Revamp of Mac Lab

Department: Art Unit

Leaders: Wang Mo

Members: Michael Chang

1.  What was the current need/gap that you were addressing? 

The existing Mac Lab was no longer aligned with current teaching and learning needs. It was designed primarily for individual, screen-based work and lacked the flexibility, infrastructure, and environment required for creative, collaborative, and project-based learning. Furniture layout was fixed, storage was insufficient, and the space did not support emerging digital practices such as multimedia production, design thinking, or hands-on experimentation. In addition, ageing flooring, lighting, ventilation, and safety provisions limited comfort, efficiency, and sustained use of the space. While students were expected to develop digital creativity, problem-solving, and collaboration skills, the physical environment constrained these outcomes. There was therefore a clear gap between curricular goals for future-ready digital learning and the capability of the existing Mac Lab to support them effectively.

2.  How had it been experimented and enacted?

The project was implemented through an iterative, pilot-informed approach rather than a one-time redesign. Initial experimentation involved observing how the existing Mac Lab was used by different classes and gathering informal feedback from teachers and students on limitations in layout, workflow, and usability. These insights informed early design decisions, particularly around flexibility, collaboration, and accessibility. Before full implementation, proposed layouts, workstation configurations, and technology integrations were tested on a small scale. Furniture arrangements and modular setups were trialled to assess movement flow, group work dynamics, and ease of reconfiguration. Technology peripherals and storage solutions were selected based on durability, ease of use, and alignment with learning activities, and were refined through hands-on testing. The designs were solely produced in house by our art teachers instead of external vendor or ID. The renovation was then enacted in phases to minimise disruption to teaching and learning. Infrastructure upgrades (flooring, lighting, ventilation, and safety features) were prioritised to establish a functional foundation, followed by the installation of modular furniture and digital tools. Throughout the process, adjustments were made based on real-time feedback from users once the space became operational. Since its completion, the redesigned Mac Lab has been actively used within Art & AEP, in future we will be opening the room up to other subjects/CCA groups in school to facilitate their learning, validating the design through sustained practice. The space continues to evolve as teaching needs change, demonstrating that the project was not only enacted successfully but remains adaptable through ongoing reflection and refinement.

3.  Which group(s) had benefited?

Students (Selected Groups), Students (Entire Cohort), Teaching Staff (Selected Groups), All Teaching Staff

4.  What was the positive impact?

The revamped Mac Lab has had a positive impact on both teaching and learning, particularly for Art and AEP students who are its primary users. The redesigned space has enhanced students’ creative processes by providing a flexible, studio-like environment that supports experimentation, collaboration, and independent work. Improved lighting, ventilation, and ergonomics have increased comfort and focus, allowing students to work for sustained periods and engage more deeply with their projects. The availability of modular workstations and accessible digital tools has enabled teachers to design more varied and authentic learning activities, including digital art creation, multimedia work, and collaborative critique sessions. Students are better able to move between ideation, creation, and refinement within a single space, strengthening problem-solving and creative confidence. Beyond its initial user group, the lab has demonstrated strong potential as a shared school resource. Its adaptable design allows it to be easily repurposed for other subjects and CCA groups, supporting interdisciplinary learning and co-curricular activities. This scalability maximises the use of an existing facility and promotes a culture of shared ownership, innovation, and future-ready learning across the school.

5.  What is a future need that this IdEas@work could meet?

As teaching and learning continue to evolve, there is an increasing need for flexible, technology-enabled spaces that support interdisciplinary learning, digital creativity, and student agency. This IdEas@work positions the Mac Lab to meet future demands by functioning not just as a subject-specific room, but as a shared creative hub adaptable to diverse learning contexts. In the future, the space can support cross-disciplinary projects that integrate Art, Humanities, STEM, and Applied Learning, enabling students to develop skills such as design thinking, collaboration, digital communication, and creative problem-solving. Its modular design allows the lab to accommodate emerging technologies and new pedagogical approaches without requiring major structural changes. Beyond curriculum needs, the space addresses a growing demand for CCA and enrichment programmes that require access to digital production tools and collaborative work environments. By opening the lab for broader booking, the school can better support student initiatives, competitions, exhibitions, and innovation-based CCAs. Ultimately, this IdEas@work meets the future need for sustainable, adaptable learning spaces that maximise existing resources while remaining responsive to changing educational priorities and student needs in a rapidly evolving digital landscape.