shall be made available to students and faculty for use beyond office hours and on weekends.
1.3 The design should have a global appeal, demonstrating inclusivity for diverse cultures and social backgrounds. Standard tools should still be available so that no one will be left out. Inclusivity should also be expressed in making technology accessible to the handicapped and specially gifted persons.
2. Spatial Arrangements 2.1 Space allocations consider institutional growth prospects including growth of enrollment and
staffing.
2.2 Spaces are to be designed with considerable flexibility to adjust to continuously evolving and rapidly changing technologies for information and educational media.
2.3 Building and site design should be responsive to the educational and research philosophy of the university.
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2.4 Building spaces may be clustered and functions combined for multiple purposes to achieve:
2.4.1. Ideal room size and shape;
2.4.1. Appropriate space proximity criteria to minimize movement and facilitate communication;
2.4.2. Balance between needs for privacy and social collaboration; and 2.4.3. Noise level segregation.
2.5 Future space needs shall be projected in a development and phasing program.
3. Building Bulk and Massing
Criteria Maximum Building Height for the Cluster 3 floorsMaximum Building Height for this Building 3 floorsFloor to Area Ratio 0.4 (referred from the cluster boundary) Ground Floor Arcade/Cornice Height 4‐4.5m from Ground Floor Line (minimum) Clear ceiling heights 4.0m for ground floor (minimum)
3.00m for upper floors (minimum) Floor to floor height 5.0m for ground floor (minimum)
3.50m for upper floors (minimum)
4. Aesthetic Treatment 4.1 The building should be designed as a landmark for its surroundings.
4.2 The building character shall be modern, representing the architecture of today, distinct from buildings built during earlier eras. At the same time, however, it should retain the campus’ current organic and human‐scale, green and low‐density feel.
4.3 Entrances to buildings shall be well expressed and apparent.
4.4 Building orientation should capitalize on eye‐catching views and relate meaningfully to the site.
4.5 Buildings fronting a major public open space should be able to relate to the public space through arcades or colonnades. Ground floors shall be designed for through access to the open spaces and building walls fronting it shall have transparent finish.
4.6 Ground floor treatment should be distinguished from podium floors (2nd to 4th floors) and tower floors (beyond 4 floors).
4.7 Finishes shall exhibit a timeless appeal. Natural stone and glass is preferred for external finishes. Paint finish in the exterior envelope should be minimized.
4.8 HVAC and other mechanical equipment of buildings should not be visible from public right‐of‐way, courtyards and open spaces.
5. Historic Conservation 5.1 Historic significance of the OLD UP RURAH HIGH SHOOL BUILDING shall be integrated into the
design program.
5.2 Without bias to the need for space, the Architect’s design proposals shall include a program for the adaptation of the architectural features and character of the existing buildings, without sacrificing the need for space.
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6. Circulation Priorities 6.1 Plan the site for convenient and safe access from buildings to various modes of travel including
pedestrian, cycling, driving and shuttle.
6.2 Design and locate parking spaces with careful consideration for the protection of pedestrians from cross traffic. Provide an adequate number of parking spaces consistent with projected volumes in the traffic study. Should parking spaces be inadequate, alternative locations should be provided in areas within convenient walking distance from the building. Otherwise, park and ride strategies should be explored.
6.3 Locate parking lots at the side or rear of buildings so as not to interrupt the pedestrian experience of the front view of the building.
6.4 Design and locate pedestrian ways to conveniently connect to vehicle drop‐off points and parking lots. Covered waiting areas and stoops (porte cochere) should be provided at designated loading areas to protect pedestrians from weather elements.
6.5 Design pedestrian ways as learning streets ‐ informal extensions of the formal learning environment. These should be wide enough to facilitate casual conversations. And as much as possible these should be provided with amenities such as colonnades, arcades, stoops, benches and informal sitting areas so that these can be used for informal meetings, group or individual study times.
6.6 Provide for convenient, secure and adequate bicycle parking adjacent to buildings.
7. Open Space Treatment 7.1 Open spaces between buildings shall not be residual space: they should be typologically
identifiable as pedestrian ways, forecourts, urban gardens, courtyards, urban streets or plazas.
7.2 These spaces shall be designed as informal learning spaces, landscaped using elements such as gardens, public art, memorials and shade structures to facilitate social interaction.
7.3 These spaces shall provide access to internet wi‐fi and plug‐and‐play outlets. Solar‐powered plugging devices shall be explored to provide alternative energy source.
C. General Guidelines 1. ClimateSensitive Design 1.1 Buildings shall be designed to accommodate both natural ventilation and air‐conditioned modes
of thermal control.
1.2 In general,
1.2.1. Operable windows shall be installed to facilitate transitions between both modes. 1.2.2. Intentionally select materials to reduce sources of heat gain. 1.2.3. Use architectural finishes and envelope treatments that reflect or refract heat.
1.3 For energy efficiency in air‐conditioned modes, the design of buildings and environments should consider:
1.3.1. Building spaces shall be oriented accordingly with direction of the sun path and wind. 1.3.2. Thermal insulation and cooling paints on all exterior surfaces. 1.3.3. Generous landscaping and green covering along streets, at walkways and plazas. 1.3.4. Permeable blocks instead of concrete bases for paving.
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1.3.5. Use of energy‐saving air‐conditioning technologies (e.g. aircon inverters). 1.3.6. Limiting the use of heat‐transmitting equipment and confining these in locations that
will not radiate heat into the building. The use of any electrical / mechanical equipment should be evaluated for environmental sustainability and heat transmission and added to the considerations for cooling loads.
1.4 For sustainability of naturally cooled environments:
1.4.1. Design rooms for cross‐ventilation. 1.4.2. Windows should be sized to about one‐half of the wall width or larger. 1.4.3. Provide shading and louvers perpendicular to the wind direction to produce a wind
shadow and increase wind velocity inside the rooms. 1.4.4. Common areas and wash rooms shall be naturally ventilated.
2. Utilities Design 2.1 Water Supply
2.1.1. All water supply pipes inside buildings shall be polypropylene pipes. 2.1.2. Design potable supply to tap into the central supply to be provided by the school. 2.1.3. Only potable water shall be allowed to flow from faucets and hose bibs. 2.1.4. Design shall consider grey water or recycled rainwater harvesting for use with ground
sprinkler and irrigation systems. Pipe outlets for grey water shall be capped and locked when not in use and no faucet shall be allowed to connect it.
2.1.5. Design may consider grey water or recycled rainwater for use in flushing water closets and urinals. In such case a dual piping system shall extend to the fixture, beyond the fixture valve to prevent contamination of potable water system.
2.2 Sewage Collection & Treatment
2.2.1. All sewage‐generating structures shall be required to tap into the central collection and treatment system of the university. Direct discharge of effluent into the drainage system is prohibited.
2.2.2. Design shall recommend solutions for safe disposal of hazardous chemicals and similar toxic substances in compliance with the Sanitation and Water Codes. Under no circumstance shall such substances be disposed into the university’s central collection system.
2.3 Lighting
2.3.1. Design interior illumination to provide sufficient light for the performance of tasks (mainly teaching and learning) without causing discomfort from overheating, excessive contrast and glare.
2.3.2. Ambient lighting shall use LED lamps. Task‐oriented lighting, street and outdoor lights may use LED lamps provided that recommended illumination levels are met. The plans shall indicate the spacing and mounting heights of LED lamps corresponding to the wattage of each unit of lamp installed to ensure that luminous efficacy is maintained.
RECOMMENDED ILLUMINATION LEVELS IN SCHOOLS
Activity / Spaces Illumination levels
(lumens per sq. meter) Classroom desks 200 Classrooms – boards 215
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Laboratories 200 Art Rooms and Workshops 323 Libraries (at shelves) 200 Libraries (at desks) 215 Offices & Staff Rooms 215 Stairs 32
2.4 Power Supply
2.4.1. All electrical lines within the university premises shall be installed underground. 2.4.2. Power conduit ducts may be installed parallel to other utility lines in accordance with
minimum clearances prescribed by the prevailing code/guidelines 2.4.3. Design should integrate access to natural gas / liquefied petroleum gas or diesel‐engine
driven generator set for emergency power at the specified location. The equipment shall be provided with sound proof canopy.
2.5 Telecommunications
2.5.1. Digital service lines for telephone and internet connections shall be fiber optic. 2.5.2. Outside‐of‐building utility installations shall be underground. 2.5.3. Internet connections shall have wired and wireless access to the university’s area
networks. 2.5.4. Closed‐circuit surveillance system tapped to the university’s CCTV system. 2.5.5. A centralized and dedicated room for ICT servers and pull‐boxes shall be allocated.
Location of this shall take into consideration convenience of access of telecomm utility providers for inspection purposes as well as for installation, maintenance and repair works.
2.6 Fire protection
2.6.1. For tank room and utility rooms: use standard response sprinklers. 2.6.2. For elevator shafts and machine rooms use standard response sprinklers, intermediate
temperature rated, sidewall mounted.
3. Energy Conservation and Sustainability Requirements 3.1 The following practices are recommended:
3.1.1. Use of alternative power sources and energy‐saving devices 3.1.2. Maximize use of locally available materials 3.1.3. Design of site development and landscape for heat reduction and groundwater recharge
4. Standard Compliance Requirements 4.1 Building Codes. All outputs shall comply with the following building codes:
4.1.1. Revised National Building Code of the Philippines (PD 1096) 4.1.2. National Structural Code of the Philippines (NSCP 6TH edition) 4.1.3. Philippine Electrical Code 4.1.4. Revised National Plumbing Code (RA 1378) 4.1.5. Sanitation Code of the Philippines (PD 856) 4.1.6. Accessibility Law (BP 344) 4.1.7. Fire Code of the Philippines (PD 1185), and 4.1.8. All local codes and zoning ordinances applicable
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4.2 Drafting Standards
4.2.1. Final Construction Drawings shall follow official title block and drafting standards of the UPLB CPDO.
4.2.2. All Final Construction drawings and specifications shall be coordinated for all technical disciplines.
4.3 Life and Environmental Safety Guidelines
4.3.1. The Consultant shall provide Material Safety Data Sheets (MSDS) information whenever toxic materials are recommended.
4.3.2. The Consultant shall not recommend use of materials containing substances or ingredients banned by the various Philippine government agencies.