Lighting : Lighting October 2015 - Vol 35 Issue 5
16 LIGHTING MAGAZINE | October/November 2015 October/November 2015 | LIGHTING MAGAZINE 17 “It’s seen as adding to the value of the building, which can become a landmark for the university.” It’s an approach that’s gaining both profile and traction in a sector used to bring to mind an unchanging interior landscape of fluorescent lighting and linoleum floors. Twenty years ago, university lecture theatres, for example, were almost uniformly vast, cavernous spaces with low lighting and tiered seating facing a podium where the teacher would present the class. Fast-forward to today, and these same spaces are bright, airy rooms built to house new styles of teaching and learning that look nothing like their predecessors. Keywords like ‘flipped’ and ‘blended’ learning have become part of the educational lexicon, but what they really respond to is the idea that teachers and students are now engaging with education in a wealth of different ways. “Lecture theatres are often large spaces, often collected at the ground floor of buildings and in the older format they had large amounts of blank wall, which meant that you had buildings that were impenetrable and unfriendly,” says Michael Lavery, one of the founders of m3architecture in Brisbane. “Now we’re seeing a lot of lecture theatres that have either glass edges or open edges, sometimes on three sides.” Of course, lecture theatres are just one piece of the puzzle when it comes to the complexity and diversity of a university’s physical learning spaces – laboratories, workshops, tutorial spaces, breakout spaces and other informal learning environments are just as much a part of today’s university experience, and each comes with its own particular set of lighting requirements. And universities are just one small component of the vast education sector, which encompasses everything from primary and secondary schools to adult education environments. But fundamental education lighting principles remain largely the same, regardless of the space type; according to lighting experts, those principles can be broken down as follows: illuminate the task, introduce daylight, and ensure that the lighting plan supports multiple approaches to learning. Scientists working in the Australian Centre for Ecogenomics (ACE) Laboratory at the University of Queensland require a flexible work environment that must account for field work, laboratory testing and experiments, research in the traditional sense and the preparation of publications. This image shows laboratory lighting, ambient lighting and task lighting in one. Image courtesy of m3architecture, photography by Jon Linkins.
Lighting August 2015 - Vol 35 Issue 4
Lighting December 2015 - Vol 35 Issue 6