The interference between the two building ele¬ments of our Learning Landscape results in the individual’s and the community’s diverse in-teraction. The Cloud’s surface and the Terrain define the space. The lamps are leading the eye towards the center of the public area, or de¬creasing the height above the terraces next to the valley making them slightly more enclosed. In other cases the surface comes close to the terrain, emphasising the separation effect be¬tween the more public and more private areas. Although the Terrain have similar features at different points, the position of the lamps cre¬ate various new situations.
The cloud is made of static and mobile instru¬ments. A system of lamps at different but fixed heights define a visual unity over the terrain, together they create a surface. Users can change the strength of the lights individually marking their chosen spot, illuminating their chosen place. It is a subtle visual difference, that can be seen from each point of the space. Adjustable curtains rolling down from the Cloud, creating light, temporary, opaque walls, serving as visual and acoustic separation deadening the noise between the two zones.
The libraries are constantly changing from the traditional silent, almost sacral space to store, and gather information towards the sparkling, and active place where the information is pro¬cessed. More and more emphasis is put on the places where people can share ideas, discuss the relevant information. There are many ways to process information. Either alone, in groups, with a presenter, sitting, lying or standing, with digital or analogue devices. This means different levels of interaction between individuals and groups. The libraries are becoming the place of learning, and interacting, where the private and enclosed coexists with the public and open.
We designed a Terrain and a Cloud whose interaction achieves the complex goal to serve the wide variety of the always changing needs. We call this space the Learning Landscape.
Life on the Landscape
Mobile furnishing and the choice given to the user to change their surrounding creates numerous use cases. For example individual learning and group work in separated or open spaces exist in a comfortable environtment, while a presentation and in the auditorium a small lecture can be held. In other cases when needed most of the space can be separated to smaller and more private rooms. Most of the users are concentrating on their activities, the mood of the Learning Landscape is more private.
We developed the Terrain where the topogra¬phy allows numerous variations, make transi¬tions between the shorter private and the taller public environment. It is important to find the transition between the two worlds, allowing the users to find the most comfortable place to learn, discuss, or chat.
Deichler & Jakab Studio