Wolfsburg Wissens Campus

on Oct 24, 14
in
Back To The Portfolio
Back Home

Client: Wolfsburg Municipality
Location
: Wolfsburg, Germany
Built Area: 14.500, 00 ㎡
Year: 2013-14
Status: First & Second Phase Competition Entry
Credits:Lars Nixdorff — Luis Etchegorry with Shima Moradi, Marina Rodriguez, Holden Vides.

Landscape Architect: Atelier Loos van Vliet. NL.

Structural Engineer: B+G Ingenieure Bollinger und Grohmann GmbH.

Render Company: METHANOIA

 

The prototype for the knowledge-campus Wolfsburg project is not a building. In its structure and usage, it reflects the contrary to the idea of an educational institution that will satisfy the contemporary and future claim of a place to meet the needs and demands of modern society in a holistic manner.

 

The structure is a responsive landscape, an education and learning environment that equally integrates itself into the global network and the fabric of the city and society of Wolfsburg and thus offers the environmental basis of a life cycle-service education.

 

A knowledge-campus.

Means of learning and educational change parallel to the permanent availability of information in the global networked society. Knowledge and thus learning can no longer be limited in time or space. It is available 24 hours a day, 365 days a year. Knowledge has no clearly defined platform or social and limitations. Future learning environments must respond to this and cannot be described within classical learning schemes.

 

The Wolfsburg Knowledge Campus -WWC- offers the user a flexible and vibrant learning network. An environment in which users can perceive an individually designed learning experience. Education is a social and proactive experience.

 

The WWC is not the exclusive means defining a temporary session of the user. Program and structure of the WWC embrace the user and provides the basis of a lifelong educational background.

The use of virtual media intensifies the change of traditional learning habits, as it blurs the boundaries between social, working and learning environments. Learning is a collaborative, global, team-oriented task. Social networks support collaborative forms of learning and convert them, beyond the formal boundaries of the classes and training room, to a global educational ecosystem.

 

The structure of the WWC allows a wide variety of spatial situations and thus promoted the exchange of knowledge between two normally opposing poles: Individual and Community.

The plan of the WWC develops a spatial structure, in which learning on an informal, intensified and non-classroom-based environment is possible.

 

All included institutions are involved in a holistic learning process and form a ubiquitous educational fabric. Classically passive program points, such as library / media centre and archives are converted into service-oriented institutions that are participatory involved in the educational process.

« »

Comments are closed.