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Which clippings match 'Speculative Projects' keyword pg.1 of 1
09 JUNE 2016

Lunar Economic Zone: a speculative architecture student project

'Lunar Economic Zone' by Zhan Wang, Part 2 Project 2014, Architectural Association London UK.

"The 2028 Mid August Day Lunar Mineral Parade is a speculative event which takes place in the newly formed Lunar Economic Zone, an administrative agglomeration of Shenzhen and the Moon, on August 15 2028. Coordinated by Zhan Wang, the event is designed to be seen by the mechanical eyes of the world's media and is an external projection of pomp and ceremony showcasing an emerging resource rich, technology advance superpower. As the media frenzy descends on the city the world is invited to the grand parade that marks the first consignment of lunar minerals touching down on earth. The parade route takes spectators along the main axis of city from the 10000 meter tall space elevator to the mega ships of the world's largest mineral port. As the world's largest rare earth producer China currently controls 90% of the mineral market. Their recent limits places upon mineral exports has artificially driven rare earth prices to unprecedented levels. Western nations are scrambling to find their own mineral deposits to counter the Chinese monopoly. Between documentary and fiction, between propaganda and news the Lunar Economic Zone plays on our fears of a localised resource economy."

















2014 • 2028 • administrative agglomeration • Architectural Association School of Architecture • architectural conjecture • August • award winners • between documentary and fiction • localised resource economy • Lunar Economic Zone • Lunar Mineral Parade • mechanical eyes • media frenzy • mineral deposits • mineral exports • minerals • monopolymoon • orange • paradePeoples Republic of China • pomp and ceremony • rare earth • rare earth producer • redRoyal Institute of British Architects • Shenzhen • space elevator • speculative architecture • speculative event • speculative projectsstudent projectyellow • Zhan Wang


Simon Perkins

The Unknown Fields Division: exploring fictional near-future scenarios

"The Unknown Fields Division is a nomadic design studio that ventures out on annual expeditions to the ends of the earth exploring unreal and forgotten landscapes, alien terrains and obsolete ecologies. Join the Division as each year we navigate a different global cross section and map the complex and contradictory realities of the present as a site of strange and extraordinary futures.

Here we are both visionaries and reporters, part documentarians and part science fiction soothsayers as the otherworldly sites we encounter afford us a distanced viewpoint from which to survey the consequences of emerging environmental and technological scenarios."

(Liam Young and Kate Davies)



a site • alien • alien terrain • architectureartartistic practicecomplexityconsequences • contradictory realities • design fictiondesign speculationdesign studiodistanced viewpointdocumentarian • emerging environmental scenarios • emerging technological scenarios • ends of the earth • environmental scenarios • experimentationexploringextraordinary • extraordinary futures • fictional • fictional near-future scenarios • forgotten landscapes • futurefuturesinterdisciplinary • LiquidFactory • near-future scenariosobsolescenceobsolete ecologiesotherworldlyperformancerealitiesscience fiction • soothsayers • speculative projectsstrange • technological scenarios • the present • Unknown Fields Division • unreal landscapes • ventures • visionaries


Simon Perkins

ICT-Based Learning Environments: Transmission or Active Exploration?

"The underlying logic of contemporary on–line learning and teaching environments has been informed by a systems approach to design. Despite the considerable effort devoted to their evolution and the focus of this effort on flexible learning, on–line learning and teaching systems appear to be limited to the task of transmitting information. In her essay on the evolution of ICT–based learning environments, Rosa Maria Bottino describes this orientation as, firstly one that sits in opposition to constructivist theories, and secondly one that fails to sufficiently accommodate social interaction and practice contexts within the learning and teaching environments. Bottino goes on to critique the information transmission model of ICT–based learning and teaching systems, and suggests that approaches that privilege learners as active participants should be pursued:

'One of the major forces which has driven change has been the assumption that meanings are lost if learning is simply seen as the transmission of information. Learning is progressively considered as being based on an active exploration and personal construction, rather than on a transmissive model' (Bottino 2004).

In the current milieu of on–line learning and teaching environments, ICT architects appear to be caught in a bind between a requirement to provide generalised system features and a will to embrace contemporary educational strategies. In the light of a systems approach to design, a compromise appears to have been made that privileges administrative robustness and security over (student) agency and engagement. Baltasar Fernandez–Manjon and Pilar Sancho have further described aspects of this problem as one where 'the requirements of a commercial learning environment are too diverse to be provided by a single monolithic system' (Fernandez–Manjon and Sancho 2002). The result is that the ability for students to collaborate and maintain autonomy within such centralised systems has been limited to superficial sharing of data over networks within closed publishing contexts. Without a serious interrogation of the underlying imperatives governing a systems approach to ICT design, learning and teaching within these environments is destined to remain locked in the administrative mode."

(Simon Perkins, 2005)

2). Perkins, Simon C. (2005) "Towards a socio–constructivist approach to learning and teaching within OLT environments". In OLT 2005 Conference, September 2005.



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