7.+Personal+Designing+Journal

=Site Visits: Designing Spaces for Learning =

Brisbane City Council Library: Chermside

 * Biography of Place: Christopher Day - Discovering ‘who and what is valued here’ **

When visiting the Chermside library you are greeted with a coffee shop on entry, The Coffee Hub. The day I visited was during the school holidays and the tables outside and inside were full. Families, pensioners, and disabled citizens were entering the library and more visitors were hunting for the illusive car park. There were a number of community displays on entry (knitting). One of the meeting rooms was set up with foam tiles on the floor in preparation for an upcoming session. The foyer facing wall was glass so that visitors could observe the session if they wanted to.
 * Walk alone. Walk in silence. **

The library is spread over one level. It has a modern interior with an open plan layout that uses no internal walls except to section off conference and workroom areas. Purple, orange, blue, and green were used to colour the walls which added to the vibrant atmosphere. It was a 'busy' space with constant noise. The space was well laid out with specific sections being identified through the use of colour and roof and wall signage.

A children’s corner, Flight Deck 4032, was designed to look like a spaceship. There was a large rocket replica on entry to the area. Colour had been used effectively. This area was the busiest and noisiest area in the library as it was full of children.

Internet access was situated in the centre of the library and people were hovering, waiting for the next available computer. The signage used in this area was frosted perspex which was suspended from the ceiling.

Mini breakout displays and lighted displays were used to showcase new fiction titles. There were a number of comfortable couches, seats, and tables available for patrons. Many children chose to sit on the floor.

A media section, The Corner, was set up with tables, couches and TVs for the comfort of patrons using this space. Unfortunately both TVs were not working due to technical issues. Many adult patrons and students had situated themselves along the wall tables with their laptops as they had access to power and a pleasant outside view, as all outside facing walls are glass.

 The traditional view of library as research space is not evident in this library. The position of the coffee shop at the entry point to the library sets the scene for a space that is all about community. The constant low level of noise added to the inviting atmosphere and patrons who wanted a quiet space used their earphones. The large variety of resources and spaces available to patrons, who were just as varied as the resources, highlighted a shift towards self-directed learning. The librarians were very much in the background, constantly moving from the information desk, to the work room, re-shelving and answering many different types of inquiries. The choice of wall paint, carpet, and furniture created a harmonious environment that enabled all patrons to find their 'own space' in which to work, study or chat.
 *  The sharp end **

Primary School Library: Enoggera SS
Heath, T. (1989). //Introduction to design theory//. Brisbane: Queensland University of Technology.
 * VAST: designing heuristic **

<span style="font-family: Georgia,serif; font-size: 10pt;">The space reflected the values of all who used the space. The librarian, library assistants, teachers, students, and even the cleaners. It had a collaborative feel and was designed with the input of key stakeholders, the students and teachers.
 * <span style="font-family: Georgia,serif;">Values **

<span style="font-family: Georgia,serif; font-size: 10pt;">There was an emphasis on using space wisely. The furniture could be moved and reconfigured to suit different users. The furniture also doubled as storage which added value to its purchase. The use of colour, the type of shelving chosen, and the inviting entry defined the library space as an inviting place to learn.

<span style="font-family: Georgia,serif; font-size: 10pt;">The space catered for a variety of activities. Students could read in groups, on their own, play on the Wii, sit on couches, bean bags, or stools, and use computers.
 * <span style="font-family: Georgia,serif; font-size: 10pt;">Activities **

<span style="font-family: Georgia,serif; font-size: 10pt;">Books were shelved in wall units or in box like compartments at knee height. Two class room areas allowed for more focused activities and classes using these spaces would not be disrupted by students using the library space.

<span style="font-family: Georgia,serif; font-size: 10pt;">

<span style="font-family: Georgia,serif;">The librarian's work area was well appointed and a teacher resource area enabled the space to be used for professional development activities in a dedicated space.

<span style="font-family: Georgia,serif; font-size: 10pt;">The use of colour, open spaces and furniture added to the flow of the space. The main area was 30 metres in length and windows were positioned to make maximum use of natural lighting.
 * <span style="font-family: Georgia,serif; font-size: 10pt;">Site/System **

<span style="font-family: Georgia,serif;">Due to the length of the library area there is an issue with visibility, especially if the librarian was working at one end of the building. This is a problem as duty of care must be considered when working with children.

<span style="font-family: Georgia,serif; font-size: 10pt;">Each distinct section was identified by the type of furniture in place. Floor space was maximised by using wall shelves for the books. <span style="font-family: Georgia,serif; font-size: 10pt; line-height: 1.5;">Computers were situated at the end of free standing shelving units which was another complementary component of the furniture chosen.
 * <span style="font-family: Georgia,serif; font-size: 10pt; line-height: 1.5;">Technology **

<span style="font-family: Georgia,serif; font-size: 10pt;">All colours chosen were complementary and the furniture pieces were designed to be moved and reconfigured to suit the needs of the users. <span style="font-family: Georgia,serif; font-size: 10pt; line-height: 1.5;">Large windows allowed natural light in and the use of blockout blinds was effective for controlling the amount of light. The blinds also allowed a certain amount of privacy as the school is situated on a main road.

<span style="font-family: Georgia,serif; font-size: 10pt;">A primary school library has a vibrancy about it that is not as evident in a high school library. I could see how the children at this school would love to come to the library as it had all of the elements I would look for as an avid reader.
 * <span style="font-family: Georgia,serif; font-size: 10pt;">System of human relationships **

<span style="font-family: Georgia,serif; font-size: 10pt;">Books were accessible, there were plenty of 'nooks' to curl up in to read a book. <span style="font-family: Georgia,serif; font-size: 10pt; line-height: 1.5;">The wall displays were inviting and the open plan design was light and airy which added to the atmosphere.

<span style="font-family: Georgia,serif; font-size: 10pt;">It is evident how the spaces are to be used as the furniture acts as signposts for each area. The type of furniture used in each space identifies to the user how the space is best used. The multipurpose rooms also used furniture effectively to make the best use of a much smaller space.
 * <span style="font-family: Georgia,serif; font-size: 10pt; line-height: 1.5;">System of human activity **

<span style="font-family: Georgia,serif; font-size: 10pt;">The clever choice of furniture to make the best use of function and form was an inspiring aspect of this site. The quality of the furniture and fittings added to the durability of the site <span style="font-family: Arial,sans-serif; font-size: 10pt;">.
 * <span style="font-family: Georgia,serif; font-size: 10pt; line-height: 1.5;">System to support human activity **

<span style="font-family: Georgia,serif; font-size: 10pt;"> <span style="font-family: Georgia,serif; font-size: 10pt; line-height: 1.5;">

<span style="font-family: Georgia,serif; font-size: 10pt; line-height: 1.5;">The use of windows to capture the natural light added to the welcoming atmosphere of the building. The thought put into the entry way art feature and the circulation desk added a 'wow' factor to the building as it made an impact on all who entered and signposted that this space had been created with children in mind and the young at heart.
 * <span style="font-family: Georgia,serif; font-size: 10pt; line-height: 1.5;">Production of the built space system **

University: QUT Garden's Point - Science and Engineering Centre, The Cube
<span style="font-family: Georgia,serif;">Carliner, S. (2000). Physical, cognitive, affective: A three-part framework for information design. //Technical Communication//, 47 (4), pp. <span style="font-family: Georgia,serif;">561-576

<span style="font-family: Georgia,serif;">**Context**: <span style="font-family: Georgia,serif;">The learning space was situated at QUT Garden's Point, P Block. 'The Cube' is the newest edition to the Science and Engineering Centre and was officially opened in February this year. It is an amazing space that makes excellent use of glass and natural light. The impact of the technology is subtle and the colour emanating from the giant touch and display screens is quite peaceful. It is a fully interactive learning space that is positioned for maximum impact upon entry to the building.

<span style="font-family: Georgia,serif;">**Users** <span style="font-family: Georgia,serif;">As the visit was conducted on a Saturday the users were varied. There were students situated in contained study areas and in the couched areas which are situated in various spaces throughout the building. There were families, with very young children, who could not contain their excitement upon seeing the images on the giant screens. There were a number of individual students using the computers and tables in various areas on ground floor and upper levels. As it is an open access facility the users are not limited to university students. Anyone can visit, however, its focus is keenly on learning and this is obvious from the well appointed facilities.

<span style="font-family: Georgia,serif;">**Physical** <span style="font-family: Georgia,serif; line-height: 1.5;">The space is clearly organised into various sections. The signage on rooms, the positioning of the furniture and even the flooring indicates to users how the space may be used. Computer facilities are organised along windowed walls and in circular groups for students to engage in individual study as well as group study. Collaborative learning spaces are enclosed with glass walls so that the learning taking place can be observed. I imagine when classes are in progress that the building would be humming with noise, and users of the space would be able to observe classes and experiments in action.

<span style="font-family: Georgia,serif;">**Cognitive** <span style="font-family: Georgia,serif; line-height: 1.5;">The touch screen technology used on The Cube relied on users understanding a vast number of symbols to help navigate their way through the digital materials presented. This does assume prior knowledge of information symbols which could be a little daunting for older users or users unfamiliar with this method of communication. Furniture was cleverly used to establish spaces with 'personality'. Both levels visited had quirky areas of furniture that drew the eye with the colours and styles chosen for the pieces.

<span style="font-family: Georgia,serif;">**Affective** <span style="font-family: Georgia,serif; line-height: 1.5;">The open spaces, use of glass to bring the outside in, positioning of seating and computer facilities along walls made excellent use of the natural light available. The outside areas furnished with tables and chairs looked inviting and offered an alternative areas for those who like to work outside. The variety of table shapes and sizes and the abundance of seating options would appeal to a wide variety of users. It would be very interesting to see the space filled with students and visitors using the available spaces for learning. I imagine it would be a very busy and noisy space.

<span style="font-family: Georgia,serif; line-height: 1.5;">As mentioned previously, the use of symbols as navigation icons on the touch screens could be enhanced by including a legend or key identifying the function of each symbol. This would be more inclusive for users who are not familiar with touch screen technology. The 'white' noise in the background, which admittedly was more noticeable on the weekend as there was less people, was quite distracting. The constant 'hum', which is a key feature of the giant display, would eventually fade into the background in time but could prove distracting especially to users sensitive to noise.
 * <span style="font-family: Georgia,serif;">2-3 key design improvement needs **

<span style="color: #0000ff; font-family: Georgia,serif;">High School: Lily Integrated Learning Centre, Brisbane Grammar School

 * <span style="font-family: Georgia,serif;">Conceptions of designing (Franz) applied to a learning space **

//<span style="font-family: Georgia,serif;">Commodity/Production - practical/functional (operations) ... physical attributes and objects of the learning space. //

<span style="font-family: Georgia,serif;">Careful thought and planning went into the design. There is evidence of seamless integration into the school space. A mixture of traditional building materials, the use of wood, is blended with more modern architecture to highlight the proud history of the school and its focus towards the future. Extensive use of glass brings the outside in and windows showcase the beautiful school grounds. Clever use of frosted glass acts as a barrier to the more mundane views of Kelvin Grove road. The flexible learning areas, learning commons and the forum have been designed to enhance the learning opportunities provided by the space.

//<span style="font-family: Georgia,serif;">Structural - Instrumental (supporting learning) ... physical and aesthetic qualities that are conducive to learning //

<span style="font-family: Georgia,serif;">The seating provided for the students is flexible and comfortable. Classroom seating is light, on wheels, durable, and breathable. Seating in the student learning commons and throughout the library space is comfortable and inviting. Couches, tub chairs, large ottomans, and benches have been situated in areas that take advantage of the natural light as well as access to the reading and reference materials. Technology is integrated at all levels. The 1:1 laptop rollout has enabled the use of integrated learning stations throughout the building. Access is key and students benefit from the careful placement of this technology.

//<span style="font-family: Georgia,serif;">Structural - Psychosocial (supporting learner well-being) ... physical and aesthetic qualities that promote a sense of learner identity, belonging privacy, group interactions) //

<span style="font-family: Georgia,serif;">The provision of a student support centre, Year 12 common room, and a learning commons area provides spaces for the students to develop their own learning identity. Students can book small group learning spaces to enable project work to take place. Student committees have a space to hold meetings and provide services. Students have been provided with a large number of areas, throughout the building, to use for a variety of purposes, eg. sit in groups or individually to work, to read, or to converse. The seating and smaller tables (not limited by technology) can be moved to suit student needs. Technology has limited the flexible use of tables in the flexible learning spaces as the cabling required means that the tables can't be moved. This has necessitated the clever use of data projectors and screens to enhance student visibility.

//<span style="font-family: Georgia,serif;">Experiential/ Existential (connecting learners and the learning space) ... opportunities for learners to creatively influence the design and use of the space. //

<span style="font-family: Georgia,serif;">Students and staff were consulted during the building project. Each section has been clearly identified through the furniture chosen. The provision of promotional displays throughout the building serves to highlight the importance of student interaction with their learning environment. Visiting the Lilley Centre on the weekend does not have the same impact as would be evident on a school day. It would be fabulous to see the space in action during school hours.


 * <span style="font-family: Georgia,serif;">Charette Design Process **

<span style="font-family: Georgia,serif;">Including all stakeholders in the design process is vital if the learning spaces designed are to enhance and support learning. Input needs to come from all sectors to ensure that the space is designed to support the culture of the organisation and the people who work and learn within. Thorough research needs to be conducted into best practice regarding noise levels, use of light, shape and versatility of furniture, colour choices, technology infrastructure and the capacity of the learning space to endure.

<span style="font-family: Georgia,serif;">All of the sites visited endeavoured to make the best use of the physical space available. Students at both the high school and primary school sites visited where included in the design process. Their input was identified as being an important contribution to the design of their learning space. <span style="font-family: Georgia,serif; line-height: 1.5;">The university and public library sites catered to a very different clientele but it was evident that similar considerations had been made at the planning stage to make the best use of the elements identified above.