Design Concept


Our design concept centers on learner focused, knowledge centered and empathetic viewpoints that are closely aligned with goals for the space. Our arrangement would concentrate on creating environments in which faculty could individually and collaboratively work on learning new technologies or using the equipment onsite to promote learning activities. (John Bransford, Design of Learning Environments, http://books.nap.edu/html/howpeople1/ch6.html, April 2007)

Purpose of the Room/Mission Statement:
To improve teaching through the use of instructional technology with a focus on faculty development. This will be facilitated by creating a collaborative learning space that allows faculty to both use technology available to complete routine tasks (test grading) and use technology for new purposes and new educational delivery strategies.

Feel, Function and Form
Feel—coffee shop, inviting, warm, comfortable (Starbucks, http://www.starbucks.com, April, 2007)
Function---Collaboration, learning centered, encouraging of discovery, multiple learning resources, supportive (John Bransford, Design of Learning Environments, http://books.nap.edu/html/howpeople1/ch6.html, April 2007)
Form---Circular formations creating free flowing traffic pattern, accessible to users, roll out equipment carts, Feng shui principles, flexibility of modular furniture (The Encyclopedia of Educational Technology, Feng Shui for the training room, http://coe.sdsu.edu/eet/, April 2007)

Equipment to keep that is currently onsite:
Keep PCs for Parscore/Scantron usage primarily
Keep some PCs and Macs for creative applications, scanning, photoshop
Keep scanners

Equipment to add to space:
  • Laptop check out for flexibility both inside the space and out.
  • Practice electronic podium with docucamera
  • Projector screen
  • Smart Board
  • Worksurface with rolling equipment carts underneath it
  • Extra wall mounted screens to show ongoing video loop of technologies available
  • Extra power load support, networking, server space access (server in other location)
  • Lighting changes, more lighting, diffused/indirect, not florescent, light boxes, additional fixtures, lights on tracks that move to allow for flexibility.

(Shulman, L.S., Making Differences: A Table of Learning, http://www.carnegiefoundation.org/publications/sub.asp?key=452&subkey=612, April 2007)

The room needs wheelchair access and support as far as special tables and materials available for someone in a wheelchair. All materials, machinery, computer, keyboard for at least one station must be wheelchair height and accommodates wheel chair height/width/mobility requirements. There must be easy roll thru routes to all the different equipment areas. 5% of tables, shelves and cabinets should be wheelchair accessible (per ADA requirements). (California Government, Code 11135, http://www.spb.ca.gov/civilrights/documents/CALIFORNIA_CODES_11.pdf, April, 2007)

In a room of 4 person to 25 person capacity should have 1 location for wheelchair access. 1 percent of a room with fixed aisle chairs should have no armrests. One resource in the room for the support staff should be an accessibility plan. For example, Zoom Text should be installed on all computers for faculty with low vision. Written plan outlining “best of breed” tools that can be acquired quickly as the need arises. If an instructor uses a specific text reader such as WindowEyes, then it should be purchased as needed. Otherwise, these tools become outdated when not used.

Furniture is rearranged into circular orientation to allow for more efficient traffic flow throughout the area. (Feng Shui: Ancient Chinese Art of Placement http://www.viewzone.com/fengshui.html, April, 2007) The previous floor plan was uninviting and created barriers to using the space more collaboratively. Wheelchair accessibility was considered and locations are designated as wheelchair accessible and user friendly. Stationary computer grading and computer stations will be placed in one corner of the room while mobile seating and table locations and laptop computers can be rearranged to accommodate different learning environments. A “Genius Corner” will be used to facilitate as needed tutorial support to faculty. (Apple Store, Genius Bar, http://www.apple.com/retail/geniusbar/) A circular formation of desks with computers linked to scanners, video editing and other multimedia tools will be placed in the central location to allow more accessibility.

One optimal would be to transform the space into a room that moves beyond task orientation and becomes a comfortable learning environment. To increase visual and emotional appeal, the color schemes and interior design elements will be selected to promote a welcoming and calming atmosphere for users. (Paint Quality Institute, Design Center, http://www.paintquality.com/color/index.html, April 2007)

Screens will be provided which will display short training videos on available technologies and applications. Tutorials similar to those from Lynda.com, ElementK, or Atomic Learning will be used to facilitate faculty learning. (ElementK, Learning Solutions, http://www.elementk.com/, April 2007) (Atomic Learning, http://www.atomiclearning.com/, April 2007) One screen across from main entrance shall be used to showcase faculty using technology in teaching settings. Food and beverages would be allowed in the area to make the room more inviting for faculty to use the space also as a learning lounge area. Changing the space into an inviting location will draw faculty into the space and encourage learning about available resources.

Background | Needs Assessment | Design Concept | Floor Plan | Design Rationale | Conclusion | Our PowerPoint Presentation | Appendix A | Relevant Data and Readings