21 世紀(jì)校園創(chuàng)意與協(xié)作空間設(shè)計(jì)
——中國(guó)寧波諾丁漢大學(xué)

BM 寶麥藍(lán)（上海）建筑設(shè)計(jì)咨詢(xún)有限公司

王琰 譯

讓年輕人為21世紀(jì)的生活做好準(zhǔn)備，是一場(chǎng)學(xué)習(xí)方式的變革。如今，創(chuàng)造力和解決問(wèn)題的能力被認(rèn)為是就業(yè)時(shí)雇主最看重的品質(zhì)，因此，教育工作者也必須做出相應(yīng)回應(yīng)。

在各年齡段的教學(xué)過(guò)程中，教學(xué)方法都發(fā)生了重大轉(zhuǎn)變，而變革的重點(diǎn)就是翻轉(zhuǎn)學(xué)習(xí)——課前進(jìn)行教學(xué)指導(dǎo)，課堂時(shí)間通過(guò)不同類(lèi)型的學(xué)習(xí)方式加深理解，并最大化老師與學(xué)生“面對(duì)面”的溝通時(shí)間。翻轉(zhuǎn)學(xué)習(xí)并不是一個(gè)全新的概念，但隨著學(xué)生需求的變化這一概念正日益受到重視——與傳統(tǒng)課堂相比更為靈活，并且更注重學(xué)生在整個(gè)學(xué)校環(huán)境中的學(xué)習(xí)。所以越來(lái)越多的學(xué)校需要為師生提供一系列從動(dòng)態(tài)活躍到安靜專(zhuān)注的不同類(lèi)型空間，以滿(mǎn)足對(duì)不同群體規(guī)模和注意力集中程度的需求。

隨著學(xué)?，F(xiàn)有結(jié)構(gòu)的更新和新設(shè)施的出現(xiàn)，一場(chǎng)空間革命正在發(fā)生。設(shè)計(jì)師對(duì)傳統(tǒng)教室布局進(jìn)行了重構(gòu)，通過(guò)減少固定教室形成一系列“多功能”空間，如小組教室、大型協(xié)作演講空間和個(gè)人學(xué)習(xí)空間，甚至在某些極限案例中幾乎沒(méi)有傳統(tǒng)教室。例如，新加坡Nexus萊仕國(guó)際學(xué)校的規(guī)劃設(shè)計(jì)著重創(chuàng)造完全靈活的空間，通過(guò)對(duì)智能家具、地板/天花飾面和聲學(xué)飾面的設(shè)計(jì)排布，將整體空間劃分為多個(gè)學(xué)習(xí)區(qū)域。

1 寧波諾丁漢大學(xué)

2004年，寧波諾丁漢大學(xué)獲教育部批準(zhǔn)籌建，成為中國(guó)第一所引進(jìn)世界一流大學(xué)優(yōu)質(zhì)教學(xué)資源、具有獨(dú)立法人資格和獨(dú)立校園的中外合作大學(xué)。BM寶麥藍(lán)于五年前開(kāi)始與寧波諾丁漢大學(xué)合作并幫助其制定2020年的戰(zhàn)略規(guī)劃，包括進(jìn)行校園開(kāi)發(fā)、改進(jìn)其現(xiàn)有教學(xué)設(shè)施、解決建筑使用問(wèn)題和質(zhì)量問(wèn)題。校園設(shè)施的升級(jí)改造主要關(guān)注的是升級(jí)現(xiàn)有空間，從而創(chuàng)造一個(gè)更具協(xié)作性、靈活性和適應(yīng)行業(yè)技術(shù)不斷變化的學(xué)習(xí)環(huán)境。

我們?yōu)閷W(xué)校提供的第一階段的研究成果是一份設(shè)計(jì)文件，其中羅列了可以通過(guò)當(dāng)?shù)毓?yīng)商采購(gòu)的建筑飾面、家具、配件、設(shè)備以及具體的家具解決方案。第二階段的工作是對(duì)學(xué)校整體規(guī)模進(jìn)行調(diào)查和研究，在學(xué)校部分走廊放置家具以創(chuàng)造更多獨(dú)特的活動(dòng)空間，幫助他們?cè)谡n堂和教室以外的地方學(xué)習(xí)成長(zhǎng)。

寧波諾丁漢大學(xué)是一個(gè)現(xiàn)代化的校園，占地65英畝，無(wú)論是現(xiàn)有的建成環(huán)境還是景觀(guān)都擁有無(wú)可挑剔的綠色資質(zhì)，為營(yíng)造舒適而充滿(mǎn)活力的學(xué)習(xí)環(huán)境奠定了基礎(chǔ)。校園環(huán)境的重要特征之一是擁有一系列自然湖泊，這些湖泊不僅是各種野生動(dòng)物的聚集地，還為學(xué)校建筑提供雨水衰減和降溫功能。許多建筑屋頂被生長(zhǎng)緩慢的高山植物覆蓋，有效維持了該建筑全年溫度的穩(wěn)定以及其他可持續(xù)特征。

從最初的棕地使用到專(zhuān)業(yè)的學(xué)術(shù)環(huán)境，其總體設(shè)計(jì)標(biāo)準(zhǔn)在校園最初開(kāi)發(fā)時(shí)就已進(jìn)行了設(shè)定，但是分期開(kāi)發(fā)的每個(gè)階段都影響了最初總體規(guī)劃方案的凝聚力，同時(shí)教學(xué)模式的進(jìn)步也需要對(duì)方案進(jìn)行重新評(píng)估和構(gòu)想。在開(kāi)發(fā)過(guò)程中，我們工作的核心是兩個(gè)關(guān)鍵的轉(zhuǎn)型項(xiàng)目——21世紀(jì)的新型學(xué)習(xí)空間——國(guó)際創(chuàng)新創(chuàng)業(yè)孵化園和圖書(shū)館。但是，這些新增的建筑如何與最初的總體規(guī)劃相聯(lián)系以及它們今后在場(chǎng)地中所扮演的角色，對(duì)于實(shí)現(xiàn)學(xué)校2020年的戰(zhàn)略規(guī)劃至關(guān)重要。

1 校園鳥(niǎo)瞰圖

2 總平面圖

業(yè)主：寧波諾丁漢大學(xué)

建設(shè)地點(diǎn)：浙江省寧波市

建筑設(shè)計(jì)：BM 寶麥藍(lán)（上海）建筑設(shè)計(jì)咨詢(xún)有限公司

項(xiàng)目負(fù)責(zé)人：Ben Somner、Harry Hoodless

設(shè)計(jì)團(tuán)隊(duì)：李巖、高迪、陳英濤、金志騫、樂(lè)佳歡

總建筑面積：學(xué)校占地面積584 630m2

國(guó)際創(chuàng)新創(chuàng)業(yè)孵化園15 000m2（地上）

圖書(shū)館及學(xué)習(xí)中心28 125m2（室內(nèi)設(shè)計(jì)面積）

設(shè)計(jì)時(shí)間：2015～2019

建造時(shí)間：2019～至今

圖片版權(quán)：寧波諾丁漢大學(xué) &寶麥藍(lán)（上海）建筑設(shè)計(jì)咨詢(xún)有限公司

3 升級(jí)后的協(xié)作空間

4 升級(jí)后的協(xié)作空間

5 升級(jí)后的協(xié)作空間

最初的校園總體規(guī)劃采用了傳統(tǒng)的排布方式，由兩條主軸連接大部分校園建筑。第一條主軸從場(chǎng)地北端開(kāi)始貫穿校園，第二條主軸則向東與城市道路平行和垂直，連接校園的生活區(qū)。校園在向西南方向擴(kuò)展時(shí)并未遵循原有軸線(xiàn)，新教學(xué)樓、禮堂和國(guó)際會(huì)議廳都以不規(guī)則且看似隨意的方向進(jìn)行布置。大量不拘一格的新建筑參差地坐落在校園中，雖然破壞了校園的最初設(shè)想，但這也為開(kāi)發(fā)成更為輕巧的現(xiàn)代結(jié)構(gòu)提供了一種可能，并且在為校園提供新的凝聚力的同時(shí)，引入新的景觀(guān)方法使其嵌入現(xiàn)有校園。

校園總體可以分為五個(gè)功能區(qū)——學(xué)術(shù)及行政管理大樓、教學(xué)樓、生活區(qū)、特色設(shè)施聚集區(qū)、體育和娛樂(lè)設(shè)施，為了促進(jìn)校園的良性發(fā)展，如何將新設(shè)施布置在合理的區(qū)域并與周?chē)h(huán)境保持適當(dāng)距離是需要重點(diǎn)考慮的。而國(guó)際創(chuàng)新創(chuàng)業(yè)孵化園、圖書(shū)館及學(xué)習(xí)中心兩個(gè)轉(zhuǎn)型項(xiàng)目的引入讓寧波諾丁漢大學(xué)可以根據(jù)其功能和城市設(shè)計(jì)原則，在功能和美學(xué)上對(duì)校園進(jìn)行升級(jí)，重新引入正式的規(guī)劃設(shè)計(jì)方法，從而還原最初的總體規(guī)劃設(shè)計(jì)方案。同樣地，新規(guī)劃的公共空間旨在將英國(guó)的某些特色融入中國(guó)校園內(nèi)，而景觀(guān)和室內(nèi)裝飾的重點(diǎn)則是通過(guò)具有質(zhì)感的材質(zhì)、茂密的植被和醒目的圖案來(lái)加強(qiáng)21世紀(jì)的建筑形象。

6 重新規(guī)劃校園分區(qū)

2 國(guó)際創(chuàng)新創(chuàng)業(yè)孵化園

國(guó)際創(chuàng)新創(chuàng)業(yè)孵化園實(shí)現(xiàn)了寧波諾丁漢大學(xué)的兩項(xiàng)關(guān)鍵職能，不僅為校園提供了一個(gè)全新的面貌，還通過(guò)加強(qiáng)與商界的聯(lián)系，為師生提供了寶貴的學(xué)習(xí)和協(xié)作機(jī)會(huì)。它將是一個(gè)充滿(mǎn)活力的綠色城市發(fā)展項(xiàng)目，為寧波及其周邊地區(qū)提供重要設(shè)施和價(jià)值。在舒適現(xiàn)代卻具有強(qiáng)烈視覺(jué)沖擊力的環(huán)境中，為有環(huán)境意識(shí)的企業(yè)家、調(diào)查員和投資者提供一個(gè)蓬勃發(fā)展的社區(qū)。

經(jīng)過(guò)多輪方案設(shè)計(jì)，我們一致認(rèn)為非凡的立面形式可以產(chǎn)生巨大的影響，因?yàn)榻ㄖ陚サ淖藨B(tài)與令人印象深刻的體量不僅醒目，還可以吸引路人的注意力。就學(xué)校的背景而言，寧波諾丁漢大學(xué)是沿主要城市濕地公園東側(cè)邊緣延伸的四個(gè)學(xué)校中最南端的一個(gè)，也是四個(gè)學(xué)校中唯一沒(méi)有利用這一廣闊綠色公共空間建立醒目門(mén)戶(hù)的校園。通過(guò)在校園的西南端放置國(guó)際創(chuàng)新創(chuàng)業(yè)孵化園，寧波諾丁漢大學(xué)創(chuàng)建了一個(gè)莊嚴(yán)而宏偉的校園入口，其簡(jiǎn)單優(yōu)雅的設(shè)計(jì)遵循了校園的曲線(xiàn)邊界。該建筑不僅是寧波諾丁漢大學(xué)的重要地標(biāo)，還回應(yīng)了場(chǎng)地的自然城市環(huán)境。

具有標(biāo)志性的國(guó)際創(chuàng)新創(chuàng)業(yè)孵化園大樓旨在增強(qiáng)寧波諾丁漢大學(xué)的品牌形象，體現(xiàn)了學(xué)校對(duì)卓越商業(yè)教育的前瞻性思考。該建筑設(shè)計(jì)著眼于未來(lái)，既在領(lǐng)導(dǎo)力、教學(xué)法和數(shù)字環(huán)境方面進(jìn)行創(chuàng)新又具有靈活性和適應(yīng)性。雖然與校園現(xiàn)有設(shè)施形成了鮮明對(duì)比，但在建筑規(guī)模、體量、比例和材料的延續(xù)性方面予以尊重，混凝土的使用和數(shù)字雕刻的外形展現(xiàn)了這座建筑正處于這個(gè)時(shí)代的技術(shù)前沿。

作為大學(xué)校園的一部分以及普利茨克獲獎(jiǎng)建筑的所在地，建筑的規(guī)模和宏偉性需要重點(diǎn)考慮。這座高度相對(duì)較低的建筑西側(cè)臨街面采用了數(shù)字化無(wú)縫遮陽(yáng)系統(tǒng)，建筑正前方是一個(gè)綠色景觀(guān)緩沖區(qū)，在提供休憩空間的同時(shí)能夠充分感受到建筑入口的形象。

國(guó)際創(chuàng)新創(chuàng)業(yè)孵化園將會(huì)同時(shí)接納學(xué)生和外部專(zhuān)業(yè)人士，作為學(xué)術(shù)和商業(yè)之間的重要界面，在設(shè)計(jì)中如何定義城市內(nèi)外邊界及其對(duì)每個(gè)景觀(guān)的響應(yīng)都非常重要。為增強(qiáng)校園體驗(yàn)，孵化園內(nèi)設(shè)計(jì)了一系列校外學(xué)習(xí)和探索場(chǎng)地，同時(shí)整合了學(xué)校2020年規(guī)劃的活動(dòng)區(qū)、自行車(chē)道和濕地生態(tài)區(qū)等獨(dú)特功能。

建筑設(shè)計(jì)注重靈活性和協(xié)作空間，包括適用于兼具傳統(tǒng)學(xué)習(xí)和商學(xué)院環(huán)境研究和技術(shù)的高規(guī)格空間、生活/工作空間以及一系列補(bǔ)充用途空間，如餐廳、咖啡廳、酒吧、健身房、屋頂花園和社交區(qū)。簡(jiǎn)而言之，這是一個(gè)支持WiFi使用的協(xié)同工作空間。靈活的學(xué)習(xí)空間促進(jìn)了各種規(guī)模的群體互動(dòng)，學(xué)生們可以盡情使用這些設(shè)施，而不僅是坐在一個(gè)標(biāo)準(zhǔn)的教室盒子里。數(shù)字技術(shù)使得“世界微縮成一間教室”，而家具技術(shù)則解決了如何將開(kāi)放平面和單元式的空間結(jié)合起來(lái)，在空間上增加靈活性和空間效率。

國(guó)際創(chuàng)新創(chuàng)業(yè)孵化園的建筑形態(tài)是一個(gè)簡(jiǎn)單的弧形，寬松的剛性構(gòu)架旨在使單元式的空間和靈活的環(huán)境成為可能。采光天井的設(shè)計(jì)讓中庭地面更為活潑，為更大的協(xié)作環(huán)境創(chuàng)造了機(jī)會(huì)。圍繞既定的規(guī)劃網(wǎng)格，建筑的每個(gè)功能都以一種符合生物形態(tài)韻律的順序排列，其靈感來(lái)源于鯊魚(yú)鰓，讓人聯(lián)想到大學(xué)充滿(mǎn)活力的未來(lái)感。

國(guó)際創(chuàng)新創(chuàng)業(yè)孵化園的設(shè)計(jì)充分體現(xiàn)了寧波諾丁漢大學(xué)的辦學(xué)理念，旨在為當(dāng)?shù)靥峁└邇r(jià)值的就業(yè)機(jī)會(huì)，吸引大量研發(fā)投資，通過(guò)引入專(zhuān)業(yè)的合作伙伴和國(guó)際創(chuàng)新中心，進(jìn)一步加強(qiáng)與當(dāng)?shù)厣探绲穆?lián)系。整棟建筑可以分為三個(gè)相互關(guān)聯(lián)又截然不同的區(qū)域——人才之家、“蜂巢”和諾丁漢大學(xué)商學(xué)院。

人才之家是一座為企業(yè)家、訪(fǎng)問(wèn)學(xué)者、參會(huì)人員和商業(yè)人士提供中國(guó)東部特色餐飲服務(wù)的生態(tài)型酒店，有助于將寧波諾丁漢大學(xué)打造為全球領(lǐng)先的學(xué)習(xí)、設(shè)計(jì)和創(chuàng)新中心，其綠色和可持續(xù)的生活學(xué)習(xí)環(huán)境正是國(guó)際化會(huì)議引入校園的關(guān)鍵。

“蜂巢”為30多家企業(yè)提供了價(jià)格合理、可靈活使用的空間，圍繞著內(nèi)外社交空間的是創(chuàng)客空間和數(shù)字化的環(huán)境，所有區(qū)域采用零碳設(shè)計(jì)，結(jié)合濕地公園的綠色環(huán)境，提供了最好的舒適性。諾丁漢貿(mào)易投資辦公室和Launchpad也在“蜂巢”租了一個(gè)工位，他們?yōu)橄Ｍ趯幉ㄊ型顿Y并利用寧波諾丁漢大學(xué)商業(yè)、研究和學(xué)習(xí)網(wǎng)絡(luò)的國(guó)際城市和企業(yè)提供軟著陸服務(wù)。

一樓的美食廣場(chǎng)為非正式的聚會(huì)以及全天用餐提供了空間，屋頂布置了餐廳和酒吧，毗鄰的禮堂可舉行高管培訓(xùn)或產(chǎn)品發(fā)布等正式活動(dòng)。

7 國(guó)際創(chuàng)新創(chuàng)業(yè)孵化園

8 國(guó)際創(chuàng)新創(chuàng)業(yè)孵化園

9 國(guó)際創(chuàng)新創(chuàng)業(yè)孵化園

3 圖書(shū)館及學(xué)習(xí)中心

受到STEAM學(xué)習(xí)革命的啟發(fā)后，我們決定創(chuàng)建一個(gè)反映學(xué)習(xí)性質(zhì)變化的新圖書(shū)館。STEAM運(yùn)動(dòng)創(chuàng)立于20世紀(jì)，最初的定義是“以數(shù)學(xué)為基礎(chǔ)，通過(guò)工程和藝術(shù)表述科學(xué)和技術(shù)?！钡珜?shí)際上，STEAM不僅是五門(mén)學(xué)科的集合，更是一種整合的教育方法。

雖然STEAM和STEAM空間在學(xué)校中的應(yīng)用越來(lái)越普遍，容納并聚集了數(shù)學(xué)、科學(xué)、工程、技術(shù)以及藝術(shù)等傳統(tǒng)主題，但是STEAM并不僅僅涉及單個(gè)空間——在STEAM學(xué)校中，這種教育方法必須是全面而普遍的。這是通過(guò)把圖書(shū)館作為校園核心來(lái)實(shí)現(xiàn)的，更準(zhǔn)確地說(shuō)，確保它是連接所有學(xué)生的校園生命線(xiàn)，因此圖書(shū)館常常被置于STEAM學(xué)校的中心。

僅僅為了借書(shū)而設(shè)置學(xué)校圖書(shū)館的年代已經(jīng)過(guò)去，在數(shù)字時(shí)代，它的功能更加多樣，逐漸成為滿(mǎn)足人們好奇心和激發(fā)人們創(chuàng)造力的場(chǎng)所，是給予學(xué)生啟發(fā)、鼓勵(lì)學(xué)生學(xué)習(xí)的地方。近年來(lái)，一排排書(shū)籍被一排排臺(tái)式計(jì)算機(jī)所取代，而現(xiàn)在這些機(jī)器也將消失，實(shí)現(xiàn)更加靈活的學(xué)習(xí)方式。為使師生們的學(xué)習(xí)行為更機(jī)動(dòng)、空間更靈活，學(xué)校積極鼓勵(lì)師生使用自帶設(shè)備或?qū)W校分發(fā)的平板和筆記本電腦。用于描述這些透明和動(dòng)態(tài)學(xué)習(xí)環(huán)境的術(shù)語(yǔ)也像空間本身一樣在不斷發(fā)展。盡管不同術(shù)語(yǔ)描述的空間大致相同，但不可否認(rèn)，圖書(shū)館確實(shí)正在成為學(xué)校的共享多媒體學(xué)習(xí)中心。

隨著數(shù)字內(nèi)容和信息能夠通過(guò)設(shè)備在任何地方訪(fǎng)問(wèn)，圖書(shū)館逐漸成為一個(gè)學(xué)習(xí)和參與社交的場(chǎng)所，而探索、交流和協(xié)作成為21世紀(jì)學(xué)習(xí)者的重要特征。未來(lái)的圖書(shū)館必須能夠滿(mǎn)足不同學(xué)習(xí)風(fēng)格、不同群體規(guī)模和不同聲學(xué)環(huán)境的學(xué)習(xí)需求，從用于項(xiàng)目工作和團(tuán)隊(duì)合作的活躍動(dòng)態(tài)空間，到個(gè)人安靜的學(xué)習(xí)空間，多樣化和規(guī)?；顷P(guān)鍵。

STEAM學(xué)校強(qiáng)調(diào)通過(guò)實(shí)踐和創(chuàng)造來(lái)學(xué)習(xí)，創(chuàng)客空間因此成為STEAM動(dòng)態(tài)學(xué)習(xí)環(huán)境的重要組成部分之一，為學(xué)生提供激發(fā)創(chuàng)造力的材料、工具和空間。我們認(rèn)為，與其將創(chuàng)客空間融入傳統(tǒng)的工藝課堂，不如放在STEAM學(xué)校的核心——圖書(shū)館，讓創(chuàng)新點(diǎn)與多個(gè)學(xué)科進(jìn)行交互。這種STEAM圖書(shū)館的概念在高等教育領(lǐng)域得到發(fā)展和適應(yīng)，為寧波諾丁漢大學(xué)新圖書(shū)館的設(shè)計(jì)奠定了基礎(chǔ)。

寧波諾丁漢大學(xué)圖書(shū)館項(xiàng)目位于校園中心和原規(guī)劃中兩條軸線(xiàn)的交匯處附近，從校園大部分區(qū)域步行5min均可到達(dá)，緊鄰食堂、宿舍、教學(xué)樓和現(xiàn)有圖書(shū)館等關(guān)鍵設(shè)施，體現(xiàn)了項(xiàng)目的協(xié)作理念。根據(jù)學(xué)生行為習(xí)慣，圖書(shū)館24h開(kāi)放，最多可容納2 000人同時(shí)使用。除了為個(gè)人學(xué)習(xí)提供的安靜空間，還包括多功能室、活動(dòng)空間、社交學(xué)習(xí)討論區(qū)和冥想?yún)^(qū)，為校園提供了一個(gè)核心社交空間。事實(shí)上，圖書(shū)館還專(zhuān)門(mén)針對(duì)不同功能區(qū)進(jìn)行了設(shè)計(jì)，每層都采用了降低環(huán)境噪音的措施，使得學(xué)生可以自行選擇適合的空間或進(jìn)行社交活動(dòng)。

圖書(shū)館的室內(nèi)設(shè)計(jì)靈感來(lái)自寧波諾丁漢大學(xué)的關(guān)鍵特征——專(zhuān)業(yè)化教育、多元文化、創(chuàng)新與團(tuán)隊(duì)精神，也來(lái)源于一片令大家懷念的被建筑所取代的小森林。新落成的4層24 000m2的地標(biāo)性圖書(shū)館首層是一個(gè)服務(wù)于整個(gè)校園的“社交花園”，由校園的景觀(guān)環(huán)境啟發(fā)而來(lái)，希望在一定基礎(chǔ)上彌補(bǔ)因新圖書(shū)館開(kāi)發(fā)而失去的部分綠色空間。

為營(yíng)造一個(gè)舒適寧?kù)o的環(huán)境氛圍，圖書(shū)館每層都種了綠色植物，并以“原著鳥(niǎo)”為原型定義圖書(shū)館各層的功能和色彩，而大露臺(tái)的設(shè)計(jì)融合了內(nèi)外空間。

10 圖書(shū)館及學(xué)習(xí)中心內(nèi)外交融的“社交花園”

11 圖書(shū)館及學(xué)習(xí)中心一層平面圖

12 圖書(shū)館及學(xué)習(xí)中心二層平面圖

13 圖書(shū)館及學(xué)習(xí)中心三層平面圖

14 圖書(shū)館及學(xué)習(xí)中心四層平面圖

15 圖書(shū)館及學(xué)習(xí)中心一層多樣的學(xué)習(xí)空間

16 圖書(shū)館及學(xué)習(xí)中心一層多樣的學(xué)習(xí)空間

17 圖書(shū)館及學(xué)習(xí)中心二層創(chuàng)客空間

18 圖書(shū)館及學(xué)習(xí)中心二層探索實(shí)驗(yàn)室

19 圖書(shū)館及學(xué)習(xí)中心三層書(shū)架與自習(xí)區(qū)

20 圖書(shū)館及學(xué)習(xí)中心四層數(shù)字人文實(shí)驗(yàn)室

一層的靈感來(lái)自絲光椋鳥(niǎo)，這種鳥(niǎo)啼鳴響亮、喜群居、不怕人。因此，一層提供一系列面向?qū)W生的開(kāi)放互動(dòng)空間，包括展覽廳、咖啡休息區(qū)和冥想室，均圍繞主入口中庭設(shè)置，可同時(shí)容納1 000名學(xué)生。

二層的代表鳥(niǎo)類(lèi)是白頭鵯，這種鳥(niǎo)性格活潑，以小群活動(dòng)為主，所以二樓是為小團(tuán)體提供半公共空間、小組討論和社團(tuán)活動(dòng)為主。這一層還包括3D打印機(jī)、剪輯室和創(chuàng)客空間等小組工作空間，鼓勵(lì)學(xué)生體驗(yàn)虛擬現(xiàn)實(shí)、樂(lè)高積木等創(chuàng)造性活動(dòng)。

三層可容納約500名學(xué)生，該層設(shè)置的各類(lèi)安靜區(qū)域?qū)?zhuān)為學(xué)生自習(xí)使用。與其上下層可存放10萬(wàn)冊(cè)書(shū)相比，該層可存放超過(guò)15萬(wàn)冊(cè)圖書(shū)。本層的鳥(niǎo)類(lèi)靈感來(lái)自于孤獨(dú)謹(jǐn)慎的夜鷺。

四層是典藏館、研究型機(jī)房和數(shù)字人文實(shí)驗(yàn)室，該層的靈感來(lái)自于一種不太顯眼的本土鳥(niǎo)類(lèi)小鷿?jì)e，其安靜的空間氛圍和豐富的書(shū)籍旨在鼓勵(lì)師生進(jìn)行多樣的研究和沉思。

4 結(jié)語(yǔ)

全新的總體規(guī)劃和上述兩個(gè)主要學(xué)習(xí)項(xiàng)目的引入為寧波諾丁漢大學(xué)帶來(lái)了新的戰(zhàn)略構(gòu)想。在與外部合作中抓住新機(jī)遇，同時(shí)提供一個(gè)示范性的校園和建筑環(huán)境；了解當(dāng)代學(xué)生及學(xué)者的需求，同時(shí)為學(xué)校下一步發(fā)展做好準(zhǔn)備。

There has been a significant pedagogical shift in the teaching of all ages with a focus towards flipped learning,where instruction is delivered ahead of lessons so that class time is more focused on understanding through different kinds of learning and maximizing ‘face time’ with teachers and peers.

This is not a new concept but one that is increasingly gaining traction as the needs of the student change– the result is a much more fluid interpretation of the traditional‘classroom’ and one that is much more focused on learning through the whole school environment.Hence,increasingly learning providers need to offer a range of different spaces,from the active and dynamic to the quiet and focused,each catering for different groups sizes and levels of focus depending on the needs of the users.

As the existing fabric of schools and colleges are being renewed and a new generation of facilities is emerging,a revolution of space is taking place.Clusters of traditional classrooms are being reimagined so that there are less fixed spaces,resulting in an array of ‘other’spaces including group rooms to large collaborative lecture spaces and individual learning pods.In some cases,these transformational ideas are being pushed to the limit with almost no traditional classrooms at all.At our Nexus International School in Singapore,the focus is on completely flexible spaces with smart furniture design,floor and ceiling finishes and acoustic finishes allowing spaces to be divided into different learning zones.

1 The University of Nottingham,Ningbo,China

The University of Nottingham Ningbo China (UNNC)was the first Sino-foreign university to launch in China when it first opened its doors in 2004.Five years ago Broadway Malyan began working with the university to help develop a strategic 2020 vision to develop the campus and help evolve its facilities and resolve issues of utilization and quality within buildings that had been provided by a local partner.This project primarily focused on upgrading existing spaces,creating a learning environment that is more collaborative,flexible and adaptable to perpetual technological change in the sector.

The result of the first set of studies was a design document setting out architectural finishes,furniture,fittings and equipment (FF&E) and specific furniture solutions which were procured through the local supply chain.The next phase of the practice’s work was to examine the opportunity for key interventions at both a small and large scale,providing activity into lifeless circulation spaces and creating a series of unique selling points around the campus that would create experiences for the students,helping them grow in ways beyond lecture theatres and classrooms.

UNNC’s Jubilee Campus is a modern purposebuilt campus that extends to 65 acres with impeccable green credentials both in its existing built environment and landscape that underpins a comfortable and vibrant learning environment.An important feature of the campus is a series of lakes which,as well as being home to a rich and diverse collection of wildlife,also provide stormwater attenuation and cooling for the buildings.Many of the buildings themselves have roofs covered by low growing alpine plants to help maintain steady temperatures throughout the year as well as numerous other sustainable features.

When first developed,the campus set a benchmark in university design,from its exemplar use of brownfield land to its academic environment but each additional phase has impacted the overall cohesion of the original masterplan while advances in pedagogical considerations have led to the need to re-evaluate and reimagine.At the heart of Broadway Malyan’s work has been two key transformational projects– the design and delivery of two new learning spaces for the 21st century– a new Innovation Incubator building and a new main library.However,how these new additions to the built environment relate to the original masterplan and the role they play in evolving the site to meet the modern needs of the university were fundamental to achieving the ambitions of the 2020 vision.

The original campus masterplan was arranged in a conventional way with two axes controlling the majority of the campus buildings.The first starts from the focal point of the north corner of the site while the second system runs parallel and perpendicular with the city and roads to the east,giving an order to the campus’s living zone.These axes,however,are not respected by the campus’s expansion to the southwest of the site with a new teaching building,auditorium and international conference hall all arranged in a more irregular and seemingly haphazard orientation.The eclectic and substantial new architecture has intermittently emerged on the campus,disrupting the original vision for the campus but also offering an opportunity to develop complementary modern structures that were more lightweight in form and provided a refreshed cohesion to the campus,while introducing a new landscape approach that embeds the new additions with the existing campus.

Generally,the current campus could be understood in five functional zones:academic &management staff buildings;formal teaching &learning;living;village of unique facilities;and sports &play– for any successful future expansion of the campus,locating new facilities in the right zone and in the right proximity with its surroundings would be essential.The introduction of the new innovation incubator and library and learning center was an opportunity to upgrade the campus both functionally and aesthetically with the locations of the two transformational projects based on their functions and,reintroducing a formal planning approach that reinstated the guiding principles of the original masterplan robust urban design principles.Equally the proposed new masses and public realm aimed to capture a British identity within a Chinese campus density while there was a significant focus on the landscape and interiors to reinforce a 21stcentury tech-enabled architectural vision with material tactility,lush planting and lawns and bold graphics.

2 UNNC Innovation Incubator

The new Innovation Incubator fulfills two key functions for UNNC in that it not only provides a new face for the campus but also provides a valuable learning and collaboration asset through strengthening its ties with the business community.The UNNC Innovation Incubator will be a vibrant and green urban development that provides significant amenity and value to Ningbo and its surroundings,hosting a thriving community of environmentally-aware entrepreneurs,investigators and investors in comfortable and contemporary yet visually striking surroundings.

A number of options were considered for this project and it was agreed that a singular dynamic form would create the greatest impact,a grand gesture with an impressive critical mass that could be viewed from all points of its local content and that would capture the attention passers-by.

In terms of its context,UNNC is the most southerly of four campuses that extend along the eastern edge of a major city wetland park although UNNC was the only one of the four that had not exploited the opportunity of creating a clear gateway into this broad public green space.By locating the new Innovation Incubator along the southwestern edge of the campus,the university has been able to create a dignified but grand entrance to the campus that not only creates an important landmark with its simple elegant design which follows the curve of the campus edge but also responds to the natural urban context of the site.

The truly iconic Incubator building has also been designed to strengthen the UNNC brand identity as it exemplifies UNNC’s forward-thinking approach to exceptional business education.Its form focuses on the future,namely innovation in leadership,pedagogy and digital environments and while being flexible and adaptable for future generations.The building presents a contrast to the existing facilities on the campus but also pays them respect in terms of scale,massing,proportion and material continuity.The use of concrete– but digitally sculpted– demonstrates how this building is at the leading edge of technology for its time.

As part of a university campus and home to Pritzkerwinning architecture,it was important that the building competes in terms of scale and grandeur.The relatively low rise building’s long west-facing frontage has a digitally fabricated seamless solar shading system with a green landscape buffer in front to provide breathing space from which to appreciate the ceremony of the building entrance.

As the building will accept both students and external professionals it will be an important interface between academia and business and as such it was important in the design that defines an inside and outside urban edge,with responsive landscapes against each.This includes a series of external learning and places for exploration to enhance the campus experience and integrate or overlook some of the unique features delivered under the vision of 2020 including activity areas,bike tracks and wetland eco-zones.

The design is focused on flexibility and collaborative space and includes high specification spaces dedicated to research and technology with traditional learning and business school environments as well as live/work spaces and a range of complementary uses such as a restaurant,café,bar,gym,roof garden and social areas.In short,this is essentially a wifi-enabled co-working space for adults.Flexible learning spaces both within and outside the classroom promote group interaction at various scales and allow students to engage with the facilities rather than just sit in a standard box.Digital technologies allow students to consider ‘the world as a classroom’ while furniture technology resolves how open plan and cellular solutions can be blended to offer flexibility in space and spatial efficiency.

The Incubator building is a simple arc with a loose fit rigid frame designed to enable a cellular fit-out and flexible environments and light wells activate a deeper floorplate,fostering opportunities for larger collaboration environments.Focused on an established planning grid,each function of the building is set out in an order that suited a rhythmic biomorphic fa?ade inspired by shark gills,evoking a sense of the dynamic future the university inspires.

Its design embraces a fundamental tenant of the university’s modus operandi,the incubator is designed to deliver high-value local jobs and attract extensive research and development investment,further reinforcing its relationship with the local business community through the introduction of professional service partner units and an international innovation hub.The layered building can broadly be disseminated into three interconnected but distinct zones– the talent house;“the hive”;and the Faculty of Business Nottingham University Business School (NUBS China).

The talent house includes an eco-hotel for entrepreneurs,visiting scientists,conference delegates and the business community with a unique F&B offering that provides a differentiating offer in eastern China and helps place UNNC as a leading center for learning,design and innovation while its green and sustainable living and learning environment is key to bringing international conferences to the campus.

“The hive”provides flexible affordable space for up to 30 businesses around maker spaces and digital environments that break into internal and external social spaces.The zone houses new enterprises within a zerocarbon design that sets the highest standards of internal comfort combined with the green parkland surroundings.Nottingham Trade and Investment office and Launchpad rent desk services are sited with“the hive”,which provides soft landing services to international cities and businesses looking to invest in the city and region and to exploit UNNC business,research and learning network.

The ground floor food court features space for informal gathering as well as all-day dining.The rooftop will feature a slow dining restaurant and bar adjacent to the auditorium for more formal events,potentially linked to executive training or product launches.

3 UNNC Library and Learning Centre

The project to create a new library that reflects the changing nature of learning has been inspired by the STEAM revolution in school learning.The STEAM movement was founded in the mid-2000s and was originally defined as“Science and Technology,interpreted through Engineering and the Arts– all based on elements of Mathematics”.STEAM is not merely a collection of five subjects but a completely integrated educational approach.

The inclusion of STEAM rooms and STEAM buildings is becoming increasingly common to accommodate and cluster those traditional subjects described by the acronym.However,STEAM is not about individual spaces -in a STEAM school,the effect of this educational approach needs to be all-encompassing and pervasive.This is achieved by putting the library as the heart of the campus,or perhaps more accurately,ensuring it is the lifeblood of a campus that connects all learners and as such,places the library at the epicenter of the school’s STEAM endeavors.

It has been a long time since the school library was purely about lending books -in the digital age,it has become so much more.The modern library has increasingly become a destination for curiosity and creativity,a place that inspires students and encourages a love of learning.In recent years the rows of books have been replaced with rows of desktop computers.Now,these are also disappearing to provide more flexible facilities.Learners are now encouraged to BYOD (Bring Your Own Device) or use school-issued tablets and laptops– making learners more mobile and spaces more flexible.Even the terms used to describe these transparent and dynamic learning environments are evolving like the spaces themselves.While the space they describe is largely the same,libraries are becoming learning commons,learning hubs,and media centers.

With the ability for digital content and information to be accessed anywhere via the devices,so the library,therefore,becomes a place of participation and social learning,encouraging exploration,communication and collaboration– key tenets of the 21st-century learner.The future library must be able to cater for different learning styles,different groups sizes and different acoustic environments.From active and dynamic spaces for project work and group collaboration,through to individual quiet study pods,variety and variety of scale is key.

STEAM schools place an emphasis on learning by doing and making things.The makerspace has,therefore,become a key component of any dynamic STEAM learning environment.A makerspace gives students the materials,tools and space to be creative and innovative.Rather than these spaces being incorporated into a traditional design technology classroom,they should be at the heart of the STEAM school– in the library -where the creative emphasis can cross-pollinate with all subjects.

The collaborative ethos of the project is reflected in its location near the center of the campus and close to the intersection between the two original development axes.The site can be arrived from most areas of the campus in five minutes-walk and is within close proximity to other key facilities such as the canteen,dormitories,teaching buildings and the existing campus library.Responding to the changing learning behaviors of students,the library will be open 24 hours a day and can accommodate up to 2,000 people at any one time.As well as providing a quiet space for individual learning,the facility also includes multi-function rooms,event spaces,discussion areas for social study and a meditation area– essentially providing a central social space for the whole campus.Indeed,the library has been specifically designed with the different functional areas distributed to embrace the concept of declining ambient noise from the first level the fourth,allowing students to choose the appropriate space or engage socially.

While the design of the whole development is inspired by the key characteristics of UNNC such as professional education,diversity,innovation,and teamwork,it is underpinned by a narrative that references that forested area that the building replaces.The ground floor of the new landmark four-story 24,000sqm library is dedicated to social learning and the creation of an education community to serve the whole campus.This ‘social garden’ is inspired by the green spaces of the campus and aspires to in-part replace some of the green space lost to this new library development.

Green planting will be brought into the interior on all levels of the library to create an environment that promotes wellbeing and an atmosphere of calm and tranquillity and each floor has been inspired in feature and color by a local indigenous bird while every level features a large balcony that reinforces the integration between the inside and outside.

Level 1 is inspired by the red-billed starling,a bird that crows loudly lives in groups and lives close to humans,As such,the first level includes a range of interactive spaces including an exhibition hall,coffee lounge and meditation room,all around the main entrance atrium.This is the largest of the levels,accommodating up to 1,000 students at a time.

The second level embraces the characteristics of the light-vented bulbul with a lively and cheerful atmosphere,catering for small groups with a range of semi-public spaces for group discussions and associated activities.This level also includes a focus on group project work with 3D printers,an audio-visual recording studio and maker space,encouraging a range of creative activities,either physically using tools such as Lego or in the virtual world.

Level 3 accommodates around 500 students and is specifically focused on self-study with various quiet areas and room for more than 150,000 books compared with 100,000 on the level below and above.This level is inspired by the solitary and discreet night heron.

The Research and Computer lab and Digital Lab can be found on Level 4,also inspired by one of the more inconspicuous local birds,the little grebe,where again the spaces,abundant books and atmosphere encourage quiet study and contemplation.

4 Conclusion

The refreshed masterplan and the introduction of these two major new learning facilities articulates a new strategic vision for UNNC,embracing new opportunities in external collaboration while providing an exemplary model campus and built environment that understands the changing needs of this generation of students and academics while futureproofing for the next.