Bamboo Greenhouse

Implementation of the Project

The course was structured in three parts practicing a hybrid teaching mode: Firstly, research and preliminary design at ETH in person with in person lecture from structural experts and online lectures from Japanese expert about Bamboo. Secondly, design and construction 1:1 in Kamanuma, Japan, in person. And thirdly, documentation and reflection via online video meetings. All three parts were done by active teaching. The course was held for 10 students combining group work and individual work. The group of 10 collaborated for the design, construction and documentation. Each individual was responsible for a specific research topic establishing their expert role within the group. The students received feedback by pin-up sessions, on site exchanges and video call meetings. The students pin-up and present their work. In an open exchange teachers, invited experts, fellow students, and the local community of Kamanuma participated in reviewing the output and formulating feedback. The students engagement was lead by the following question: In the 21st century, an era of advanced industrial society, what kind of sustainable architecture using local materials can support beautiful rural areas suffering from depopulation due to a declining birthrate and aging population? Guided by experts they embarked on a project to build a prototype greenhouse as a agriculture and community facility using bamboo from the local satoyama (rural landscape) in Japan; Bamboo carrying great potential for designing sustainable architecture. The communication channels encompassed several modes of exchange: student-teacher, student-student, teacher-teacher, as well as student-expert and teacher-expert. The group project followed a synchronous setting, whereas each individual research within the frame work of the project was considered asynchronously. Support offerings were based on student initiative. The assessment strategy was practiced verbally at the end of each course part. A feedback round where each student voiced their experience. Active learning in a real context with international exchange posed several challenges from the initial exchange with international experts, the preparation of the on-site stay, the exchange with the local community, as well as satoyama (the rural landscape) of Kamanuma, Japan. Dealing with the material of Bamboo from abroad and discovering its site-specific characteristics upon arrival was a challenge from which we learned the lesson to consider the material conditions earlier in the process.

Motivation, Project Mission, Vision Statement

The goal for the teaching project was to create an active learning environment in a real context with international exchange between Switzerland and Japan, and a 1:1 outcome with real impact. It was supported by the value of engaging each students individual capablities and creating a supportive framework where student agency and intrinsic motivation could flourish. A key purpose of the course was to learn about Bamboo as a potential building material in future-proof designs for our built environment.

Innovative Elements

The project practiced the new method of REAL (www.real-lab.ch). Compared to the traditional teaching methods, REAL emphasises application of scientific research in a real context. A key component is the communication and explaination of research in a relatable manner. This methodology was explored by 1:1 on-site construction and handdrawn research reports and reflections.

Effects on Student Learning

The quality of outcome of the group design and of the individual research report represent the student’s understanding of the formulated problem. Reviews with invited experts, fellow students, and the local community of Kamanuma engages them in critical thinking and enables transfer of knowledge. The students act within a real context with a 1:1 outcome where we can observe their improved understanding and a motivation to take on responsibility for their role within their studies.