AULA BIOLOGICA fills various needs explains Johanna Westberg, estate planner at the Building Office. On the one hand, the Biology Building — the University's oldest building — needed a renovation. On the other hand, the Medical Programme was in need of a larger lecture hall. In planning for the renovations, they realised that there was no room in the existing buildings, so the best option was to build a new one.
"With regards to the feeling and atmosphere that we have been striving for, there's already existing rooms, such as Vardagsrummet in the Humanities Building and other new learning environments to use as templates," says Johanna Westberg. "Also, the work and studies carried out at the Centre for Educational Development (UPL) and the Department of Applied Educational Science have formed the basis for the requirements. In addition, the architect has also travelled around a bit in search for inspiration."
She continues:
"I think the result exceeds expectations. I have followed the development of these drawings for five years now, and the result is so much better than I could ever have imagined. Not least how the new technology works and is integrated in the room."
PER-ARNE OLDENBORG, Professor and Head of the Department of Integrative Medical Biology, appreciates the new auditorium and has already found time to use Aula Biologica in his teaching.
"This hall is like no other on campus — it took me ten minutes to figure out how to turn on the projectors," says Per-Arne Oldenborg.
He emphasises that it is important to get accustomed with the technical equipment and he is calling for some form of collective training that ensures you get the most out of the facilities.
"I also think there is a need for a new type of planning for how to conduct your teaching, such as which screens to use for what," says Per-Arne Oldenborg. "For example, there is no ordinary whiteboard, so you have to decide which screens will display your presentation and which screen to write on."
Per-Arne Oldenborg also points out all the opportunities available for distance education students. For instance, the use of the equipment in the room is actually adapted for them, so they do not only feel like radio listeners, but rather be as present as currently possible.
PER MELANDER