dan gilbert (dgilbert@stanford.edu) page 1dgilbert@stanford.edu designing more than a room dan...

Dan Gilbert (dgilbert@stanford.edu) Page 1

Designing More than a Room

Dan GilbertStanford Center for Innovations in LearningNLII Fall Focus Session, Sept. 9, 2004

Copyright Dan Gilbert, 2004. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

Dan Gilbert (dgilbert@stanford.edu) Page 2

Designing More Than a Room:Principles

• People: Design tools to help instructors, students, and SCIL staff work better

• Places: Provide rooms that are centrally located, include breakout space, and are in same building as learning research

• Processes: Knowledge and Technologies should transfer across campus; leverage existing tools that support teaching and learning

Dan Gilbert (dgilbert@stanford.edu) Page 3

Guiding Design Principle

“Build the best socket we can afford”

- Prof. Larry Leifer, Stanford University

Dan Gilbert (dgilbert@stanford.edu) Page 4

•In-class Laptops with iSpace Software•Lightweight Reconfigurable Furniture•Videoconferencing•2 Webster Rear-Projection Digital Whiteboards•SmartPanel Control with DVD/VCR & Laptop Connection

Four 20-Student Experimental Classrooms

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• Huddleboards (Portable Lightweight Whiteboards)• 2 CopyCams (Fixed Scanners to Capture Whiteboard Work)

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•3 12’ Screens with iSpace Computers•Flexible Seating for up to 50

Peter Wallenberg Learning Theater

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Courses in Wallenberg Hall

• Classics

• History

• German

• Japanese

• Hebrew

• Mechanical Engineering

• Computer Science

• Public Policy

• Education

• Medical School

• Science, Technology, Society

• English

• Drama

• Linguistics

• Bioinformatics

• Biochemistry

• Cultural Anthropology

• Anthropological Sciences

• Management Sci. and Engineering

Dan Gilbert (dgilbert@stanford.edu) Page 8

Designing More than a Room

Break Out SpacePhysical LocationPrototyping

Space

Assessment &Evaluation

Community ofPractice

Support(Pedagogical &

Technical)

Knowledge Transfer Technology TransferLeverage/Promote

Existing Tools

Dan Gilbert (dgilbert@stanford.edu) Page 9

Designing More than a Room: People

Knowledge Transfer Technology Transfer

Break Out SpacePhysical LocationPrototyping

Space

Assessment &Evaluation

Community ofPractice

Support(Pedagogical &

Technical)

Leverage/PromoteExisting Tools

Dan Gilbert (dgilbert@stanford.edu) Page 10

Assessment and Evaluation:“We’re interested in different things” - Dr. Vered Shemtov, Hebrew Instructor

Assessment: Instructor

• Is this student ready for a higher level class in this field? (Hebrew)

• Will this student take another class in my department (Classics)

• What do my experience and instincts tell me about teaching here? (Engr.)

Evaluation: SCIL Staff• We’ve designed

– Faculty Interviews– Student Surveys– Student Focus Groups

• Looking for Learning Gains and Usefulness of Tools

• Larger scope: across courses for longer

• Determination of merit or worth of program, includes instructor assessment

Dan Gilbert (dgilbert@stanford.edu) Page 11

Designing More than a Room: Places

Knowledge Transfer Technology Transfer

Break Out SpacePhysical LocationPrototyping

Space

Assessment &Evaluation

Community ofPractice

Support(Pedagogical &

Technical)

Leverage/PromoteExisting Tools

Dan Gilbert (dgilbert@stanford.edu) Page 12

•Team Meeting Space Open to Public•Whiteboards and CopyCam

Break Out Space

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First-Year Hebrew: ‘Israeli Café’

Break Out Space

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Individual Work

Break Out Space

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Team Meeting Space

Break Out Space

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Lifestyle Space

Break Out Space

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Class Activity Breakout Space

Break Out Space

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Public Exhibit Space

Break Out Space

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Designing More than a Room: Processes

Knowledge Transfer Technology Transfer

Break Out SpacePhysical LocationPrototyping

Space

Assessment &Evaluation

Community ofPractice

Support(Pedagogical &

Technical)

Leverage/PromoteExisting Tools

Dan Gilbert (dgilbert@stanford.edu) Page 20

Still Creating These Processes• Build formal communication between schools and

departments and create exportable processes• Manage demand for space: innovative instructors

need to teach their courses 3 times to get the most value out of Wallenberg Hall– limits number of courses that can come through

Wallenberg– increases need to bring infrastructure back to home

dept.

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Designing More Than a Room:Principles

• People: Design tools to help instructors, students, and SCIL staff work better

• Places: Provide rooms that are centrally located, include breakout space, and in same building as learning research

• Processes: Knowledge and Technologies should transfer across campus; leverage existing tools that support teaching and learning

Dan Gilbert (dgilbert@stanford.edu) Page 22

Thank You!

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Next Step: Comprehensive Study Measuring Learning Gains

To answer we need to:• Build better processes for integrating

instructor assessment with SCIL Research• Find funding to undertake a full-scale

subject-specific analysis of learning outcomes for each class

• Identify and study sufficient numbers of similar classes taught elsewhere at Stanford to isolate the “Wallenberg Hall effect.”

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Designing More than a Room• Design Assessment and Evaluation Products and procedures• Design a Transfer Process: Med School using same model• Design the context where the room sits:

– Center of campus– Opens into breakout spaces– Physically close to research ctr on learning sciences - between school of ed and

psychology…s

• Design Processes for how different groups of people gain value from space– evaluators, technologists, and faculty work together to measure success– Can students use highly instrumented spaces for group work outside of class time?

• Design spaces for prototyping• Designing Time and Space for Faculty training and experimentation• Design ways for faculty to share ideas

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Initial Evaluation Findings

• Moving quickly within tasks and between tasks has value to instructors and students

• Wallenberg Hall rooms contribute positively to problem solving and presentation skills

• Students report greater understanding of main concepts and greater appreciation of the discipline

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Evaluation Questions

• How are the users of Wallenberg Hall making use of its facilities?

• What learning goals are actually being addressed in Wallenberg Hall?

• Do users believe that their learning goals are being achieved better or differently in Wallenberg Hall?

• What are the key factors that are either promoting or impeding the success of teachers and students in Wallenberg Hall?