jan. 13, 2004 marc designing effective and flexible learning facilities dr. sue clabaugh office of...
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Jan. 13, 2004MARC
Designing Effective and Flexible Learning Facilities
Dr. Sue ClabaughOffice of Information Technology
Classroom Technology Support GroupUniversity of Maryland
Copyright Sue Clabaugh, 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.
Jan. 13, 2004MARC
Good Classrooms Don’t Happen by Chance.
• Require planning– Input from appropriate groups/individuals during design
– Development of appropriate policies & procedures
• Require ongoing commitment from the institution– Management and scheduling of classrooms
– Maintenance and upkeep of the physical facilities
– Maintenance and life cycle funding of the technology
– Funding for support staff to assist faculty and staff using classrooms
Jan. 13, 2004MARC
Why?
• Need to reinforce the idea that general classrooms belong to everyone.
• They’re not like offices, department facilities, labs, etc. which are often “owned” by departments and therefore have a natural constituency who will advocate on their behalf.
Jan. 13, 2004MARC
The Team Approach
Classroom or Teaching Facilities Committee• Media Center and/or Academic Computing Unit
– Classroom Design/Instructional Technology/Networking– User Support
• Academic Users (faculty and students)• Facilities Planning• Maintenance/Physical Plant• Scheduling Office• Architectural, Engineering, Construction Services
Jan. 13, 2004MARC
The Team Approach
may need to involve additional people for particular projects
• Architects/Design Firms• Acoustical consultants• AV or Telecommunication consultants• Lighting consultants
Jan. 13, 2004MARC
Classroom Plan
Need a comprehensive plan that addresses:
• Maintenance/renovation of existing classrooms
• Design and installation of new classrooms
• Management/support of classrooms
Jan. 13, 2004MARC
Scheduling Needs
Need enough rooms of various sizes and with appropriate technology to meet demand.
• You don’t want small classes meeting in large rooms just to get access to technology.
• You don’t want extended hours with back-to-back classes because there will be no time to maintain the rooms and technology.
M T W T F M T W T F
Jan. 13, 2004MARC
Technology ClassroomsMany institutions have several categories.
– Basic (in all classrooms): • Overhead projector, screen, data jack
– Basic Plus (in selected classrooms): • above, plus VCR/DVD, monitor/projector
– Advanced (in selected classrooms): • above, plus full AV package, integrated control system,
document camera, and computer – Distance Learning– Computer Classrooms
Jan. 13, 2004MARC
Alternatives toInstalled Technology
Portable/Mobile Equipment
• centralized equipment checkout
• satellite facilities/building AV closets
• delivery service
• student operators
12:00
Jan. 13, 2004MARC
The technology part of any classroom plan needs to address how the
technology can scale to meet demand.
• Can you afford for every classroom to have installed technology?
• Are there other alternatives (i.e. portable equipment)?
• Are there additional costs associated with these (i.e. student labor to deliver, security)?
Jan. 13, 2004MARC
Classroom Technology Has ChangedThrough the Years
Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz
But Some Basic Classroom Requirements Have Not.
Jan. 13, 2004MARC
Students need to be able to:
• See anything presented visually
• Hear any audible material free from noise and distortion
• Be physically comfortable (air flow, temperature, furniture, etc.)
From Introduction to Classroom Design Manual, 3rd edition
Jan. 13, 2004MARC
Translating these into reality isn’t easy!
• Most institutions develop standards to guide the design team.– Building and construction– Classroom design– Technology– Furnishings
• Standards need to be somewhat flexible to accommodate unique circumstances, user needs, etc.
• It’s critical to determine who has the final say when compromises have to be made.
• Need to form the project team as early in the process as possible.
Jan. 13, 2004MARC
Design Phase
Data Gathering:• Review guidelines & standards
Classroom Design Manual 3rd ed.
• Review current classrooms• Get input from users• Visit other institutions• Attend conferences• Research new technologies
Jan. 13, 2004MARC
Design Phase
Develop Design Principles:• Standardization of equipment & interfaces
– for users: ease-of-operation– for technical staff: improved maintenance/repair– for user support staff: easier to train/support users
• Flexibility of installation details to meet user needs• Provide easy-to-use interface• Improve Accessibility
– height and placement of user-accessible equipment– special capabilities (closed captioning, ALS, etc.)
• Provide ability to expand/upgrade easily• Provide security
Jan. 13, 2004MARC
Design Phase
TIPS
• Learn to read drawings and specifications.
• Don’t just look at architectural, electrical, reflected ceiling plan, and telecom drawings. Check mechanicals to see where ducts and pipes are.
• Think in 3 dimensions. Look at elevations to check
ceiling heights, floor slopes, etc.
Jan. 13, 2004MARC
Size/Shape
Dimensions:
• 1:1.5 optimum for good viewing angles and efficient use of space
NOT
Jan. 13, 2004MARC
Location ofEquipment &Connections
Instructor Area:
Boards
Screens
Electrical & Data
Instructor table
Switches
Equipment
E EE
EES
Jan. 13, 2004MARC
Lighting
• Instructor area: On/Off
• Chalkboard lights: On/Off
• Seating area: use dimmers or control tubes in multi-tube fixtures
• Lighting control systems can reduce confusion (i.e. multiple switches).
• Check photometrics to insure even levels over seats.
• Install effective window coverings.
• Entrance vision panels/vestibules shouldn’t admit light.
• Emergency/egress lights shouldn’t spill on screen.
Lights: Zoned to control instructor & seating areas separately.
Jan. 13, 2004MARC
Screens
Placement: maximize viewing angles
• Single screen (usually centered) or multiple screens
• Flat against front wall or angled in corner
• Characteristics: Recessed or surface mounted, manual or electric, tensioned or flat, front or rear projection
TIPS:
• In rooms with high ceilings, you can project on the wall.
• Leave sufficient board space when screens are down.
• Put board lights between screens & wall to reduce spill.
Jan. 13, 2004MARC
Electrical/Telecom
• Don’t forget junction boxes and outlets in the ceiling for electric screens, projectors, etc.
• Consider wiring at least some seats in fixed seating.• Have rooms on separate circuits.• Provide surge protection for equipment.• Consider UPS for some equipment (i.e. computers).• Cluster and clearly label switches for lights, screens, etc. in instructor
area.• Provide data, power, and video display at instructor desk for laptops.• In new construction, conduit and floor boxes under instructor desk
eliminate cable tripping hazard.• Remember that wireless access points require data jack and power.
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Jan. 13, 2004MARC
Acoustics
• Small rooms– Not as critical unless noise infiltrates from outside– Attention to windows, HVAC, door grills, etc.
• Large rooms– Furnishings, finishes and surfaces– Acoustical treatment on walls, ceilings, & floors– Voice amplification and program audio systems
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Jan. 13, 2004MARC
Furnishings
• Tablet armchairs – usually take up less space, but – tablets are often too small for notebooks & computers
• Tables & chairs – more desk space for books, computers, etc.– often come with electrical and data connections
• Fixed or movable• Left handed - 10%• ADA (mobility impairments) - 4%
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Jan. 13, 2004MARC
Furnishings
TIPS
Seating has acoustical impact.
Check seating layouts to be sure they’re accurate.
Seats last a long time so:
Don’t buy faddish colors.
Buy from an established company so you can get parts.
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Jan. 13, 2004MARC
Security
Room/AV Closet/Projection Booth:- Locks (card readers that use Univ. ID card)- Alarms- Monitoring devices (i.e. cameras, sensors)- Telephones/Intercoms
Equipment:- Security screws, cables, etc.- Engraving, labeling, “uglifying”- Projector elevators or cages- Inventory control tags, STOP tags, etc.- Regular inspections- Splash screens- Software to track lost laptops
Jan. 13, 2004MARC
Purchasing & Installation
Know your Buyer.Know your Buyer.
Know your Procurement Policies & Procedures.Know your Procurement Policies & Procedures.
Know your vendors.Know your vendors.
Pre-qualify vendors to reduce time on large procurements.Pre-qualify vendors to reduce time on large procurements.
Determine Standardization vs. Compatibility.Determine Standardization vs. Compatibility.
Purchase extra quantities (spares).Purchase extra quantities (spares).
Establish clear acceptance testing criteria for installation work.Establish clear acceptance testing criteria for installation work.
Establish pay schedule with sufficient retainage to motivate vendor.Establish pay schedule with sufficient retainage to motivate vendor.
Jan. 13, 2004MARC
Keys to Good Classroom Design
Establish a team that represents all those who have a vested interest in classrooms.
Develop a comprehensive classroom plan including appropriate standards, policies, and procedures.
Do your homework.
Develop solid working relationships with those who can help in the design and implementation (buyers, vendors, consultants, etc.).
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Jan. 13, 2004MARC
Designing Effective and Flexible Learning Facilities
Dr. Sue ClabaughOffice of Information Technology (OIT)
University of Maryland