Design Solution
The following conceptual design redefines the use of ‘The Hub’. Whilst considering all stakeholders of the space, it was clear that defined zones needed to be established to allow for multiple purposes, whilst still encouraging collaboration and community. ‘The Hub’ requires attention to improve its functionality and flexibility. This design solution suggests ways to breathe new life into this crowded and confused space.
The educational design principles (4, 7, 10, 12, 14, 17 & 28) of Lackney (2000), the seven universal design principles of Story, Mueller, & Mace (1998) as well as the VAST heuristic analysis on the ‘tour’ page were considered in this design solution.
It was agreed through the charrette process that the main uses of the space would be for:
An eating area for staff and resource storage (parts of the original use of the space) were removed for the purpose of this design solution as plans are already in place within the College for a new space to be created for this purpose.
The space would be repainted incorporating bright pops of colour e.g. green, yellow and bright blue (each booth a different colour). The collaborative zone would have tones of soft blue for a more relaxed feel and the preparation zone would incorporate purple tones to inspire creativity (Barker, 2012).
The educational design principles (4, 7, 10, 12, 14, 17 & 28) of Lackney (2000), the seven universal design principles of Story, Mueller, & Mace (1998) as well as the VAST heuristic analysis on the ‘tour’ page were considered in this design solution.
It was agreed through the charrette process that the main uses of the space would be for:
- Small student groups (with or without adult help)
- Teacher assistants and parents for resource preparation
- Teachers for collaboration
- Bringing organisation to the chaos - provide adequate and appropriate storage
- Resolving the 'fixed' furniture approach and introducing flexible furniture to create multi-functional space
- The need to clearly define zones but keep them flexible
- The need to improve the aesthetics of the space
An eating area for staff and resource storage (parts of the original use of the space) were removed for the purpose of this design solution as plans are already in place within the College for a new space to be created for this purpose.
The space would be repainted incorporating bright pops of colour e.g. green, yellow and bright blue (each booth a different colour). The collaborative zone would have tones of soft blue for a more relaxed feel and the preparation zone would incorporate purple tones to inspire creativity (Barker, 2012).
Key Design Elements
Brandon Center booths, School of Education flickr photo by University of Michigan MSIS shared under a Creative Commons (BY) license
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20142_bldg_kirby_lounge_booths.jpg flickr photo by University of Minnesota Duluth shared under a Creative Commons (BY-ND) license
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Booth seating
Booth seating will provide small group spaces for students to work collaboratively. Easy disability access at ends of tables to be part of groups.
Interactive screen (Picture C) in the booths to allow for the integration of technology for 21st century learning (including power points to be able to have computers plugged in for individuals in the space also)
Lackney (2000) design principles 10, 12 & 14
Story, Mueller, & Mace (1998) design principles 1, 6 & 7
M
Concertina glass walls
The fixed wall is replaces with a concertina glass wall allowing for
* collaborative work by students (can write on them)
* flexibility to move/open the wall to create a larger collaborative space
* allows for light to pass through to other parts of the space
Lackney (2000) design principles 12, 14 & 28
Story, Mueller, & Mace (1998) design principles 1, 2, 6 & 7
The fixed wall is replaces with a concertina glass wall allowing for
* collaborative work by students (can write on them)
* flexibility to move/open the wall to create a larger collaborative space
* allows for light to pass through to other parts of the space
Lackney (2000) design principles 12, 14 & 28
Story, Mueller, & Mace (1998) design principles 1, 2, 6 & 7
Collaborative working space for teachers or students
This style of furniture allows for collaboration for staff and students and is still able to be moved and reconfigured to suit different purposes
Lackney (2000) design principles 4, 7, 12, 14 & 17
Story, Mueller, & Mace (1998) design principles 1, 2, 4, 6 & 7
This style of furniture allows for collaboration for staff and students and is still able to be moved and reconfigured to suit different purposes
Lackney (2000) design principles 4, 7, 12, 14 & 17
Story, Mueller, & Mace (1998) design principles 1, 2, 4, 6 & 7
Stools, East End Campus, John Wheatley College, Glasgow Kelvin College, Glasgow flickr photo by jisc_infonet shared under a Creative Commons (BY-NC-ND) license
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Flexible seating - casual conversation
Flexible seating for casual conversation - allows for furniture to be moved to accommodate different purposes
Lackney (2000) design principles 7, 12, 14, 17
Story, Mueller, & Mace (1998) design principles 1, 2, 6 & 7
Island preparation bench
The island bench will allow for multiple teacher assistants and parent helpers to use the space at the same time as well as providing additional storage. Ideally this bench would be on castor wheels to allow for a remodel of the space when required
The island bench will allow for multiple teacher assistants and parent helpers to use the space at the same time as well as providing additional storage. Ideally this bench would be on castor wheels to allow for a remodel of the space when required
Adjustable height work bench
Adjustable height work bench along the wall will allow the space to be used for teacher assistant work stations as well as standing or sitting preparation areas
Lackney (2000) design principles 4, 12, 14, & 17
Story, Mueller, & Mace (1998) design principles 1, 2, 3, 6 & 7
Adjustable height work bench along the wall will allow the space to be used for teacher assistant work stations as well as standing or sitting preparation areas
Lackney (2000) design principles 4, 12, 14, & 17
Story, Mueller, & Mace (1998) design principles 1, 2, 3, 6 & 7
Partition walls
(half solid half glass)
Partition wall separates the workstation from the collaborative space but still allows for light flow and a door to allow privacy
Lackney (2000) design principles 10, 12 & 14
(half solid half glass)
Partition wall separates the workstation from the collaborative space but still allows for light flow and a door to allow privacy
Lackney (2000) design principles 10, 12 & 14
Built in storage with bench space
Built in bench and cupboards will allow for storage of resources and preparation materials. This also allows maintenance of the corridor throughout the space.
Lackney (2000) design principles 7, 14 & 17
Story, Mueller, & Mace (1998) design principles 1, 2, 5, 6 & 7
Built in bench and cupboards will allow for storage of resources and preparation materials. This also allows maintenance of the corridor throughout the space.
Lackney (2000) design principles 7, 14 & 17
Story, Mueller, & Mace (1998) design principles 1, 2, 5, 6 & 7
Overall Features
- The use of flexible and non-fixed furniture allows for reconfiguration and change within the space
- Supervision from one end of the space to the other is achievable through the use of glass walls, whilst also creating zones to limit noise travel
- New colours to give life to the space and create an inviting atmosphere
- Adequate and appropriate storage for resources and equipment
- Incorporation of technology into collaborative spaces moving towards 21st century learning principles
'References
Barker, S. (2012). Colour me happy. The Estates Gazette, pp. 137-138.
Lackney, J. A. (2000). Thirty-Three Educational Design Principles for Schools & Community Learning Centers.
Story, M. F., Mueller, J. L., & Mace, R. L. (1998). The universal design file: Designing for people of all ages and abilities.
Barker, S. (2012). Colour me happy. The Estates Gazette, pp. 137-138.
Lackney, J. A. (2000). Thirty-Three Educational Design Principles for Schools & Community Learning Centers.
Story, M. F., Mueller, J. L., & Mace, R. L. (1998). The universal design file: Designing for people of all ages and abilities.