Back to search

New places of learning

#interior architecture #partnerships #projects

// Students in 3rd year BDes Interior Design

With the project "Connect", Fauste Gilibert and Medhi Kaouka have decided to materialize exchanges between students, Teachers, Researchers and the administration.

The concept chosen by Louise Vanheeghe and Julie Vettier : 5 places for 5 ways of enjoying breaks.

Chloé Verron and Mariane Zammit have focused on offering places for new ways of learning in order to make the wait useful.

"Butterfly", Malouine d’Aubert and Camille Davy’s project, optimises students’ break time and stimulate their imagination.

"Une pause suspendue", developed by Flammenn Briand-Vaugeois and Jeanne Crespin : reinvent learning places with body and mind relaxation.

Manon Garandel and Maurine Guingamp have chosen to materialize exchanges between students with "Hexacolor".

"Caméléon", Clémentine Peyron, Lucas Ragot and Johanne Thuia’s project offers multi-environments adaptable devices.

For Capucine Pennec and Maylis Rolland, being time-conscious is the key to organize your workload during the year. At the heart of the project: temporality, a tangible factor organizing places according to multiple uses.

Developing new places of learning for the University of Nantes

A long project made up of 3 phases in partnership with the department of Science and Technology at Nantes University, supervized by Lydie Morand (interior designer), Frédérique Letourneux (sociologist), Laurent Neyssensas (benchmarking), Geneviève Correia (innovation watch), Valérie Gourdel (renderings and artwork) and Jean François Gloria (3D), in which 3rd year students from BDes Interior Design put design at the heart of the learning process at Nantes University in terms of:
• Use: How to take into account the various operating constraints of the place. Identifying user needs.
• Technique: What technical solutions (equipment, installation) will best meet the essential needs (quality of natural and artificial daylight, ease of maintaining equipment, readability of spaces and their function?
• Identity: What kind of esthetics and what identity should be used for this space?


For the past four years, Nantes University has actively involved its teaching staff in preparing a new choice of training programs for September 2017.
In addition to these curricular changes, teaching practices have come on in leaps and bounds, and places of learning consequently need to be brought up to date with student needs.

Nantes University wished to have some expert guidance in order to work effectively on real needs and uses, to help plan investments over several years.
A survey was undertaken to assess the potential of existing premises and the needs of staff and students.
The long project of 3rd year students in BDes Interior Design focused on learning situations and “how design can promote learning”.

The students therefore identified spaces which could be used as new learning areas (halls, in between spaces, etc.) and then, based on the study of student and staff needs at l’Université de Nantes, came up with several concepts intended for the following uses:

• places conducive to individual work:

o linked to the development of “reversed class” teaching and distance teaching (with a specific situation for work-study students who have to carry out these learning activities on-site).
o to improve the working conditions for students who live outside Nantes and who spend long periods of time on campus.

• places conducive to group and collaborative work.
• places conducive to rest, relaxation, interaction, eating and drinking.

The spatial design also had to take into account the time spent by students in this area (breaks between lessons, etc.) The ergonomics of the furniture, the acoustics of the place and its orientation were also important factors to take into account, as well as issues of maintenance (cleaning the premises), security (evacuation regulations), logistics (certain spaces may be occupied by various events or protests? during the year).

Teaching objectives for the project

Though this project, the students addressed the following points:
• Project management:

o Approaching a problem contextualized by a design brief, time management and objectives.
o Learning to position oneself in the context (market, philosophy, sociology, technology, etc.)
o Understanding the relationship between analysis of the design brief and the creative phase (approaches, sources and concepts)
o Organizing one’s thinking and production in accordance with a precise timetable (sequencing) and within the set deadlines.
o Good teamworking skills in a multi-disciplinary context.

• Understanding creative values:

o Consistent, relevant and balanced management of use values, technique and identity.
o Uses: Ergonomic, sociological and anthropological approach (upstream) + market approach, service approach.
o Technique: ability to identify and propose a suitable technology and technique, exploiting a process. Notions of object/service systems and technical/technological complexity
o Identity: managing formal codes, and the identity of a space.

• Project communication (with partners, members of the working team & experts).

o Oral presentation of a project.
o Drafting a qualitative summary report of the project, presented as graphic and technical boards following a specific nomenclature.

In a 3-phase process, after first having defined a creative positioning linked to a strategic choice characterizing the designer’s viewpoint of the project’s innovative and unique values (esthetic, functional, technical, philosophical, semiological, ergonomic, etc.), the students developed two concepts based on the positioning defined in phase 1, then developed the concept chosen in Phase 2 and finalized this proposal.


Related articles