Values Activities Site/System Technology

(location, access, outlook, climate) (building structure, skin, climate

Whose values are reflected in the What activities are enabled by the control, layout, services, finishes)
design of this space? design of this space? What physical attributes of the site
contribute positively to users’ What technical aspects of the
• The architect - There was • Class groups have enough experience of this space? building design contribute
desk space to work at a positively to users’ experience of
obviously some attempt at
table. • Students are free to use this space?
creativity with the design of • Internet connection allows the photocopying station
entire library, which left the online research and the desks during free • Outside awnings prevent
practicality of the swamp • A corner section is a periods and lunch times. direct sunlight and reduce
unconsidered. designated puzzle section. • The entrance is easily heat.
• The teachers – students • Individual chairs provide a accessible off the main • Wide entrance is welcoming
simply need a desk to sit at place for quiet reading school pathway. • Brick structure attempts
(although they are in • The building is surrounded temperature regulation.
and learn – there is no place
awkward and with outside seating areas •
to converse and collaborate. uncomfortable places). and garden beds.
• The designer – the walls, • Afterschool clubs can • The rear of the library
desks, carpet and access this space with prior overlooks the lake within What technical aspects of the
bookshelves lack any arrangement. the school grounds. building design impact negatively
enticing colour. on users’ experience of this space?
• The head TL who is
What activities are inconvenienced What physical attributes of the site • The library is built in what
apprehensive to decorate and or prevented by its design? impact negatively on users’ is set out as a large donut
enhance learning spaces experience of this space? shape with the TL
within the library. • Large desks disallow workroom in the centre.
moving or rearranging Because of this there are
them which prevent • Because of the foot traffic no windows on the inside
movement. outside, the windows are walls.
What values are reflected in the • The size of the desks closed to block noise. • The black feature wall is
design of this space? inhibits group discussion. • Ceiling fans are set to the uninspiring.
• No projector or screen is highest power during • Colours of walls, carpet,
• The idea that a library is available to utilise summer and cause papers desks and chairs are drab.
foremost a place to store technology for class to fly about and loud • The limited number of
books. groups. background noise. windows along the outside
• Students need a designated • Easy perusal of books is • Natural lighting is minimal wall are never opened – no
place to sit and work inhibited by the placement due to blinds on windows. fresh air.
quietly. of desks. • Students are frequently • The library has no air-
• The physical design is not • Display of new resources is walking through the conditioning or climate
important as long as spaces hidden by the photocopier workspace to get to other control of any sort –
are provided. station and work desk. learning areas and the IT despite being in a
• The space is halved by an support room. Queensland school.
undefined thoroughfare. • The long shape of the • No power points available
• Any sort of privacy is space makes layout for students.
 Whose values are overlooked? limited because of the open difficult.
• The students’ needs and plan.
wants.
• The teachers who are
impacted by the physical
space they work within.

What values are overlooked?

• The need for students to be
inspired by their
surroundings
• Students’ need to be social,
collaborative and flexible.
• Students are clearly not
trusted – allocated seats
where computers can only
be used (screens are
visible)

System of human relationships System of human activity System to support human Production of the built space
activity system
What feelings, attitudes, beliefs What processes, information For you, as learning space For you, as learning space
customs or laws does this learning sources or support services assist designer, what are the most designer what are the most
space evoke for you? your use of this space? inspiring features of the site? inspiring features of the building?

• The space looks old and The space is very much an empty • The site of the building is
tired. It embodies a library shell. There are desks and tables situated at the front of the • The area is the first seen
from decades ago where it but no technological devices such campus and therefore gets when you enter the library
is designed for book as a projector, smart board or passes by many students. and can make an impact.
storage, borrowing and teaching aids. There is: • The centrality of the site • The tone of the library can
silent work. Senior • an online timetable for tends to make it visible to be set from the look of this
students aren’t given any booking the desk space. students and teachers. space.
more trust or independence • library assistants to help • There is sufficient space to
and there is little to entice obtain print resources change the layout.
students into the library for • The wide double-door entry
enjoyment. The things that is welcoming.
are enjoyed by the
students, such as chess
boards, are hidden away.
 This does not recognise the
chess culture of the school
or the interests of the
students.

© Raylee Elliott Burns (2003) VAST designing heuristic. 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. Heath, T. (1989). Introduction to design theory. Brisbane: Queensland University of Technology. Adapted by Hilary Hughes 2013.