VAST DESIGN HEURISTIC: JS Computer Lab

VALUES
Whose values are reflected in the design of this
space?

20th Century notion of how to develop ICT

skills and capabilities

Societal concerns regarding youth cybersafety issues (posters promoting tips/

guidance/preventative steps)

Traditional teacher instruction

What values are reflected in the design of this space?

Traditionalism/order/independent
completion of task reflected in the
inflexible arrangement of furniture which
separates and therefore isolates students
Following instructions instructional steps
written on whiteboard
Obedience/Listening/order poster
reminders to listen for instructions and
stay seated until the teacher attends to
you.
Confidentiality/cybersafety eg) posters
reminding students about password
security/rules/protecting personal
information
Surveillance LanSchool software allows
teachers to monitor students activity on
computers.
Mastery of routines/procedures poster
reminders about how to login and access
websites used regularly
Order/Structure and simplicity creativity
and innovation are not encouraged by the
aesthetics or rules/procedures/processes
associated with the learning space
Discipline/patience poster reminders
about double checking login details/
passwords/website addresses and internet
connection before requesting assistance.
Prescribed activities only lack of energy,
buzz/dynamism in the learning space

ACTIVITIES
What activities are enabled by the design of
this space?
30 fixed desk-top computers facilitate:

Independent student work on

computers eg) internet-based
research; publishing written work

Whole class teacher instruction

Computer based assessments or

surveys

Individual online/computer based

activities: eg) Mathletics or
Accelerated Reader quizzes
What activities are inconvenienced or
prevented by its design?

Collaborative group work is

significantly impeded by
inflexibility of furniture
arrangements
Carpeted surface means it is
impractical for robotics activities.
Positioning of computer benches
prevent students from creating
backdrops to complete filming
and recording for multimedia
projects
Door is often locked and time is
wasted trying to locate the key
Early years students do not have
individual computer logins to
access the school network -so
there are issues saving and
retrieving work. Often the work is
lost because of limited ICT
abilities/ access to digital
technologies.
No access to digital equipment/
cameras/mobile devices to create
multimedia presentations.

SITE/SYSTEM
(location, access, outlook, climate)
What physical attributes of the site contribute
positively to users experience of this space?

Located in a metropolitan area close

to CBD, universities, galleries, natural
landmarks.
Overlooking the downstairs garden,
greenery, librarys external courtyard,
school entrance and main road
making the varied environments
outside visually accessible.
4 level building has a lift allowing
access to the carpark and each level
of the building.
Landscaped paths and walkways
interconnecting all buildings and
areas of the school.
A range of wide staircases and
corridors allowing free-flowing
movement and transition of classes
throughout the day.

Anna Wavell-Smith (N4236033)

TECHNOLOGY
(building structure, skin, climate control, layout,
services, finishes)
What technical aspects of the building design
contribute positively to users experience of this
space?

What physical attributes of the site impact

negatively on users experience of this space?

Inflexible, fixed arrangements

Chairs are designed for upper primary
students so early years students often
have to stand to use the keyboard
Chairs are also mismatched further
detracting from the spaces visual
appeal
Location of computers and benches is
fixed
Whiteboard is not visible to most of
the space users
Ceiling mounted projector and
smartboard is unreliable/limited
functionality
3 empty noticeboards

Building is well insulated with

concrete walls keeping building
relatively cool in Summer
Classrooms have automated heating
and air-conditioning
Classrooms are carpeted allowing for
pleasing acoustics
Computer Lab is on the central level
of the JS building conveniently
accessible for most JS classes
Computer lab adjoins the learning
enhancement and enrichment rooms
Computer lab is on the same level as
the library and under-utilised Science
Lab
Science Lab is notorious for its poor
acoustics due to the laminated floor
which amplifies any movement within
the space.

What technical aspects of the building design

impact negatively on users experience of this
space?

Windows do not open restricting

access to fresh air/outdoors which
leads to the presence of a stale odour
Poorly lit hallways and corridors
Automated heating and AC means it
is often too hot or too cold.
Distance from the playground makes
it difficult to carry out lunchtime ICT
activities for the 2nd half of lunch.
Concrete walls feel bleak in
desperate need of an injection of
colour.

Page 1: Raylee Elliott Burns (2003) r.elliottburns@qut.edu.au This document was prepared using the work of Dr Tom Heath. Permission is given for this page to be copied with this footnote retained. This document may
not be published in any other form without the permission of Raylee Elliott Burns. Page2: Adapted with Raylees permission. Heath, T. (1989). Introduction to design theory. Brisbane: Queensland University of Technology.

Whose values are overlooked?

Students integrity and trustworthiness

Teachers contemporary pedagogy - desire
to be productive, facilitate transformation,
growth and innovation
Students desire to be inspired by and use
technology/ social media/games based
activities/ mobile devices in ways that
mirror use in their real lives
Students as contemporary learners with a
desire to design and produce through
creative, innovative and entrepreneurial
thinking.
Values promoted by the Technologies
Curriculum released in Oct 2015
Showcasing/valuing students ICT work or
capabilities is not a priority

What values are overlooked?

Flexibility
Collaboration
Resourcefulness
Originality/Creativity
Expressiveness/Fun
Inquisitiveness/exploration
Freedom/ Insightfulness
Energy and dynamism
Experimentation and risk taking
Value and ability of digital technologies to
inspire
Aesthetics: the room lacks any visual
appeal; is uninviting; uninspiring;
colourless is in stark contrast to the
vibrant, bright, enthusiastic, energetic
student users of the space.
Carpet/wall paint/computers are grey
contributing to a sombre, corporate office
mood.

What physical attributes of the site impact

negatively on users experience of this space?
(continued)

There is only one display of student

work which displays the work of
students who left the JS 2 years ago
Distinct lack of colour makes the
room feel bleak, inactive and dull.
One entry/exit point through a
relatively narrow door
Lack of storage space/carpeted
flooring limits its capacity to be used
for other activities like robotics.

VAST DESIGN HEURISTIC: JS Computer Lab

SYSTEM OF HUMAN RELATIONSHIPS
What feelings, attitudes, beliefs customs or laws
does this learning space evoke for you?

Oppressive, restrictive, inflexible,

impractical, poor functionality, impedes
collaboration, unproductive, reflects
outdated approaches to learning
Computers are useful for publishing
students written work
The internet is an effective research tool
for history and science projects.
Early years students are not mature
enough to have individual student logins
and access to the school network although
it houses very valuable learning resources
Potential dangers associated with internet
and social media use outweigh its potential
benefits
Collectively, the physical arrangement and
lack of aesthetic quality denote a
traditionalist conception of teaching,
learning and learners. It does not facilitate
teacher/student engagement in
collaborative, creative or innovative
endeavours.

SYSTEM OF HUMAN ACTIVITY

What processes, information sources or
support services assist your use of this
space?

IT department are responsible

for: the maintenance of
technology equipment in the
space; registering students for
independent logins to the school
network and internet; which
teachers can access and upload
materials to Moodle; and
determining which online
resources teachers and students
can access
There is not a teacher responsible
for ICT development within the JS
Discretion of individual teachers
when the space is used- as it is
rarely used there is not a
timetable for the computer Lab.
Computer lab is only used during
class times and for no other
activities
No expectation for students ICT
work to be displayed or
showcased so displays are not
monitored, updated or
maintained by any staff member.
Computer lab is not serviced daily
by cleaners like other learning
spaces as it is used so
infrequently.

SYSTEM TO SUPPORT HUMAN ACTIVITY

For you, as learning space designer, what are
the most inspiring features of the site?

Natural light floods the rooms but

there is also sufficient ceiling lighting
for darker days
Large, glass windows bring the
outside gardens and street into the
space making users feel more a part
of the school and local community
Proximity to the learning
enhancement/enrichment rooms,
science lab and library should be
capitalised on.

Anna Wavell-Smith (N4236033)

PRODUCTION OF THE BUILD SPACE

SYSTEM
For you, as learning space designer what are
the most inspiring features of the building?

Generous size of the space

(approximately 120 sq metres)
potential to serve multiple functions
as it is a blank canvas could be
partitioned into different spaces:
green room, recording studio,
robotics.
Sleek, modern and industrial building
with large glass doors and windows
making classroom activities and
learning visible whilst bringing the
outside in. Windows can also be used
as a display/brainstorming platform
for class activities using coloured glass
markers.

Page 1: Raylee Elliott Burns (2003) r.elliottburns@qut.edu.au This document was prepared using the work of Dr Tom Heath. Permission is given for this page to be copied with this footnote retained. This document may
not be published in any other form without the permission of Raylee Elliott Burns. Page2: Adapted with Raylees permission. Heath, T. (1989). Introduction to design theory. Brisbane: Queensland University of Technology.