Global Energy Corporate Learning Center

Design Charette for Global Energy Company - Phase 1 & 2, Workstation Classrooms. Houston, Texas 2008
Working Institutional Graphics Commissioned

The following is a study of three organizational models for new interactive, multi-media classrooms for a global energy company. These classrooms will be deployed in multiple to form a Houston based Learning Center with additional support spaces and amenities. Classroom and conference facilities of this type are an increasingly common requirement for most research and technology based corporations. They not only enhance communication and collaboration between the diverse expertise of their employees and clients, but also serve as a recruiting tool for highly competitive prospective candidates for employment.

These three design concepts are specific to Linux based teaching and learning criteria. They address one of a series of prototype environments currently being studied and developed by IA. Diagrams are used to study the interface between users (multiple) and work spaces within physical classroom environment. Flexibility is built into the spatial dynamic where fixed material elements become balanced with the real-time circumstances of use. The space is poised, where flexibility is embedded into the architecture - induced by the conditions of use, and facilitated by the visual lines of connection between users, computer monitors, large format screens, and the simultaneous electronic and human modes of communication that are consistent with each of these lines of connection. Audible lines of communication remain unobstructed, and at times relied upon significantly, suggesting that libraries and work spaces of the future will be both noisy and active places.

See below to download Project Sheet (pdf)

Perspective diagram - enclosure study

Option 1: Tri-Pod; Composite View.

Option 1: Tri-Pod; Sequence Diagrams (1) Introduce three focal points at perimeter of room. (2) Array a series of 72" displays and 46" displays at each focal point. (3) Orient displays outward, away from focal points. (4) Position students toward displays and in relation to each other around three focal points. (5) Provide unobstructed views between focal points and remote displays. (6) Position workstations adjacent to each student and at an angle to displays. (7) Allow room for students to rotate away from displays and toward workstations. (8) Shape furniture around this motion. (9) Free corridors for movement between the three "pods" for instructor supervision and contact. (10) Reinforce the functionality of the room with development of ceiling and wall architecture . . .

Option 2: Switchback; Composite View

Option 2: Switchback; Sequence Diagrams (1) Introduce two focal points at either end of room. (2) Position two pairs of front projection 6' x 12' displays at each focal point. (3) Orient displays across room, away from focal points. (4) Position students toward displays and in relation to two open view corridors. (5) Provide unobstructed views to focal points and across view corridors. (6) Position workstations adjacent to each student and at an angle to displays. (7) Allow room for each student to rotate away from displays and toward workstations. (8) Shape furniture around this motion. Add table at center of each view corridor for breakout sessions. (9) Free corridors for movement between the two view corridors for instructor supervision and contact. (10) Reinforce the functionality of the room with development of ceiling and wall architecture . . .

Option 3: Mono-Fold; Composite View

Option 3: Mono-Fold; Sequence Diagrams (1) Introduce focal points at perimeter of room. (2) Array a series of 56" and 46" displays at each focal point. (3) Orient displays outward away from focal points. (4) Position students toward displays in pairs. (5) Provide unobstructed views between focal points and remote displays. (6) Position workstations adjacent to each student and at an angle to displays. (7) Allow room for students to rotate away from displays and toward workstations. (8) Shape furniture around this motion. Add table at center of room for breakout session. (9) Free corridors for movement between perimeter table and center table for instructor supervision and contact. (10) Reinforce the functionality of the room with development of ceiling and wall architecture . . .

Perspective diagram - enclosure study

Project Sheet (pdf)