2. A self sufficient building has to be
a system of co-relationships that
gather together an architectural
object with answers in economic,
technological and social subjects.
The Social Innovation Incubator,
grows within the actual situation
and gives an optional solution over
the social and economic issue that
the unemployed professionals with
capability to work are facing. The
architectural program was devel-
oped by understanding a variety
of innovative educational methods
and giving the option to the users
(in the case of our project, learn-
ers and participants) to develop
new skills and prepare them to be
ready for the change of matrix that
the industry is facing.
5. INDEX
Introduction
Research
The Site
The context
Investment and the public
space
in Sant Andre de Bésos
La Mina
The Situation
Euro - area Economy
Crisis in Catalonia
Crisis in Spain
Economics
Knowledge Economy
Human Capital
The Third Industrial Revolution
Innovation
The workforce
Education
Learning Strategies
1
2
11
14
6. Design Project
Open collective
3 100
4
Learning methodology
Project references
Lightness
Aggregation
Constructive systems
Embeded technology
The Site
Site analysis
Landscape proporsal
The Program
Program and distribution
Section plane
Interior scenarios
Particles
Physics introduction
Energy prototype
Prototypes catalog
Modules
Modules typology
Modules location
The Project
Project perspectives
174
9. 11IaaC MAA_01
INTRODUCTION1
Self - sufficience and
responsiveness
A self sufficient building has to be a system of co-rela-
tionships that gather together an architectural object
with answers in economic, technological and social sub-
jects.
The Social Innovation Incubator grows within the actual
situation and gives an optional solution over the social
and economic issues that the unemployed profession-
als with capability to work are facing. The architectural
program was developed by understanding a variety of
innovative educational methods and giving the option
to the users (in the case of our project, learners and
participants) to develop new skills and prepare them to
be ready for the change of matrix that the industry is
facing.
The Social Innovation Incubator, as an architecture pro-
posal, is embedded within the context information by
using the high salinity rate of the Mediterranean sea
10. 12 IaaC MAA_01 2012-2013
Social Innovation Incubator
and adapting the volume with the environmental char-
acteristics. The shape its based on the mineral growth
analysis understanding the aggregation as a the main
concept, basing the volume with the halite (salt crystal)
growths and how these mineral adapts over different
configurations.
Also, its use the Mediterranean sea salinity as a power
tool to feed the sense of the building, using self suf-
ficient sensor modules that release signals to improve
the performance of the system and save energy by re-
sponding to the climate situation.
12. 14IaaC MAA_01
RESEARCH2
Introduction
The self sufficient building studio starts with the logic of
understanding and embracing three main topics: Actual
situation, architecture program and multi scalar design.
Since the beginning, the research started driven by
these topics in parallel with the objective of mixing
in the project together and obtain by these an hybrid
building powered conceptually.
By the analysis of the actual situation, from the social
to the economical matters, we discovered an space to
intervene with the architectural program and the de-
sign, and give optional answers to the crisis situation.
It was proposed through architecture, the possibility of
change the state and the reality of the habitants that
are around the site. With these distributed and particu-
lar interventions, that propose a systematic change, are
the ones that would hack the actual system and twist
the the reality to give opportunities to the people.
13. 15IaaC MAA_01
details to the building, the access to digital fabrication
generate the possibility of going deeper the details of
the product and the pieces.
On the other hand, architectural design now its not just
a matter of constructing and proposing buildings, with
the digital tools and the accessibility to the informa-
tion, our profession is facing a change of paradigm were
the labor of the architect its to design from the smaller
details to the building, the access to digital fabrication
generate the possibility of going deeper the details of
the product and the pieces.
The research aims to understand a pallet of topics be-
tween physics, biology, technology and art and goes
deeper to the particles of actual examples that would
trigger technologic solutions to the final proposal.
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The project is developed in a site located in Sant Adriá
de Bésos, the smalllest municipality of Barcelona. It is
situated at the mouth of river Besòs and has close ties
with the neighbouring cities of Barcelona, Badalona and
Santa Coloma de Gramenet, forming a uniform urban
area within Barcelona metropolitan area.
[ Sant Adriá del Bésos ]
The Site
Population: 34.482 inhabitants
Area: 3.8 km2
Density: 9.026,7 inhab/km2
16. 18 IaaC MAA_01 2012-2013
Social Innovation Incubator
18
Sant Adriá del Bésos possess two main characteristics
that define it.
In one hand, during the years, it has experienced se-
veral massive migration flows attracted by the impor-
tant industrialisation of the area during the last century.
Therefore there is a high population density in neigh-
borhood as La Mina that presents increasing social and
economic issues.
On the other hand, it has been subject of various major
interventions in the urban public space such as the Un-
versal Forum of Cultures in 2004, and it has also been
scenario of important projects and developments by
prestigious companies and architects such as the Forum
Building, Parc Diagonal Mar and the Telefónica Tower,
among others. These massive developments represent
the significant investment of the public and private sec-
tors in this area which is not reflected in the use of the
public space that reminds empty.
The site is situated right in the middle of these oppo-
site realities where housing, commerce, industry and
services converge. It is also next to the new Campus of
the Universidad Politécnica de Catalunya (UPC) that is
under construction.
Another important fact of the site is its proximity to the
Mediterranean Sea, only 600 meters from the shore.
The sourronding areas present evidence of the high sa-
linity of the sea where interesting salinity formations
can be found.
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Social Innovation Incubator
Parc Forum - Empty Public Space
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2012-2013 MAA_01 IaaC
Investment and the Public Space
Economic, social and urban
renovation strategy
In the urban morphology of the Barcelona City Plan,
the structured grid of the Eixample de Cerdá allows the
existence of programatic diversity.
This characteristic is a key factor in the culmination of
the transformation process of the most affected parts of
the city and the integration of the 22@ project with the
ret of the city.
This plan points out the strategy of renovation of the
Llevant of Barcelona where we nd the most important
operations:
*Sant Andreu-Sagrera Plan
*Urban develpment of Plaza de las Glóries
*Infraestructures asociated to the renovation of Besós.
Including projects of neigborhood renovation, new
commercial and cultural 12 projects such as new urban
spaces.
24. IaaC MAA_01 2012-201326 IaaC MAA_01 2012-2013
Social Innovation Incubator
source: http://densityatlas.org/measuring/
18
19
20
20
8
17
14
16
12
2
15
urce: http://densityatlas.org/measuring/
Location of buildings and developments that are part of
the urban renovation strategy and represent considerable
investmet
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KNOWLEDGE ECONOMY
INDUSTRY AND COMMERCE
URBAN DEVELOPMENT
9
10
11
Sagrera parque Lineal. 7600 nuevas viviendas Jordi Farrera
Estación Ave la Sagrera (9,000 nuevas viviendas)
Rascacielos La Novia Frank Ghery
LA SAGRERA
18
19
20
6
5
KNOWLEDGE
ECONOMY
50%
4
2
3
1
8
9
10
11
5
6
7
Knowledge Economy Yard
Torre Telefónica
Torre Espiral Zaha Hadid
Centro de Convenciones Fórum Herzog y de Meuron
TERSA Planta de Tratamiento y Selección de Residuos SA
Central Térmica de Besós (1970)
Centro Comercial Diagonal Mar
Parc Diagonal Mar
Parc del Forum
Nueva vivienda Llul Taulat
Regeneración del Barrio la Mina
BESÓS
1
2
3
4
Smart City Campus
Barcelona Biomedical Research Park
Interface Building
Media-TIC
Agbar Tower
INDRA Building
22@
12
13
14
15
16
17
26. 28 IaaC MAA_01 2012-2013
Social Innovation Incubator
28Parc Forum - Empty Public Space
Parc Forum - Empty Public Space
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Knowledge Economy Yard
UPC Campus Diagonal Besos
Telefónica Building
Espiral Building
Forum Building
Diagonal Mar Centre
Diagonal Mar Parc
Parc Forum
La Mina Regeneration
Llul Taulat
millons of euros
500 100 150 200 250 300 350
TOTAL INVESTMENT
Unknown
250
86
117
272
36
2,100
174
9
65
Knowledge Economy Yard
UPC Campus Diagonal Besos
Telefónica Building
Espiral Building
Forum Building
Diagonal Mar Centre
Diagonal Mar Parc
Parc Forum
La Mina Regeneration
Llul Taulat
euros per square meter
5000 1000 1500 2000 2500 3000 3500
COST PER SQUARE METER
Unknown
1,435
2,530
2,600
2,706
260
11,970
450
400
3,147
Knowledge Economy Yard
UPC Campus Diagonal Besos
Telefónica Building
Espiral Building
Forum Building
Diagonal Mar Centre
Diagonal Mar Parc
Parc Forum
La Mina Regeneration
Llul Taulat
square meters
50,0000 100,000 150,000 200,000 250,000 300,000 350,000
TOTAL AREA
84,000
174,000
34,000
45,000
100,500
140,000
167,000
387,000
22,470
20,650
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Social Innovation Incubator
30
La Mina
La Mina neighbourhood is situated in Sant Adrià de
Besòs and was built in the 1970s to offer new housing
opportunities for populations living in the different slum
neighbourhoods of Barcelona. However, physical, eco-
nomic, cultural and social disparities exist in La Mina.
In the 1980s-1990s the first intervention plans to ame-
liorate the social situation were introduced but did not
have enough capacity to respond to the long-term is-
sues in the neighbourhood. In September 2000, a Con-
sortium was established, introducing a Transformation
Plan based on urban and social revitalisation.
Currently, La Mina has over 500 inhabitants per hec-
tare, much higher than the average of Sant Adriá (319)
or Barcelona (221). The populations are mainly com-
posed of immigrants from different countries that live
together in a difficult environment for a harmonic social
relationship.
Besides this situation, La Mina presents damage to the
environment due to the proximity to the industry, so-
cial exclusion, drug addiction, criminal record, insecu-
rity and violence. Damage to the public space is due to
vandalism.
Social Emergency
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2 -2 -ReResResRe earch
222222200120120 2012012012 20200-20-201313313333331 MMAAMAMAMAMA 00 aCaCCaC 33333131333333333131333IaIaIaIaIaIaaI aCaCaCaCaaCIIaIIIII CaCaCaCaaAAAAAAAA_01_01011AAAAAAAA 10101
La Mina
La Mina
30. IaaC MAA_01 2012-2013
31%- 19 years old
24%- 16 years old
young
POPULATION
17.8La Mina
9.07Sant Adriá Besós
15.9Barcelona
inhabitants per km2
DENSITY
18%of
the population
can’t read or
write
40%of
students drop
off before High
School
EDUCATION
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2012-2013 MAA_01 IaaC
About 18% of the residents of this neighbourhood can-
not read or write. This low level of instruction is cor-
related with a high rate of scholar failure and truancy.
40% of students drop off High School, while 10% to
15% give up at primary school. Only 0.3% has obtained
an university degree. As a result, La Mina’s population
grows unqualified and unprofessional and increases the
high unemployment rate that already affects the area.
In 1970 over 15,000 people were occupying a total of
2,721 social houses and the population has decreased
and increased irregularly in the last years always main-
taining a high number of inhabitants per squared km. In
the present, the density of La Mina overpasses the one
of Sant Adriá de Besós and Barcelona with a 17.8%.
Nowadays, La Mina shelters 9,421 residents from which
31% are 25 to 45 years old and 24% is under 16. This
talks about a young population growing in the same
environment of scarcity. Also, the majority of the popu-
lation of La Mina is foreign. Almost 10% comes from
Pakistán, Morocco and China.
Education
Population
Density
32. 34 IaaC MAA_01 2012-2013
Social Innovation Incubator
SECTORS OF DISOCCUPATION
2006 2007 2008 2009 2010 2011 2012
4000
3500
3000
2500
2000
1500
1000
500
0
DISOCCUPATION
0
500
1000
1500
2000
2500
3000
Agriculture Industry Construction Services unemployed
Although 74% of the population of La Mina is economi-
cally active, only 32% works. The occupancy rate is very
low (29.1%) for reasons mainly related to incapacities
associated to drug addiction and, on an opposite direc-
tion, many residents have become dependent on social
programs developed by the governmental administra-
tions. In spite of efforts to improve the area, La Mina
has recently been devastated by the crisis, becoming
one of the most precarious neighbourhood s of Catalo-
nia.
Unemployment
34. 36 IaaC MAA_01 2012-2013
Social Innovation Incubator
The Situation
The euro is the currency of 17 of the EU’s 27 Member
States. All the others are expected to adopt the euro
once they meet the conditions for doing so – except
for Denmark and the United Kingdom, which negotiated
an opt-out from monetary union in the 1992 Treaty on
European Union (the Maastricht Treaty). They may still
join at a time of their choosing. The Maastricht Treaty
enshrined the goal of a single currency and set out the
conditions for joining. These are the ‘Maastricht criteria’
or ‘convergence criteria’, designed to ensure the smooth
functioning of monetary union.
In addition to some legal requirements, most notably an
independent central bank, the Maastricht criteria are:
• Price stability (inflation no more than 1.5 percentage
points above the three best performing Member States)
• Sound and sustainable public finances
- Government deficit in principle no more than 3% of
GDP
- Government debt no more than 60% of GDP or ap-
proaching that level
• Durability of convergence (long-term interest rates
no more than 2 percentage points above the three best
The Euro - Area Economy
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2012-2013 MAA_01 IaaC
performers in terms of price stability)
• Exchange rate stability (two years within ERM II with-
out severe tensions).
ERM II allows the exchange rates of participating EU
currencies to fluctuate against the euro within fixed
margins above and below a central rate.
The Stability and Growth Pact (SGP)
The SGP states that government deficits and debt should
be less than 3% and less than 60% of GDP respective-
ly. On this basis, the Commission monitors fiscal policy
and public finances in Member States both inside and
outside the euro area. This rule-based framework thus
helps promote fiscal discipline in the EU.
36. 38 IaaC MAA_01 2012-2013
Social Innovation Incubator
KEY INDICATORS
(2011)
EU (27) United
States
Japan China
Population (millions) 332.2 502.9 312.7 127.3 1 359.1
GDP (in € trillions
calculated at purchasing
power parity)
7.8 11.1 10.6 3.1 7.9
Share of world GDP
(% at PPP)
14.3 20.0 19.1 5.6 14.4
Exports (goods % as
of GDCP)
12.5 (*) 12.2 (*) 9.8 13.2 26.8 (**)
Imports
(goods as % of GDP)
13.5 (*) 13.5 (*) 15.1 13.0 23.8 (**)
Euro area
(17)
(*) Excluding intra-EU trade (**) 2010.
Sources: European Commission AMECO, IMF WEO and DOTS.
THE EURO-AREA ECONOMY
0% 5% 10%1 5% 20%2 5% 30%
Germany
France
Italy
Spain
Netherlands
Belgium
Austria
Greece
Finland
Portugal
Ireland
Slovakia
Luxembourg
Slovenia
Cyprus
Estonia
Malta
Poland
Sweden
Czech Republic
Romania
Hungary
Bulgaria
Lithuania
Latvia
United Kingdom
Denmark
SHARE OF INDIVIDUAL COUNTRIES
IN TOTAL EU GDP
Source: Eurostat, 2011.
THE EURO - A GLOBAL CURRENCY
The euro is the second largest reserve currency after the US
dollar. Around 26% of the worldwide reserves are vow held
in euro. I t is second m ost actively traded currency i n the
world, used a round 20% o f daily t ransactions o n foreign
exchange markets.
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SHARE OF
GLOBAL GDP
NORWAY
SWEDEN
DANMARK
POLAND
CZECH REPUBLIC
ROMANIA
BULGARIA
LUXEMBOURG
SLOVENIA
DEUTSLANDBELGIUM
FRANCE
ITALYSPAIN
PORTUGAL
NEDERLAND
GREECE
SLOVAKIA
LATVIA
LITUHANIA
DANMARK
IRELAND
UNITED KINGDOM
POLAND
CZECH REPUBLIC
AUSTRIA
BELARUS
UKRAINE
MALDOVA
RUSSIA
SERBIA
BOSNA &
HERZEGOVINA
CROATIA
MONTENEGRO
MALTA
CYPRUS
KOSOVO
MACEDONIA
ALBANIA
BAY OF
BISCAY
NORTH
BISCAY
BALTIC
SEA
GULF OF
BOTHNIA
CELTIC
BISCAY
GULF OF
LIONS
TYRRHENIAN
SEA
MEDITERRANEAN
SEA
ADRIATIC SEA
IONIAN
SEA
AEGEAN
SEA
Euro-area countries
EU Member States that have yet to adopt the euro
EU Member States with an opt-out from the euro
Rest of the world: 40.9%
Euro Area: 14.3%
European: Union 20%
United States: 19.1%
Japan: 5.6%
China: 14.4%
38. 40 IaaC MAA_01 2012-2013
Social Innovation Incubator
http://www .businessweek.com/articles/2012-12-21/europes -s-
leaders-see-growth-business-prepares-for-worst#r=lr-fs
Europe's Leaders See
Growth; Business Prepares
for the Worst
“...Europe’s l eaders are starting to t alk, cautiously,
about economic recovery. “Growth is expected to pick
up i n the second half of 2 012 and gather speed i n
2013,” O lli R ehn, t he European C ommissioner f or
Economic and M onetary Affairs, wrote in a D ec. 1 0
column in the Financial Times.
In t he l atest show o f pessimism, on D ec. 21,
Luxembourg-based s teel g roup A rcelorMittal (MT)
took a $4.3 billion writedown on its European units.
Steel demand in the region has already declined 29
percent since 2007, the company said in a statement.
“This weaker demand environment, and expectations
that it will persist over the near and medium term, led
to a downward revision of cash flow expectations.”
Spain’s official growth projections are widely dismis-
sed as fantasy. A Bloomberg survey of 18 economists
sees t he S panish economy contracting 1.5 percent
next year, three times the government’s forecast 0.5
percent. If P rime Minister M ariano R ajoy has t o
request a European bailout, the likely austerity
measures that would be required would intensify the
contraction...”
By Carol Matlack on December 21, 2012 |
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http://www.bloomberg.com/news/2013-01-08/euro-area unemployment-t-
rate-rises-to-record-118-amid-recession.html
Euro-Area Unemployment
Rate Rises to Record 11.8%
Amid Recession
“...The euro-area economy has shrunk for two succes-
sive quarters and economists foresee a further decline
in gross domestic product in the final three months of
last year, forcing companies to cut costs by slashing
jobs. The European Central Bank estimates contrac-
tions o f 0.5 percent and 0.3 percent in 2012 a nd
2013.
Today’s jobless report showed that 18.8 million people
were unemployed in the euro area in November, up
113,000 from the previous month. At 26.6 percent,
Spain had the highest j obless r ate in t he c urrency
bloc. Germany’s jobless r ate was 5.4 percent and
France’s stood at 10.5 percent. Austria had the lowest
rate at 4.5 percent...”
By Marcus Bensasson - Jan 8, 2013 |
40. 42 IaaC MAA_01 2012-2013
Social Innovation Incubator
http://www .businessweek.com/articles/2012-06-08/europe- e-
considers-a-spanish-bank-rescue#r=lr-fst
By Carol Matlack and Ben Sills on June 08, 2012 |
Europe Considers a Spa-
nish Bank Rescue
“...According to people briefed on the planned call,
the discussion will focus on recapitalizing lenders hit
hard by t he bursting of S pain’s real estate bubble.
That’s sure to be costly: Fitch Ratings, which on June
6 cut S pain’s debt r ating by t hree g rades, t o two
steps a bove j unk, said bailing out t he banks could
cost as much as €100 billion ($125 billion). Banking
analysts at JP Morgan Chase (JPM) put the figure at
as much as €150 billion.
Fears about Spain’s banking sector have intensified
in r ecent d ays, a fter Bankia, the country’s t hird-d-
largest l ender, said it needed a €19 b illion bailout.
Standard&Poor’ s(MHP) saido nJ une6 t hat it expec-
ted Spanish banks to suffer €80b illiont o €112b illion
inl oanl osses t hrough 2013. “Oncew e canr esolve
this and get t he banks adequately capitalized, t he
outlookf or S painm ayb e a littleb it b righter,”s ays
James N ixon, chief European economist at S ociété
Générale in London... ”
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http://www .businessweek.com/articles/2012-05-31/europes -s-
crisis-spotlight-shifts-to-spain#r=lr-fst
Europe's Crisis Spotlight
Shifts to Spain
“...As the debate continues, S pain’s real estate
problems are festering. For years the country relied
on home and office building activity as a source of
growth. At t he h eight of t he boom, construction
accounted for more than 20 percent of Spanish gross
domestic product. That’s the same level it reached in
Ireland. While both countries experienced similar real
estate booms and busts, t heir actions post-crash
have been strikingly different. Ireland worked quickly
to address t he solvency of its banks—nationalizing
them a nd r emoving billions of euros worth of toxic
debt from their balance sheets by transferring it to a
so-called bad bank...”
By Matthew Philips on May 31, 2012 |
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Social Innovation Incubator
Catalonia’s economic activity has always depended on
its ability to connect to the rest of the world. Catalonia
is today an unbeatable meeting point for international
business.
75% of exports and 60% of imports within the EU. Al-
most 60% of Catalan exports have a medium-high to
high technological content.
The Situation
Global to Local Economy
The crisis in Catalonia
34%exports of spain
located in Catalonia
60%exports have a tech-
nological content
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During the bleakest days of the Great Depression, when
Americans waited in bread lines and the nation’s future
looked grim, the unemployment rate peaked at about
25%. In 2013, Spain’s unemployment rate tops 26%
Young people have been especially affected, with
100,000 fewer people age 20-24 employed.
About 70% more people left Spain in 2012 than in
2011, statistics show. 850,000 jobs over the last year:
2335,16 each day.
A Bigger Depression
The crisis in Spain
50%of the youth is
unemployed
70%inrease of
emigration in 2012
26%unemployemnt
rate
*numbers relative to Spain
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Social Innovation Incubator
According to the Central Companies Directory (CCD),
on January 1st, 2011, 3,246,986 companies in Spain,
of which 3,243,185 (99.88%) are Small and Medium
Entrerprises (SMEs) which means they have between 2
to 249 employees.
The Market
Small and Medium Enterprises
99.88%Companies in Spain
are SMEs
18.3%of the total of SMEs in Spain
are in Catalunia
Over half of the Spanish SMEs are concentrated in the
region of Catalonia with 624,723 thas represents 18.3%
of the national total and the community with the high-
est concentration of these type of entreprises.
The majority of the SMEs in Catalunia are related to the
service, commerce, construction and industry sectors.
being the constroction sector the most affected by the
crisis .
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Retrato de las PYME 2012. (2012). Spain: Ministero de Industria, Energia y Turismo.
P < 2mln euros
2 < P< 10 mln
P >10 mln
Distribution of Spanish companies by sectors and percentage of total 2010.
Graphic 1. Evoluction of number of companies and annual variation (%). number of companies
annual variation
Distribution of the SMEs by sectors
Economic Structure of the SMEs
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KBE
Knowledge-based Economy
Public policies for science, technology and innovation
have always been aimed primarily at creating and dif-
fusing knowledge. In recent years such policies have
attracted increasing attention as a result of claims that
knowledge-intensive industries are now at the core of
growth, and that we are now entering a new type of
knowledge-driven economy or even a completely new
form of ‘knowledge society’.
The knowledge economy.
There are many who argue that we are moving towards
a new ‘knowledge-based economy’ or ‘knowledge so-
ciety’, in which the role and significance of knowledge
as an input to economic processes has fundamentally
changed. In some cases it is argued that this rests on
advances in information technology that are leading to
a ‘paradigm
shift’. The idea here seems to be that there are basic
changes in economic functioning, and changes in the
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economic rules of the game, for both business and poli-
cymakers.
Proponents of such views can be found in business,
where the ‘new paradigm’ has been held to justify pre-
viously high levels of stock prices in ICT and Internet-
related companies, as well as in policy-making, and in
innovation analysis.
But what does it mean to speak of the ’knowledge
economy?
At the outset, it must be said that there is no coherent
definition, let alone theoretical concept, of this term: it
is at best a widely-used metaphor, rather than a clear
concept. The OECD has spoken of knowledge based
economies in very general terms, as meaning “those
which are directly based on the production, distribution
and use of knowledge and information”.2 This definition
is a good example of the problems of the term, for it
seems to cover everything and nothing: all economies
are in some way based on knowledge, but it is hard to
think that any are directly based on knowledge, if that
means the production and distribution of knowledge
and information products.
The Knowledge Economy Indicators
Knowledge Based Economy (KBE) includes performance
for innovation (capabilities and output) and globaliza-
tion (impact of globalization on work and life).Both in-
novation and the drivers of a KBE require a broad set of
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skills and capabilities.
The indicators for a KBE need to consider reading and
writing as important as mathematics and science. The
transition of work and life brought about by the KBE re-
quires networking, problem solving and communication
skills, from writing to marketing.
•Production and diffusion of ICTs.
ICT is the main technology underlying the KBE and in-
creases in productivity.
•Human resources, skills and creativity.
These indicators represent the primary set of indicators
needed to develop composite indicators on the human
potential of a nation. These indicators reveal the crea-
tive and absorptive capacity of a work force.
•Knowledge production and diffusion.
This group includes many of the traditional indicators of
R&D and knowledge production. They provide us with
sound trend data and with indicators to develop com-
posite measures of globalization and competitiveness.
•Innovation, entrepreneurship and creative destruction.
These indicators tell us about the churn and change
brought about by ICTs and globalizing knowledge econ-
omies. They cover firm behavior and aspects of innova-
tion including demand for innovative products, financ-
ing and market innovation. The share of the population
in specific age cohorts can provide insights into the de-
mand for innovative products.
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Human Capital
The Lisbon Strategy
The Lisbon Strategy, aka the Lisbon Agenda or Lisbon
Process, was an action and development plan devised in
2000, for the economy of the European Union between
2000 and 2010.. Its aim was to make the EU “the most
competitive and dynamic knowledge-based economy in
the world capable of sustainable economic growth with
more and better jobs and greater social cohesion”, by
2010.It was set out by the European Council in Lisbon
in March 2000.
The role of ICT
One of the groundbreaking aspects of the Lisbon agenda
was the appeal by the heads of European governments
to businesses’ new sense of corporate social responsi-
bility as an asset for Europe’s competitiveness goals,
particularly through lifelong learning, enabling opportu-
nity and social inclusion.
Microsoft’s Corporate Citizenship activities are built on
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four key areas which reflect the importance of this call:
• Internet Safety and Policy Leadership to address key
societal challenges in the ICT sector such as online child
safety, privacy, security and spam;
• Responsible Business Practices to ensure integrity and
transparency in how we conduct our business and to
provide a healthy workplace environment to our em-
ployees;
• Economic Opportunity to strengthen local economic
development, growth, competitiveness and innovation,
a priority which is at the heart of the Lisbon Agenda;
• Digital Inclusion and Education to enable people, com-
munities and nations to access the benefits of technol-
ogy tools, skills and solutions through lifelong learning
and education.
Member states are strongly urged for reforms. They are
required to improve (and not only increase) their invest-
ment in knowledge and in human capital through the
provision of better education and skills to their citizens
in a lifelong learning perspective. The rapidly evolving
knowledge economy imposes the continuous updating
and renewal of skills, so as to adapt to changes.
Lifelong learning perspective
The objective of the session on Human Capital was to
better identify appropriate strategies to improve the
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Six states were on target to meet the goals of the EU’s Lisbon strat-
egy before the economic crisis (Photo: European Community, 2006)
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measurement of the contribution of human capital to
growth. This is of immediate relevance to the revised
Lisbon strategy strongly emphasizes the relationship
between growth, competitiveness and human capital.
Member states are strongly urged for reforms. They are
required to improve (and not only increase) their invest-
ment in knowledge and in human capital through the
provision of better education and skills to their citizens
in a lifelong learning perspective. The rapidly evolv-
ing knowledge economy imposes the continuous
updating and renewal of skills, so as to adapt to
changes.
Workforce Competitiveness and growth
The realization of knowledge economy, completion of
the internal market and promotion of competition, the
establishment of a favorable climate to businesses and
an adaptable and inclusive labor market are identi-
fied among the key issues for increasing the economic
growth and higher productivity. Sound macroeconomic
conditions make the crucial framework for success.
Europe must address the challenge of ageing popula-
tions and the need to increase labor productivity, as
well as the EU economy to mounting competition from
100 millioneuropeans are registered in
the education system
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working age population
with a tertiary graduation
38%
US EU
22%
abroad. The range of economic activities exposed to
external competition has widened, now including the
production of both high-tech and labor intensive goods
and services. To respond to these challenges, a re-
newed Lisbon strategy has been designed focusing the
European Union’s efforts on two principal tasks – de-
livering stronger, lasting growth and more and better
jobs. Action plans both by the individual Member States
and Commission have been drawn up.
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Talk to Gonzalo Delacamara
The definition of KBE applied to
our project
During the process of un-
derstanding the actual
economic situation and
how the project will be
responsive to this in the
Knowledge-based Econo-
my, Gonzalo Delacamara
helped the investigation
to create the right scope
addressed to improve
the unemployed profes-
sionals actual’s state.
In his feedback, he made
us realized that first of all,
it is necessary to compre-
hend the limits of our pro-
ject. We should be aware
of the reaching a building
could have in terms of
economics and job gen-
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eration. The research and proposal should define
boundaries in where it is impossible to go through.
We also discussed Spain is facing a brain drain
and by giving new skills to this professionals
and introduce them in the knowledge economy,
it would be possible to launch again, in terms of
innovation, an economy based over SME (Small
and medium enterprises).Gonzalo Delacamara
economist, researcher and international consultant
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The Third Industrial Revolution
The introduction of steam-powered technology into
printing transformed the medium into the primary com-
munication tool to manage the First Industrial Revolu-
tion. The steam printing machine increased the speed
of printing and significantly reduced the cost. Print ma-
terial proliferated in America and Europe, encouraging
mass literacy for the first time in history. The advent of
public schooling on both continents between the 1830s
and 1890s created a print-literate workforce to organ-
ize the complex operations of a coal-powered, steam-
driven rail and factory economy.
In the 1900s, electrical communication converged with
the oil-powered internal combustion engine, giving rise
to the Second Industrial Revolution. The electrification
of factories ushered in the era of mass-produced man-
by Jeremy Rifkin
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ufactured goods, the most important being the auto-
mobile, altering the spatial and temporal dynamic of
society. The demand for fuel made the United States
the leading oil producer in the world. Families began re-
locating in new suburban communities, recasting social
life and creating a communication grid to manage and
market the far-flung activities of the oil economy and
auto age.
The theory argues that conjoining Internet communica-
tion technology and renewable energies is giving rise
to a Third Industrial Revolution. The creation of a re-
newable energy regime, loaded by buildings, partially
stored in the form of hydrogen, distributed via an en-
ergy internet—a smart intergrid—and connected to plug
in zero emission transport, opens the door to a Third
Industrial Revolution. The entire system is interactive,
integrated and seamless. This interconnectedness is
creating whole new opportunities for cross-industry re-
lationships. The Third Industrial Revolution brings with
it a new era of “distributed capitalism” in which millions
of existing and new businesses and homeowners be-
come energy players. In the process, it will create mil-
lions of green jobs, jump start a new technology revolu-
tion, and dramatically increase productivity, as well as
mitigate climate change.
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Like every other communication and energy infrastruc-
ture in history, the various pillars of a Third Industrial
Revolution must be laid down simultaneously or the
foundation will not hold. That’s because each pillar can
only function in relationship to the others. The five pil-
lars are:
(1) shifting to renewable energy
(2) transforming the building stock of every continent
into micro-power plants to collect renewable ener-
gies on-site
(3) deploying hydrogen and other storage technolo-
gies in every building and throughout the infrastructure
to store intermittent energies
(4) using Internet technology to transform the power
grid of every continent into an energy-sharing intergrid
The five pillars
of the Third industrial Revolution
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that acts just like the Internet (when millions of build-
ings are generating a small amount of energy locally,
on-site, they can sell surplus back to the grid and share
electricity with their continental neighbors)
(5) transitioning the transport fleet to electric plug-
in and fuel cell vehicles that can buy and sell electric-
ity on a smart, continental, interactive power grid.
THE EUROPEAN UNION AND THE FIVE PILLARS
The UE would need
€1 trillionbetween 2010 - 2050
on updating its electricity grid to
accommodate an influx of renew-
able energy
The critical need to integrate and harmonize these five
pillars at every level and stage of development became
clear to the European Union in the fall of 2010.
The European Union is expected to draw one-third of its
electricity from green sources by 2020. This means that
the power grid must be digitized and made intelligent
to handle the intermittent renewable energies being fed
to the grid from tens of thousands of local producers of
energy.
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The knowledge economy’s growth into the knowledge
society hinges on the proliferation of knowledge-in-
tensive communities. These communities are basically
linked to scientific, technical and some business profes-
sions or projects. As has been said, they are character-
ized by their strong knowledge production and repro-
duction capabilities, a public or semi-public space for
learning and exchange and, the intensive use of infor-
mation technologies.
“Only when increasing numbers of communities
displaying those very characteristics are formed across
a wide array of cognitive fields will the knowledge so
ciety become a reality rather than a vison of a possible
future.”
David & Foray (2002). Economic Fundamentals of the
Knowledge Society.
From Knowledge Economy
to Knowledge Society
The Evolution of Knowledge
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Not all of the competencies required for the knowledge
economy are new – the soft-skills such as leadership,
ability to work in teams, learning to learn, and commu-
nication and analytical skills have been a feature of the
workforce for centuries.
“The knowledge economy represents a soft dis-
continuity from the past – it is not a “new” economy
operating to a new set of economic laws.”
Notes de Prensa. (2011). Madrid: Instituto Nacional
de Estadistica.
It appear to be a number of set requirements: team-
work, communication and learning skills. But these sorts
of “soft skills“ can hardly be described as new. Indeed,
though sidelined during the age of Fordism, they have
always, throughout history, been crucial to the develop-
ment and well-being of individuals in the world of work.
A Soft Discontinuity
The Evolution of Knowledge
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Innovation
Definition of innovation
The process of translating an idea or invention into a
good or service that creates value or for which custom-
ers will pay.
To be called an innovation, an idea must be replicable at
an economical cost and must satisfy a specific need. In-
novation involves deliberate application of information,
imagination and initiative in deriving greater or differ-
ent values from resources, and includes all processes
by which new ideas are generated and converted into
useful products. In business, innovation often results
when ideas are applied by the company in order to fur-
ther satisfy the needs and expectations of the custom-
ers. In a social context, innovation helps create new
methods for alliance creation, joint venturing, flexible
work hours, and creation of buyers’ purchasing power.*
Definition of Innovation Activities
Innovative activities are all kinds of scientific, techno-
logical, organizational, financial and trade, including in-
vestment in new knowledge, which actually or poten-
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tially lead to the implementation of innovations. From
this definition we can distinguish two types of innova-
tion: technological innovation and non-technological in-
novations.
Definition of technology innovation
Technological innovations include products (goods or
services) and new technological processes and signifi-
cant technological improvements thereof. An innovation
is considered as such when it has entered the market
(product innovation) or used in the production process
of goods or services (process innovation).
The impact of innovation on the SMEs
32.9% of Spanish companies with 10 or more employ-
ees were innovative in 2008-2010. and marketing). In
this percentage are included technological innovation
(product and process) and non-technological (organi-
zational and marketing).
32.9%
100%
*http://www.businessdictionary.com/definition/innovation.
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41.9% of companies said that the priority of their inno-
vative activities was to increase the quality of products
or services.
36.5% identified as priority is the increase of produc-
tion capacity or service provision.
(Research and Development)
How to do innovation
The Evolution of Knowledge
acquisition o f R&D
(external R&D)
machinery, equipment,
advanced hardware or
software
acquisition of other
external knowledge for
innovation
training for innovation
activities
Introduction of market
innovations
Design for production
& distribution
Notes de Prensa. (2011). Madrid: Instituto Nacional de Es-
tadistica.
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Product innovation in 2008-2010 accounted 38.8% of
sales in 2010 for innovative companies. This percent-
age drops to 17.7% if only considering products new to
the market.
What it’s doing innovation
Main innovators
Notes de Prensa. (2011). Madrid: Instituto Nacional de Es-
tadistica.
62,7%
computer and electronic
71,1%
pharmacy
51,6%
computer consultancy
73,3%
companies
services
industry
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16.171.000 € technological innovation spends.
This amount of money represent a decrease of 8.3%
over 2009.
2.1% impact on business.
In 2010 reached 2.1% of the business of companies
with 10 or more employees based on technological in-
novation expenditure.
Cost of innovation
A company effort
Notes de Prensa. (2011). Madrid: Instituto Nacional de Es-
tadistica .David & Foray (2002). Economic Fundamentals of
the Knowledge Society.
“The need to innovate is growing stronger as in-
novation comes closer to being the sole means
to survive and prosper in highly competitive and
globalized economies”
madrid catalonia basque
37.0% 22.5% 9.0%
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44.9% of internal resources.
44% of companies considered internal information
sources (within the company or group) were the most
important to carry out innovation projects.
43.5 % of market resources.
Meanwhile, 43.5% of companies considered market
sources (suppliers, customers, competitors)
Source for innovation
Different strategies
Notes de Prensa. (2011). Madrid: Instituto Nacional de Es-
tadistica.
49,4%
27,3%
20,1%
28,2%
35,4%
18,3%
30,6%
21,4%
1 2 3 4 5 6 7 8
1_other companies
2_suppliers of equipment
3_clients
4_competitors
5_consultants or private institutes
6_universities and other teaching centers
7_public research centers
8_technology centers
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The unemployment registred a sharp drop of employees
in the public and private sectors compensated by an
increase in the number of self-employed. The labour
market is rapidly, spurred by recent legislative inicia-
tives: more part-time jobs & lower percentage of em-
ployes with temporary contracts.
The workforce and innovation
Employment is now!
60%of employment
is in the SMEs
The most notable feature of Spanish SMEs is their con-
tribution to employment generation, occupying about
60% of the total workforce. And in particular, are the
smaller companies that occupy a larger number of em-
ployees.
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Training and development are important for all busi-
nesses and are particularly critical for small organi-
zations. Experienced, competent people contribute to
both the productivity and profitability of the company.
Remaining competitive depends in large measure on
ensuring that your workforce is trained and up to date
with ever-changing skills and knowledge, especially in
today’s global economy, in which keeping up with new
methods is so important.
While training and development can be expensive, it
is still considered worthwhile in terms of achieving the
long-term benefits of company and individual.
it is still necessary to provide training; otherwise, com-
panies discover how easy it is to fall behind both in
terms of competence and meeting customers’ needs.
Training Innovation
Stay Competitive
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OLED The future of lighting. (an printing)
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Physics Introduction
It’s all about particles [part I]
In parallel with the economic research, there was a fo-
cus on physics and particles as part of the multidiscipli-
nary approach of this self-sufficient project.
Starting from a general overview and understanding of
particles, the initial focus was related to avant garde
materials, processes and application of physics in archi-
tecture or generation of energy.
OLED
The future of lighting. (an printing)
OLEDs are brighter, thinner and more flexible than
LEDs and consume less power than LCD. But most
important, are printable.
http://electronics.howstuffworks.com/oled1.htm
Lighting and Energy
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Cromatopheres
Lighting in nature
“...Chromatophores are pigment-containing and
light-reflecting organelles in cells found in amphibians,
fish, reptiles, crustaceans, cephalopods, and bacteria. ”
http://en.wikipedia.org/wiki/Chromatophore
Cold light
Dinoflagellates bioluminescence
At least two chemicals are required. The one which
produces the light is generically called a “luciferin” and
the one that drives or catalyzes the reaction is called a
“luciferase.”
http://www.lifesci.ucsb.edu/~biolum/chem/
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Conductive ink
Throught an interactive connection
Electrically conductive ink made of polycrystalline silver
nanopolyhedrons.It could be created interactive and
responsive surfaces where the light and the human
behaivors could work together.
http://www.lifesci.ucsb.edu/~biolum/chem/
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Halite
Salt Chrystals behaviors
Commonly known as rock salt, is the mineral form of
sodium chloride (NaCl). Halite forms isometric crystals.
The mineral is typically colorless or white, but may also
be light blue, dark blue, purple, pink, red, orange, yel-
low or gray depending on the amount and type of im-
purities.
It commonly occurs with other evaporite deposit
minerals such as several of the sulfates, halides, and
borates.
http://en.wikipedia.org/wiki/Halite
Taking into account the proximity of our site to the
coast of the Mediterranea Sea, the salt could have
several advantages for the building: it could de-
fine the material to use [so it doesn’t deteriorate
or takes advantage of the salinity of the breeze],
be the source of energy or even teach us from the
crystalization processes and forms.
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The program
The hybrid agenda
In the search for models capable of economising re-
sources, hybrid buildings, are chance samples that in-
clude the gene of mixed-use development in its code.
This gene is necessary in order to adapt to the signs of
the time.
Personality Celebration of complexity:
-Mixture of interdependent activities.
-Opportunist building that take advantages of multiple
skills.
Sociability:
-Meeting between private and public spaces.
-The activity its constant and not controlled by public
and private rhythm- Full time building.
Form:
-Attempts a undifferentiated habitat from the diversity
of functions that are contained inside.
-All the activities should provide life to the building.
93. INCUBATOR
system
social cohesion
(integration)
to work in the field of social entrepreneurship and get
involved in the economic dynamics
Future (Utopia)
- training -
- workshops -
- laboratories -
-tutories -
life projects & competitivity
innovation / new paradigms / processes
revaluation and redirection of the workforce
develops and promotes
tools, skills and competencies
adaptable vision for new
tendencies ideologies
ENERGY SYSTEM (SALINITY)
1. Fiber reinforced polymer (salt catcher).
2. Water cleaner- Living machine.
3. Salt+fresh water.
4. Salt battery.
5. Saltwater spray absorption refrigeration.
5a. Fresh water.
5b. Fresh wter sprinkler.
5c. Saltwater sprinkler.
6. Stirling engine.
6a. Mechanical Piston.
OUTPUT 1: Mechanical energy.
OUTPUT 2: Electric energy.
OUTPUT 3: Cold air.
OUTPUT 4: Fresh water.
OUTPUT 5: Humid hot air.
n > Public < Space
ology
ledge
Form
Sociability
Personality
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The Work Nodes
There is four modes of working around an office. Actu-
ally, office design it’s just developing good FOCUS spac-
es, but it’s not going through the other three work
modes.
Productive workforce it’s also equal to socialize, collab-
orate, focus, relax and learn in healthy spaces. In the
US companies there are expenses over the 80 millions
of dollar for unhealthy and unproductive employees.
Top performing com-
panies design their
workplace to support
all four modes.
Employees at top-performing companies not only spend
more time collaborating and learning, they consider that
time more critical to job success than do their peers at
average companies, who remain focus work-centered.
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Studying Alone
Students prefer studying alone to group study by a fac-
tor of almost 3:1, and quiet is as much a prerequisite
for effective studying as it is hard to come by.
This time alone represents almost half of the time stu-
dents spend on campus. Consider the provision of indi-
vidual on-campus space in light of student preferences
and needs.
(2011). CONNECTING CAMPUS DESIGN TO A NEW KIND OF STUDENT.
Changing Course., 1, 10. Retrieved February 19, 2013, from http://www.
gensler.com/uploads/documents/Changing_Course_Survey_10_08_2012.
Students prefer studying alone almost 3 to 1.
01
Most on-campus time is spent working alone
01
Study alone Study in groups
71% 29%
Studying- working alone on- campus.
44%Studying in groups
8%
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Activities and Space
The first approach of defining a
Social Innovation Incubator
The extensive research in several subjects until now,
allows us to define the temptative program of the build-
ing.
The Social Innovation Incubator plans in short, medium
and long term, combining strategies to move forward
productive projects in different levels. It focuses on the
reinsertion of the unemployeed workforce to the eco-
nomic system of Barcelona but it also provides these
and other users the technical and intellectual knowl-
edge to develope skills that will allow them to adapt to
the ever changing technologies and modifications of the
performance of any job.
On one hand, the Social Innovation Incubator provides
the user (through workshops, laboratories, tutories,
etc) with the necessary knowledge to face the new par-
adigms and processes of innovation. On the other hand,
it promotes competitive workers and entrepreneurs that
will contribute to the economic growth of Barcelona and
the social cohesion of Sant Andreu de Besós.
The definition mentioned above as well as the pro-
gram explained in the following pages, refer to an
initial approach and it was later in the semester
better developed and improved.
98. THE THIRD INDUSTRIAL REVOLUTION IN BASED UPON 5 PILLARS:
1. Shifting to Renewable Energy.
2. Converting Buildings into Power Plants.
3. Hydrogen and Other Energy Storage Technology.
4. Smart Grid Technology (Internet).
5. Plug in, Electric, Hybrid, and Fuel Cell based Transportation.
Jeremy Rifkin.
ECONOMY DEMATERIALIZATION
to increase the productivity
THE THIRD INDUSTRIAL REVOLUTION IN BASED UPON 5 PILLARS:
1. Shifting to Renewable Energy.
2. Converting Buildings into Power Plants.
3. Hydrogen and Other Energy Storage Technology.
4. Smart Grid Technology (Internet).
5. Plug in, Electric, Hybrid, and Fuel Cell based Transportation.
Jeremy Rifkin.
ECONOMY DEMATERIALIZATION
to increase the productivity
HUMAN RESOURSESskills and creativity
The age of discontinuity
KBEKNOWLEDGE-BASED ECONOMY
oduction and
fusion of ICTs
Innovation, entrepreneurship
and creative destruction
Knowledge production
and diffusion
KWOLEDGE DEVELOPMENT
Research and Development, patents
People´s knowledge potential (education)
ICT - Infrastructure
KWOLEDGE PRODUCTS
Innovation
+
ICT-Products
KWOLEDGE FLOWS
exchange of knowlege and people
USE OF KWOLEDGE
Other
Countries
Universities Research Institutes
Intermediaries
Within companies between Within companies
INNOVATION SYSTEM
PYMESGoverment
authorities
WORKSHOP HUMAN CAPITALSupporting the Lisbon 2010 goals / Autumn 2004
The road to Lisbon 2010 – the role of ICT
GROWTH COMPETITIVENESS
KEIThe Knowledge Economy Indicators
LIFELONG LEARNING
PERSPECTIVE
Renovating skills to adapt to
changes - continuous UPDATING
WHY
reas
on
02
05
06
06
08
03
07
04
SYSTEM
social cohesion
Creation of service design
frameworks and models - context
Urban > Public < Space
Technology
Innovation not Invention
Knowledge
Production / transmision / transfe
JOBS
PROGRAM
unskilled
employees
CRISIS
Unemployment loss
and generation of jobs
use
rs
WHO
SPAIN
CATA
LONIA
SITE
INNOVATION
INCUBATOR
SOCIAL
Training Reinsertion Production
SOCIAL ENTREPRENEURSHIP
11
11
09
12
08
13
to see diagram go to:
http://prezi.com/j2f96uxiygg4/midterm-presentation/
99. n
t:
n
er
HYBRID
PROGRAM
Users:
Users:
Users
Users:
Formation
Investigation and production.
Community
- Gaming room.
- Informal meeting rooms.
Community spaces
- Cafeteria.
- Gaming room.
Focusing spaces
Fitness and wellness center
- Kinetic stand alone gym.
Library
Performing and liberal arts center
Exhibition center
- Art.
- Cinema.
- Innovations.
Plant lab
Learning and research
Market
Themed entertainment
Users:
Collaborate spaces
- Informal meeting rooms.
- Co-working rooms.
Practice spaces
00 01 02 03 04 05 06 07 08 09 10 11 12 01 02 03 04 05 06 07 08 09 10 11 12
day night
14
15
16
17
18
19
20
Bulding
building circuits and grey water
Performance circuit and saltwater
(1)
(2) (6) (9)
(10)
(10)(7)
(8)(3)
(4) (5)
(10)
(1)(2)(3)(4)
(5) (7) (8) (9)
(6)
21
22
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Social Innovation IncubatorSocSoccialialll InInInInnnovnovnovovno aationon Incncububabattor
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to see video go to:
https://vimeo.com/62457632
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After comprehending and analyzing the economical and
social situation Spain, and thus Barcelona, is facing,
comes the time to propose solutions through design. By
designing an educational methodology, taking program
choices, reading the morphology and site characteris-
tics, the building and its components start to take shape
and represent a vision that gathers all the subjects to-
gether. A proposal that shapes itself by all the embed-
ded information and that will reshape the life style of
the learners and participants.
Taking Dali’s house as example, located in Cadaqués
and visited on the research trip, it’s easy to understand
how an architectural space could be enough to influence
its’ users. It’s a reciprocal relation where the architec-
ture shapes the human behavior and the man reshapes
his space. That its precisely what the Social Innovation
Incubator wants to reach by design, to give the oppor-
tunity to the learners and the participants to shape and
be shaped by the space.
The space
The medium for changes
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Another important conclusion to notice from the re-
search trip is to define how the salt cloud and the knowl-
edge cloud get together and actually build the project
and the main objective of it, that is to bring new oppor-
tunities of education and innovation to the unemployed
professionals.
That is why it’s necessary to insist with the project in
education through innovation, and make a fusion be-
tween the Mediterranean context and an innovative
learning methodology.
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INNOVATION KNOWLEDGE
Knowledge Innovation Communities
SALTFACTORY
SOCIAL
INNOVATION
INCUBATORLEARNING
COMMUNITY
CONTEXT
106. 108 IaaC MAA_01 2012-2013
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Conversation with Andrea Graziano
Andrea is an architect, computational
designer and digital explorer. Member
and co founder of Co-de-iT and co-
founder of FabLab Turin.
He is also managing social media
blogs related with innovations in edu-
cation. By the time of the interview
he transmitted that everything that is
made by passion will be successful.
The main points that he defined as
important were:
- New education models should not
be defined allowance of evolution and
flexibility.
- Connectivity is as (or more than)
important as learning networking.
- It should be a mixture of activities
where the learning, work and recrea-
tion are developed together.
NEXT EDU
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from innovate to innovation
The human being in order to learn, through it different
phases o growth, use and needs a variety of method
that helps him to capture, keep and put in practice all
the useful information. Actually, different sociologist
and other specialist, are understanding that the “class-
room model “ its not the only way of learn and not the
must efficient.
In order to create an innovative paradigm in the edu-
cation system of Spain, it’s necessary to propose an
education methodology that will take place inside of the
building.
One of the objective was to replace the logic of training
and adapt inside these methodology the must advanced
ways of learning that are being proved and applied in
different spaces.
In terms of efficiency, its necessary to put pressure over
the system and make the learning phase a faster meth-
od in order to response actively to the actual situation.
Learning and innovation
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01 Open Education
Access and distribution of knowledge to regions of the
world where higher education is not readily available /
Recruitment and retention of students, as well as cur-
riculum development and research collaboration among
faculty / Sustainability of interest in and access to high-
er education.
Examples: NYU Open Education on Facebook, MIT, PO
olitécnica de Madrid, Tecnológico de Monterrey
Brief of education models and theories
Online courses- http://www.ocwconsortium.org/
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02 Social Learning Enviroments. (SLEs)
SLE is a place where individuals and groups can come
together and co-create content, share knowledge and
experiences, and learn from one another to improve
their personal and professional productivity. It is a
place that can be used to extend formal content-based
e-learning for social interaction between learners and
tutors. A SLE doesn’t manage, control and track users,
but rather provides an open environment for working
and learning collaboratively.
Attention —Retention — Reproduction - Motivation
Elements for constructing social learning enviroments
http://www.upsidelearning.com/
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03 Context based education.
All cognitive processes require constant practice and
getting better thoughtout life is important. LEARNING
IS IMPROVEMENT IN ONE’S COGNITIVE PROCESSES.
Lifetime learning does not only mean the continual ac-
quisition of knowledge, so much as the improvement in
one’s ability to perform these cognitive processes, by
the acquisition and alalysis of experience.
What we should do is to teach employees how to think
more clearly within the context of jobs. We should be
providing worplace-based contexts, typicall ones that
are beyond their day to dat tastks, contexts for exm-
ployees to think within and about.
Prediction - Modeling - Experimentation - Evalua-
tion - Diagnosis - Planning - Causation
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04 BAUHAUS / The new man, the new technique.
The idealistic basis of Bauhaus was a socially orientated
programme. An artist must be conscious of his social
responsibility to the community. AND the community
has to accept the artist and support him.Removing the
limitations of professionalism. The Bauhaus system al-
lowed for a work practice built on varied social, techni-
cal, and methodical basic knowledge.Specialization to-
gether with solid basic knowledge was not a risk when
the students were employed by the production. They
were able to follow the changes in technology and so-
ciety in a flexible manner. Homogeneous professional
roles started to dissolve in practice, or at least to change
radically. At the same time it seemed necessary for the
student to take personal responsible for his studies and
the development of professional skill.
THE THREE PILLARS.
craft was the foremost pillar.
drawing and painting was the second pillar.
science and theory for the third pillar.
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05 Steiner education
is a humanistic approach to
pedagogy based on the ed-
ucational philosophy of the
Austrian philosopher Rudolf
Steiner, the founder of an-
throposophy.
Works for all children irre-
spective of academic ability,
class, ethnicity or religion /
Takes account of the needs
of the whole child – aca-
demic, physical, emotional
and spiritual / Is based on
an understanding of the
relevance of the different
phases of child develop-
ment / Develops a love of
learning and an enthusiasm
for school / Sees artistic ac-
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tivity and the development of the imagination as inte-
gral to learning / s tried and tested and is part of state
funded, mainstream provision in most European coun-
tries; Is respected worldwide for its ability to produce
very able young people who have a strong sense of self
and diverse capacities that enable them to become so-
cially and economically responsible citizens
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06 Social Development
Theory
Many schools have tradion-
ally held a transmissionist
or instructionist model in
which a teacher or lecturer
“transmits”information to
students.
In contrast, Vygotsky’s the-
ory promotes learning con-
texts in which students play
an active role in learning.
Roles of the teacher and stu-
dent are therefore shifted, as
teacher collaborates with his
or her students in order to
help facilitate meaning con-
struction in students.
Learning therefore becomes
a reciprocal experience for
the students and teacher.
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- Knowledge constructed by itself.
- Development can not be separated from its social con-
text.
- Prior conceptions and new concepts are interwoven.
- Language plays a central role in mental development.
07 Workforce innovation
Holistic approach
Help businesses run better and help individuals become
better employees. It’s that simple.
Short-term training
Training that can occur in less than a year.
Follow up
On site training (at work) for starting-up and developed
companies
On-line classes for starting-up and developed compa-
nies.
Personal development
Help people develop basic workplace skills, including
teamwork, communication and overall professionalism.
Social Support
Transportation, resting places, open kitchenette and
childcare that allows them to complete the coursework.
118. 120IaaC MAA_01
DESIGN PROJECT3
Introduction
A self sufficient building has to be a system of co rela-
tion matters that gather together an architectural ob-
ject with answers in economic, technologic and social
subjects.
The social innovation incubator grows within the actual
situation and gives an optional solution over the social
and economic issues that the unemployed profession-
als with capability to work are facing. The architectural
program was developed by understanding a variety of
innovative educational methods and giving the option
to the users (in the case of our project, learners and
participants) to develop new skills and prepare them to
be ready for the change of matrix that the industry is
facing.
As an architecture proposal, it’s embedded with context
information by using the high salinity of the Mediter-
ranean Sea and adapting the volume with the environ-
119. 121IaaC MAA_01
mental characteristics. The shape is based on the min-
eral growth analysis understanding the aggregation as
a main concept, basing the volume with the halite (salt
crystal) growths and how these mineral adapt over dif-
ferent configurations.
Also, it uses the Mediterranean Sea salinity as a power
tool to feed the sense of the building, using self suf-
ficient sensor modules that release signals to improve
the performance of the system and save energy by re-
sponding to the climate situation.
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from innovate to innovation
Principles
The transition towards an economy based on knowl-
edge and innovation is creating unknown paradigms.
We are living a revolution. We are part of it.
The Learning Methodology for the SII, presents 5 prin-
ciples and 6 pillars based on the analysis of revolution-
ary pedagogic and educational theories, that will set the
hints to design the path for innovation through educa-
tion of this new model.
01 Short term education (1 to 3 months)
02 Holistic aproach
03 Lifelong learning capacity
04 Career and life-project oriented education: launch-
ing of skilled technicians, proffesionals and experts
05 Follow - up (both in bussiness and education)
Learning methodology
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Pillars
Comprehensive Learning
Improvement in cognitive process.
Besides continual acquisition of knowledge, lifetime
learning relies on the improvement in one’s ability to
perform these cognitive processes, by the acquisition
and capacity of analizing their experiences.
Know/how Learning
Straight forward education (instructor to learner)
Active Learning
Learners play an active role in educational process
Horizontal education (learner to learner).
Reciprocal education: Roles of the instructor and learner
are shifted, as the instructor collaborates with the learn-
ers to help facilitate meaningful construction. Learning
therefore becomes a reciprocal experience.
Adaptive Learning
Open Data (the knowledge cloud)
Informal information sharing through existing platforms
and networks.
Formal information sharing of academic material, plan-
ning material, evaluation tools and thematic content.
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Self Learning
Promotion of individual practice and updating for a life-
long education.
Personal growth and motivation through artistic, cul-
tural, recreational and creative activities.
Development of basic workplace skills, including team-
work, communication and overall professionalism.
Contextual Learning
Provide the learning in an environment related to their
workplace to teach them think more clearly within
the context of jobs.
Identify what people do on a work day and reflect on
the cognitive processes they engage in when they do it.
Social Support: transportation, resting places, open
kitchenette and childcare that allows the learners to
complete the coursework.
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active learning
comprehensive
learning
contextual learning
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Social Innovation Incubator
Semi-qualified or qualified person with work
experience in a specific field who needs
knowledge update for job opportunities.
People with an academic grade (under or
post) in search of jobs opportunities to col-
laborate with or start a business.
Entrepreneurs which business is in crisis or
bankrupt in search of opportunities to inno-
vate.
Intermediate
[low level]
Advanced
[high level]
Beginner
[low level]
Participants
Learning Methodology
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Learning Phase
Incubator Phase
Follow in Phase
Development of multidisciplinary project to apply the
knowledge and techniques prevously learn.
Immersion to innovative tools and techniques for ex-
pertise in a specific field.
Mind set shift to introduce innovative work processes
(Concept, economy and tools).
To connect the learner to existent companies or busi-
nesses which profile match their preferences, knowl-
edge and skills. At the same time the learners’s profiles
are introduced to these companies.
To promote a co-working space to share knowledge ide-
as among the three levels of learners with the intension
of starting a project.
Retrofitting - Follow in of the learners (entrepreneurs
and workers) in order to reach reciprocal support.
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Project references
Work’s sources.
Shigeru Ban (www. shigerubanarchitects.com)
- Use of cardboard as principal construction material
for medium structures.
- Light architecture.
Frei Otto (www. freiotto.com)
- Light structures.
- Biomimicry based structures.
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The site its 600 m from
the Mediterranean Sea,
this is the reason for the
salt aggregation struc-
tures that could be found
near this place. The Medi-
terranean Sea salinity
levels between 36% to
38%, this is also the per-
fect range to power our
energy system.
The site
Between local connection and the Mediterranean sea
RAMBLARAMBLA
FORUMFORUM
RAMBLARAMBLA
735
1.8
325
BESOS MARBESOS MAR
Metro Station
875 m
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FORUMFORUM
325
Area without shadow impact
14,300 m2 [ 7.1% ]
Area with shadow impact
5,920 m2 m2 [ 29% ]
CAM LIMACAM LIMA
Tram Station
65 m
FORUMFORUM
Tram Station
525 m
BESOS MARBESOS MAR
Metro Station
275 m
LA MINALA MINA
Tram Station
340 m
MEDITERRANEANMEDITERRANEAN
600 m600 m
PORT FORUMPORT FORUM
Port / SeaPort / Sea
150 m150 m
PORT FORUMPORT FORUM
Beach / SeaBeach / Sea
500 m500 m
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The landscape
Operativeand agreggated
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“ In the physical sciences, a particle is a small local-
ized object to which can be ascribed several physical
properties such as volume or mass. The word is rather
general in meaning, and is refined as needed by various
scientific fields. Its possible to see the design through
the particles point of view. “
By looking the design as a “smaller scale” operation,
it’s possible to understand it as a multi scalar system.
Architecture is looking again, thanks to the new fabrica-
tion methods and interdisciplinary science advances, to
the design of particular operative products to improve
the space experience and building performance.
-----------
With the logic of the “particles” concept, the design will
be improved by using its physical and chemical behav-
Its all about particles
Understanding the physics of particles
“Particle”. AMS Glossary. American Meteorological Society.
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iours and responses, abstracting the nature’s logics, and
using nature as an operative system within the project.
Since the beginning of the investigation, there was a
direct phenomenon that drove the main direction. The
salinity accumulation existing near the site was show-
ing an opportunity to go deeper into this subject, and
the proximity to the ocean provided the opportunity to
understand some logics related to what its happening
there.
With the help of Jopsep Perelló, a rooted research start-
ed, that drove a design solution inherent with the local
situation.
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Architecturally, this system relates to aggregate con-
struction scenarios and materials. Aggregates consist of
loose-fill arrangements of materials that are contained
with boundary conditions and auto-orient themselves
based on size, external conditions and structural forces.
Self organized systems
From chaos to order
VENUS its a chair by Tokujin Yosh-
ioka where he use a base structure
of polyester elastomer where the
water will attached the NaCl in order
to create a crystal structure.
SHIO is an skeleton made from fab-
rics and translucent plastics, but
the main structure are made of salty
water by controlling the enviroment
parameters as: Humidity, tempera-
ture, water baume scale, and oth-
ers.
Salt/Aggregation growth
Nature crystal growing
http://www.tokujin.com/
http://www.studioshio.com/studio
Cristalization phenomena
Growing and aggregation
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MIT/ http://phyllotax.is/self-assembly/
This scenario proposes a large-scale application of ag-
gregate materials, outside the scale of material proper-
ties and into the realm of construction methodologies...”
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“...Green House Co. Ltd., a Japanese electronics firm,
has developed a new “power-generation LED lamp”
called GH-LED10WBW that runs on salty water. Requir-
ing no batteries, the lantern runs for eight hours for
each fill of saline solution. The device doesn’t just light
the way; it can also be used to power other USB-pow-
ered devices.
When the saline water is put in the lantern, it functions
as an electrolyte with a magnesium (Mg) rod (negative
electrode) and a carbon rod (positive electrode) inside
the lantern, the magnesium rod has to be replaced af-
ter about 120 hours of power generation...”
Mg C
+-
Salt Water
led
Saltwater/Energy
Electrolisis as an energy source.
http://www.green-house.co.jp/products/life/led/ledlight/gh-
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The first prototype was developed through the under-
standing and testing of an electrolysis system. Besides
other types of green sources, the electrolysis is the less
explored one but it’s also the less variable one. Solar
and wind energy, for example, depend of variable ele-
ments, this system could be more stable because the
range needed for energy generation is wide and sea
salinity levels don’t change a lot.
Prototypes objectives:
1. Volts production.
2. Watts production.
3. Time of production.
4. Material uses.
Conclussions:
1. 6 to 9 volts.
2. 18 mA.
3. 3 weeks working.
4. Water needs to recirculate in the 2nd week.
5. Level of mA are not enough for make an arduino
works.
Saltwater/Energy
1st prototype
1
3
2
3
+
-
1
3
2
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Prototype objectives:
1. Water cycle.
2. Connect an Arduino Board.
Conclussions:
1. The ram pump system works inside of the battery.
2. The mA levels are not enough.
3. The battery size could be optimized.
Saltwater/Energy
2nd Prototype
1 2
3 4
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Prototype objectives:
1. Connect Arduino board and light sensors.
2. Optimized battery size.
3. Optimized battery position and use.
Conclussions:
1. 80% size reduced from previus prototype.
2. Produce 12v of energy.
3. Arduino could be powered but still not stable.
This battery will be used as a self sufficient sensor that
will translate the data received from the sun to a re-
sponsive facade system that is distributed in the build-
ing.
Saltwater/Energy
3rd Prototype
1
2
3
Acrylic cap.
Dripping tank.
Electrolysis rac.
4 Waste water tank.
1
2
3
4
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Saltwater/Source
From the Mediterranean Sea
- Distance: From 600 m to 2 km.
- Salinity levels: 3.5%.
- Transportation method: Gravity ram pump.
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- Distance: 13 km.
- Salinity levels: 7.3%.
- Transportation system: Land transportation.
Saltwater/Source
From the Mediterranean Sea
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“In nature, shape is cheaper than material. This has
been shown a number of times and is manifested in
the remarkably high performance, both absolute and
specific, of biological materials which is achieved not
by the us of high performance component but by the
degree of detail and competence in their design and
construction.”
The hexagonal patterns occur when structures have to
absorb two dimensional stresses in all directions.
Matter apparently shapes itself into to sort of structure
that is best fit to absorb stress because the forces need
to move along the shortest distances.
Constructive and structural system
Learning from nature.
Lightness: the inevitable renaissance of minimum energy
structures.
Julian Vincent (2005) , Smart by nature, Ed.
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A basic structure and its material utilization with the
building’s logics was structurally tested and threw these
results:
1. A polyhedron that contains hexagonal faces is struc-
turally stable by itself.
2. it’s necessary to decrease the top section of the com-
plete geometry in order to optimize the material utiliza-
tion. If not, the structure on the top should be thicker
and not viable.
3. There should be reinforcement in the bottom vol-
umes to turn them in “foundations” and help in holding
the structure.
Base structure analysis
Abstracting nature’s logic.
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1
2
3
Fixed joins triangular frame.
Pin join beam.
Tension structural cable.
1
2
3
The main structure is composed by cardboard tubes
with fixed and pinned steel joins. The logic of the mod-
ule is to follow the aggregation and lightness concept
and help to reshape the project once that it’s finished.
The aggregation works from the heavier system to the
lightness module composition. Creating proper founda-
tions, by adding to the system stress skin panels make
a stronger structural solution.
The proposed system
Cardboard truncated hectahedra structure.
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Its a relation between a triangular fixed joints frame
and a pinned beam that could move in x and y but once
that everything is set, it will be strong enough to trans-
late the forces to the ground.
1
2
3
Cardboard structure pipe.
Tension structural cables.
Pin node.
4 Fixed node.
1
2
3
4
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The building is designed to be assembled on site; all the
modules are prefabricated systems that can be trans-
ported as structural components.
The aggregation logic allows building it as a numerical
and three-dimensional puzzle that gets stable when the
whole building will be finished.
This characteristic also lets the building grow in the fu-
ture by adding new modules if the program needs to
change in order to solve new spatial needs.
The project is principally composed by truncated tet-
rahedrons with three different shapes between each
other.
The modular growth
Constructing the ligthness.
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One of the laws that rules the modules’ distribution its
the lightness that, by decreasing the weight of the sur-
face’s material, a shape that growth from a solid vol-
ume foundation to a wireframe structure. The materials
used are:
1. Cardboard tubes as the main structure.
2. Stress skin panel that works in bending forces an
reinforce the bottom bases.
3. ETFE surfaces that helps to cover volumes that should
be lighter in the top of the building and are designed for
being solar responsive.
The proposed system
Cardboard truncated hectahedra structure.
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The batteries should be located in the most affected
faces because of two reasons, to create a double layer
that increases the thickness of the surface an helps to
keep away the heat and more importantly, to keep the
water warm because is optimizes the electrolysis reac-
tion inside them.
In other hand, the solar responsive ETFE modules are
located in the transition zone between the most affect-
ed faces and the ones that stay in shadows. In this
section the wind responsive modules it’s also located.
These help to get a stronger structure but also create
a path for the wind to flow through the zones that are
less warm.
The proposed system
Cardboard truncated hectahedra structure.
200. 202IaaC MAA_01
OPEN COLLECTIVE3
The team behind the project.
Multidisciplinary group which conforms, promotes and
proposes concepts of openness, connectivity and ex-
change of ideas in an interconnected and international
environment.
Alejandra Días de León Lastras
Mexican MAA, collaborator with
the Mexican firm Taller 13 in re-
generative architecture projects
and coordinator of the Architec-
ture Cell of the multidisciplinary
studio Ezequielfarca in Mexico
City.
Robert Garita Garita
Costa Rican MAA co founder of
MG Studio, member of The open
innovation group (Holcim Costa
Rica) and professor of design in
Veritas University, School of de-
sign, Costa Rica.
201. 203IaaC MAA_01
Aldo Sollazzo
Italian MAA, co founder of Nou-
mena Architecture.
Member of “Ordine Degli Ar-
chitetti di Roma”.
Worked for several international
firms Embt-MirallesTagliabue ,
Nabito and Studio Transit.
Mauricio Valenzuela
Nicaraguan MAA co founder of
Estudio Híbrido, project manag-
er of several central american
developments, and professor of
design in Universidad America-
na (UAM), Faculty of Architec-
ture, Nicaragua.
Links
// www.opencollective.com
Social Network
// www.facebook.com/OpenCollective
Sources
// www.noumenaarchitecture.com
// www.estudiohibrido.com
// www.bcnmainstreet.com
