VAST – Design planning heuristic



|Values |Activities |Site/System |Technology |

| | |(location, access, outlook, climate) |(building structure, skin, climate control, layout, |

|Whose values are reflected in the design of this space?|What activities are enabled by the design of this |What physical attributes of the site contribute |services, finishes) |

| |space? |positively to users’ experience of this space? |What technical aspects of the building design |

|Design from architect when building first designed as a| | |contribute positively to users’ experience of this |

|science preparation room |Borrowing of reader books for students | |space? |

| |Lunch area – sink/fridge/microwave/jug etc |Location: | |

| |Resource preparation – equipment at the ready for this |Easy access for whole team – accessible by ramp or |Open space – high ceilings |

|What values are reflected in the design of this space? |purpose e.g. laminators, guillotines, stationery and |steps |Air conditioning |

| |paper supplies, large preparation bench area |It is close to all classrooms |Laminated (easy to clean) benches) |

|Preparation space |Teacher Assistant desk area | |Division of the space into 2 zones using a wall 2/3 of |

|The ‘Hub’ is a place of storage |Meeting space due to central bench to gather around | |the way across the space |

|Business | |What physical attributes of the site impact negatively |Good artificial light source |

|Multi-tasking | |on users’ experience of this space? |Easy to clean surfaces both bench tops and floors |

| |What activities are inconvenienced or prevented by its | |Large bench areas |

| |design? |Whilst the space is easily accessible to all, it is |Access to sinks |

|Whose values are overlooked? | |disconnected from 4 of the 6 classes that have the |Storage facilities – built in and added |

| |Student small group work |potential to use this space. It is centred between 2 of|Fresh paint |

|Everyone’s values are overlooked as the space is not |Technology use |the 6 classrooms |Central bench for gathering around |

|defined for any specific purpose |Separate spaces to work collaboratively in staff teams |Lack of quiet space |Light coloured paint – creates light |

|The students values are overlooked – need for a quiet |or relax together |Lack of small group work space |Adequate power points around the room including on the |

|space to work in small groups |Meeting/collaboration space as there is always noise in|No real outlook – fairly closed in, only high windows |island bench |

|Staff who use this area – meeting space and communal |this space and people passing through |at back of room and a door to the verandah at the | |

|eating area | |external entrance | |

|Community/Volunteers (parent) helpers for preparation | |Have to walk through the communal part of the space to |What technical aspects of the building design impact |

|of materials | |the functional part of the space as only one main |negatively on users’ experience of this space? |

|Teacher Assistants – defined area to feel valued as | |external door entry (has internal doors to 2 classrooms| |

|individuals | |but can’t access these from the outside) |Fixed furniture/benches – no flexibility to move the |

| | |Back part of room is quite dark, limited light |space around |

| | | |Repurposed room from a science prep room with sinks and|

|What values are overlooked? | | |under bench space to a multipurpose ‘hub’ where zones |

| | | |are not defined and having to work around existing |

|Quietness, calm, order, organisation, seating/rest | | |fixtures (e.g. sinks) |

| | | |One colour scheme – not bright and engaging |

|System of human relationships |System of human activity |System to support human activity |Production of the built space system |

| | |For you, as learning space designer, what are the most |For you, as learning space designer what are the most |

|What feelings, attitudes, beliefs customs or laws does |What processes, information sources or support services|inspiring features of the site? |inspiring features of the building? |

|this learning space evoke for you? |assist your use of this space? | | |

| | |There is the possibility to use this space in multiple |The building has been designed well with this space |

|This space is welcoming and open. It has a sense of |The space is cleaned daily |ways and create different zones for different purposes.|having high ceilings. Helps to create a sense of space |

|community within the layout of the space |It has access to wireless connection and air |It has one section partially separated already, the |even though the room is fairly small |

|It lacks comfort though, limited seating and space for |conditioning |rest of the space could be manipulated to reallocate or|It is a modern building with technology access in all |

|rest |There is adequate storage available within this space |create new zones |parts of the space (ie. Wireless, powerpoints) |

|It ignites a sense of excitement for what the space | | |It has air conditioning |

|could become as it is clear it has multiple purposes | | | |

| | | | |

© 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.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download