Facilitate social learning activities in a fairground manner

In response to the requirements of social learning theory, combined with the requirements of new schools such as Connected Curriculum theory and commercial aesthetics, it breaks the boundaries between schools and communities and proposes a new type of community activities to promote social learning activities.

Today's universities operate as a large community and social group in addition to imparting basic knowledge and developing individual abilities. Promoting the interaction between students, teachers, and peers, and stimulating their enthusiasm for active learning, will help students better integrate into social groups in the future. So in social interaction, social learning was born and received more and more attention from schools, so how social learning should be carried out is extremely important.

Documentation including the Connected curriculum, social learning theory, and Austen's latter of participation defines the learning fair, participants, and stakeholders. These reviews provide the theoretical foundation and support for LF. On this basis, the specific design of Learning Fairground was influenced by Habrken's Use of level. The first-hand information obtained through personal visits to the ingredients of the traditional fairground, combined with the above-mentioned documents and materials, put forward guiding principles for the design of LF in terms of activities and planning. The 2nd literature review obtained for the Eden project and other related temporary Pavillion-related case studies has also provided guiding principles for the architectural level in terms of economy and environment.

The emergence of the Learning fair is the product of multi-faceted theory and homesickness. This project integrates social, environmental, economic, learning, entertainment, and other elements through a form (fair) with historical, entertainment, and cultural significance.