THE VISION: The Learning Research Studio at SDSU -- An Active Learning Space

Our team of visionaries:
Heidi Boruszewski
Furnishings Specialist
Jessica Dominguez
Ergonomics and Room Layout Specialist
Tanya Trump
Technology Specialist - IT
Catherine Trau
Technology Specialist - Lighting/Audio/Video

Background

During the Spring 2014 semester, our design team was charged with creating innovative design concepts for an existing classroom on the SDSU campus. The space is an active learning classroom which can best be described as a Learning Research Studio, allowing for multiple uses to accommodate up to 50 students at one time.

What is an Active Learning Classroom? UC Berkeley provides a comprehensive definition:
"Active learning classrooms (ALC) are teaching and learning spaces that allow faculty to move their course design beyond the lecture. The room design, flexible furniture, writing surfaces, and technology all combine to support faculty in engaging with their students through collaborative learning activities and more participatory use of media. Active learning classrooms facilitate diverse sizes and groupings of students, creating a flexible and supportive environment for a class to transition seamlessly between a professor's presentation and facilitated student group work. Such rooms enable options for supporting a myriad of teaching and learning arrangements." (https://ets.berkeley.edu/active-learning-classrooms)


Needs Assessment


The Design

The prominent theme in the stakeholders’ vision for this space is flexibility: flexibility in room orientation, seating configuration, aesthetics and technology tools. A design with flexibility to enable the introduction to, demonstration of, and experience with a variety of technology supported instructional methods and practices. An infrastructure with flexibility to adapt to new technologies and practices as they continually evolve.

The Users

There will be three groups of users for this space, each with their own priorities. The first tier of users will be the SDSU Instructional Technology faculty and staff. Their primary priority is to create a space within which they can enable instructors to experience new technology, classroom configurations, and instructional styles, and potentially create scaffolding experiences with active learning methods for those instructors. The second group of users is the instructors themselves. Their priorities include a space that is easily configured to accommodate their subject matter and instructional styles; a space that allows them to experiment with improving the impact of their instructional delivery by testing new methods of instruction and new technology in an environment that is comfortable and user friendly. The third group of users is the students. Their priorities include comfortable access to and engagement with the instructional delivery, tools that enable collaboration and infrastructure to support their own devices. (Note - Time constraints inhibited our ability to directly survey many of the SDSU stakeholders. The priorities described are based on our interview with Dr. James Frazee, our literature review of active learning space design and our in-class discussions.)

The current space
20' x 42' ~ 1,000 sq. ft.
ah1112floorplan.jpg Current Space.JPG

Furniture
We were asked to utilize existing furnishings as much as possible, including the Herman Miller Caper chairs and KI tables. The space has a raised access floor, allowing for technology space. The walls are "institutional white", something that needs to change if we are to make this a warm inviting space that encourages learning and creativity. The floor has drab and worn carpeting. Students are allowed to eat and drink in the space.

IT
Currently the space is hardwired, however the current space will require a wireless infrastructure to support the routing of signals among screens, computers, and personal devices. The SDSU Campus uses Extron as their interface. The new space will continue to use Extron to support the wireless infrastructure. Any wiring that may occur will be done so under the ducted flooring or through the ceiling.

Lighting
There are no windows or natural light. The room lighting will be completely redesigned with LED lighting to:
  • Promote energy efficiency and comply with government standards.
  • Provide variable, programmable and controllable lighting levels to enhance the user experience in a variety of settings.

Video Displays
  • The existing projectors can be used in the updated design.
  • The aspect ratio of the screens will be updated to a wide-screen format.
  • More flexibility will be provided in image routing to the projectors (i.e. screen shares of students).
  • Projection screens will be supplemented to ensure a full viewing experience throughout the room.
  • Sufficient LCD screens will be provided for use in group collaboration.

Audio
  • The existing audio system will be repurposed in the new space.
  • Wireless microphones for the presenter and audience may be added, though it was discussed that the room size may negate the need for them.

The Process
Our team met with our stakeholder to define the clients' needs, vision and priorities, and to determine the resources available for this project. From there we studied the existing space and our client's recent design on the SDSU campus. We then researched the leading initiatives specific to active learning space design, including those at the University of Minnesota , University of North Carolina and MIT . A TEAL classroom at Yale inspired our overall design concept (see image in furniture section of this proposal). We extended our research to active learning space projects in the UKand Australia . We each researched and educated ourselves on new developments in our respective specialties and collaborated on how to best integrate them to create a flexible, forward-thinking active learning space.


Design Concepts and Rationale


The Design
The selection and integration of design elements for this space provides the flexibility for a multitude of configurations and room orientations:
  • The chairs and tables are on casters and are easily rearranged to support a variety of instructional styles.
  • The fixed video displays are strategically positioned to provide comfortable line of sight from the entire space; a mobile flat screen enables the instructor to easily reposition it for specific applications.
  • A ceiling mounted speaker array provides clear audio throughout the room.
  • Programmable lighting zones provide the flexibility to adjust lighting to appropriate levels specific to various tasks and activities within the space.
  • The technical interface system provides wireless control of the cameras, lights, audio, and video displays, eliminating the need for cabling and the plugging and unplugging of devices.
  • The technical interface system is platform agnostic, allowing for instructors and students to use their own devices.
  • The complement of technical instructional tools provides a comprehensive selection from which the instructor can select.

The Experience
The SDSU Instructional Technology faculty and staff will have the tools to create sample active learning environments tailored to instructors’ individual styles and/or subject matter. Within this space they can create scaffolding experiences for instructors, introducing them to technology, increasing the instructors' knowledge of and comfort level with active learning methods and environments. Instructors will be unencumbered by fixed furniture or technology and free to present from multiple positions and move about the room. The furniture and layouts will maximize comfort for students without detracting from their ability to focus. The ambiance will inspire creativity without creating distraction. The technology will empower the instructors but not overwhelm the instructional process for both the instructors and students.

Ergonomics and Layout

As we developed our design, we wanted to assure that the layout would promote flexibility. Classroom ergonomics played a major role in the design of an equitable, flexible and comfortable active learning space. The table below summarizes ergonomic decisions made for our learning space

CONSIDERATION
ERGONOMIC AND LAYOUT DECISION
RATIONALE
Equitable
Careful considerations were taken with furniture layout in order to make sure that the room was accessible to students with disabilities.
  • Minimum 32” clear width when door is open
  • Main aisle(s) connecting the doors to the instructor area and seats are at least 36” wide
  • Aisles behind seats in use are at least 15” wide
  • An accessible room layout helps make it possible for students with disabilities to learn.
  • The Americans with Disabilities Act (ADA) and civil rights laws prohibit the discrimination of persons with disabilities.
  • Accessible classrooms should include the following five components:
  1. An Accessible Entrance on an Accessible Route
  2. Usable Doors
  3. Accessible Elements Inside the Classroom
  4. Accessible Locations for Electrical Devices & Controls
  5. Accessible Bathrooms
Flexible
In order to provide optimum room flexibility, the goal is to use the existing tables which are easily movable and foldable. The movable tables give the instructor the flexibility to easily and quickly rearrange the furniture for small group breakouts.
  • Research studies indicate that a flexible learning space can help promote social interactions and improve learning.
  • Research studies on active learning classrooms at the University of Minnesota include two controlled quasi-experimental studies. Faculty members taught two sections of the same course in a traditional classroom and the other in an active learning space. Findings from the studies indicated that their flexible active learning space improved student engagement, helped students improve final grade expectations, and resulted in improved learning outcomes.
Comfortable
The decision was made to use the current movable chairs which are comfortable, height adjustable and provide good support.
  • Comfortable learning environments can help students focus and learn.
  • In another research study at the University of Minnesota, faculty members taught two sections of the same course using an active learning space. The first class was largely expository and was lecture based, while the second class incorporated more active learning techniques. Findings from the comparison study showed overall positive reactions from students and faculty to the active learning space. Furthermore, students taught using a comfortable active learning space outperformed students taught using the lecture bases approach.

Traditional Lecture Classroom
This space was designed for a traditional lecture where the professor is at the front of the room. There are eight half oval tables each with 5 chairs which will comfortably accomodate 40 students total. One major goal with this space was to create an efficient seating layout with increased student space and good sight lines.
new lecture layout.jpg

Lecture and group breakouts
This space was designed for small group breakouts. There are five oval KI tables each with eight to ten chairs which accommodates 40 to 50 students.

new small groups layout.jpg

Furniture

We were asked to utilize existing furniture for budgetary purposes, as well as add in some additional pieces. Below is a description of the proposed furniture for the space.
Picture of the Furniture Items
Description and Pricing of the Items
tables.jpg
The tables in the room are similar to these DataLink tables from the KI website.

Datalink Multipurpose Tables: Similar to what is in the space today.

The existing tables are on casters, allowing for maximum mobility and flexibility within the space. The tables can also be folded away when not in use for a classroom setting.

  • This system employs heavy-gauge steel, cast and extruded aluminum components.
  • Base is built of cast aluminum feet with heavy wall extruded aluminum columns.
  • The flip top table makes storage easy.
  • The table surface is 1 1/8" thick high-density particleboard core with high pressure laminate top.
  • These tables are extremely durable and versatile.
  • The tables are on casters for easy movability around the room.
More information can be found at www.ki.com.

Pricing for this item is not readily available.
chairs.jpg
The chairs in the room are similar to these from the Herman Miller website. $199 each

Herman Miller Caper Stackable Chairs: Existing in the space today.

These chairs are on casters for easy movement and can be stacked away when not in use, allowing for maximum flexibility within the space.

  • Caper chars are movable and flexible, weighing only 9.5 pounds.
  • The seats are molded, contoured, flexible, and perforated with small holes to help keep students cool.
  • They are equipped with casters for easy movement, even on carpeting.
  • They are easily stackable for storage.
  • They are made of up to 25% recycled material and are almost 100% recyclable, when replacement time comes.

Cost per chair is $199.00

More information may be found at www.hermanmiller.com.
lunar-chair-black.jpg
This "Lunar Lounger" is from the Eurway website. $269 each

Eurway Lunar Lounger

These lounge chairs are great for small, more intimate, breakout sessions. They swivel, for easy view-ability. They are comfortable and easy to clean, as the seating surface is made of durable black leatherette.

  • This lounge chair is half-moon shaped.
  • It features black leatherette upholstery with red trim cradled inside a silver plastic shell.
  • Lunar Loungers have a chrome base that allows for 360-degree rotation.
  • dimensions: 27"d 31"h

Cost per chair is $269.00

More information can be found at www.eurway.com.
et804.jpg
This "Trophy End Table" is from the ATG Sores (Lowe's) website. $122 each

Trophy End Table

During intimate breakout groups, one of these tables will go between the two lounge chairs to provide storage for small items and a safer place for food. The "lipped" tray keeps things from spilling onto the floor. The casters make these tables easy to move around the space.

  • The round black glass table top is encircled with a chromed metal ring.
  • The dark walnut wood base sits atop wheels that allow the table to move wherever convenient.
  • It comes equipped with a magazine rack.
  • It weighs only 14 pounds

Cost per table is $122.00
Most information may be found at //www.atgstores.com//.

TEAL-header-02.jpg
Whiteboard Walls in TEAL Classroom at Yale University

Whiteboard walls.

Whiteboard walls allow students to write anywhere they happen to be in the room, allowing maximum flexibility. They also take up zero floor space, unlike conventional easel style whiteboards. They will be mounted low enough to allow access for students in wheelchairs.

  • Made of porcelain-like whiteboard steel.
  • Panels are precision formed on all four sides for an almost invisible seam between panels.
  • Standard size panels come 46" wide by 3/4" thick and up to 10 ft tall.
  • Pre-sized whiteboard wall panels can be made to fit any space.
Sample price for 48" x 120" is $1,467.00
More information available at http:www.magnatag.com//

Color and Floors

Given that the walls are currently white, the team proposes that the walls be painted a medium blue tone, which will add warmth to the space, and allow for proper visibility during video recording.

The existing carpet is drab and worn. The team proposes that the carpet be replaced by carpet tiles that are primarily taupe/peach, interspersed with some blue to add interest. The carpet tiles allow easy access to under floor technology, as well as easy clean up if spills occur.
Based on an eHow article entitled The Best Paint Color for Classroom Walls, by Kevin Dinsmore: "...Warm tones like taupe, and peach provide a relaxing atmosphere that allows learners to focus on their studies rather than be distracted by their environment. These choices also provide a welcome measure of diversity to the frequently monochromatic paint schemes that grace the walls of our places of learning. These colors have also been shown to stimulate creativity..."

Read more: http://www.ehow.com/way_6167416_paint-color-classroom-walls.html#ixzz2vIFmeDR7
Since peach wall colors would not work well for video recording (people would blend into the walls), we opted to use it on the floor, instead.


peach flooring.jpg
The carpet color in this picture is similar to the color palette we propose for the classroom carpet tiles.



Room 5.jpg
Here is a rendition of the wall color we are proposing: Sherman Williams SW6786 Cloudless

Lighting


Overview
There are no windows or natural light. The room lighting will be completely redesigned with LED lighting to:
  • Promote energy efficiency and comply with government standards.
  • Provide variable, programmable and controllable lighting levels to enhance the user experience in a variety of settings.

Zones
Lighting zones will be defined to provide appropriate illumination for activities in various locations in the room, from full spectrum light to enhance focus and attention (http://sgo.sagepub.com/content/early/2012/05/03/2158244012445585), to low level light to maximize the effectiveness of projected material. The configuration will provide sufficient lighting for the presenter, non-electronic displays, and note-taking, but minimize the ambient light level near video displays. Presets will be built to provide one-button access to the most commonly used configurations of dimmer control levels for the room. Presenters will also have access to control of individual zone dimmer levels via the control software should they need to modify conditions for a specific application.

In their design guide for multimedia classrooms (http://classmod.unm.edu/external/NorthCarolina_DesignGuide_2004.pdf),
The University of North Carolina provides a useful delineation of lighting zones for classrooms which has been adapted for this proposal.:
  • Zone 1 – Main audience/common area
  • Zone 2 – Buffer zone (due to the small size of the room, this zone will be minimal and may be eliminated)
  • Zone 3 – Apron/Instruction area
  • Zone 4 – Instructor control station
  • Zone 5 - Board warmer

The room configurations will be comprised of the zones above. In addition, but independent from the grouped zones, task lighting will be installed above and focused on the group tables, with each table having individual control of lighting levels when working in the collaborative mode.

Controls
  • Wall mounted control panels by each door.
  • Motion detector based auto turn off for energy efficiency.
  • Portable controls via the Extron app or dedicated app.
  • Local control at each table for group focus lights.

Video Displays

A combination of projection and HiDef LCD flat screens are strategically positioned within the space to provide comprehensive viewing coverage and flexible options to simultaneously display multiple images from variable sources in both didactic and collaborative configurations.

Projectors
The two existing projectors in the room will be utilized in the redesign. They will be ceiling mounted. The existing mounts will be repositioned approximately 10' from the screen positions (1.5 x screen width - see below).

Projection Control and Routing
Projection control and routing will be incorporated into the Extron system (described below) with mobile controls and a control panel at the Instructor Control position.

Projection Screen Size
The existing 4:3 projection screens will be updated to 16:9 screens. For this space, ceiling height is the primary consideration in determining the maximum screen size suitable for the space. A review of multiple sources, including screen and projection manufacturers, and design standards for established multimedia installations, shows a consensus that optimal screen placement is 3-4’ from the floor to the bottom of the screen and 1’ from the top of the screen to the ceiling. Given the combination of the existing 9’ ceiling in the space, the overall size of the space, and the proximity of the audience, the maximum height of the screen should be 48”. We therefore propose a 92” diagonal screen (45”height x 80”wide), which is a standard 16:9 screen size for both Draper and Da-Lite, two prominent screen manufacturers, avoiding the cost of custom screens (http://www.projectorscreenstore.com/projector-screen-sizes.html)

Projection Screen Material
The screen should have a moderately high screen gain, which increases reflectivity to help compensate for ambient lighting, but not too high that the viewing angle is restricted. It should also be durable and easily maintained. The Da Lite Cinema Vision product meets these criteria (http://www.da-lite.com/dalitehometheater/products/selecting4.php) and provides a 45 degree viewing cone.

Projection Screen Placement
The projection screen placement optimizes the combination of flexibility and resource efficiency, allowing the room to be utilized in multiple configurations and orientations with two projectors. The 45 degree viewing cone provides viewing coverage for the space.The angled screen both contributes to this flexibility as well as maximizes the available wall space for other instructional support tools. The University of North Carolina Multimedia Classroom Design Guide (http://classmod.unm.edu/external/NorthCarolina_DesignGuide_2004.pdf) reports that presenters frequently use projected images in conjunction with written materials. This design provides ample adjacent whiteboard space for each screen.
Slide1.jpg
Projection 1
Slide2.jpg
Projection 2


LCD Screens
The visual display complement will include five backlit LCD flat panels. The wireless routing control for these panels (described below in the IT section) enables the instructor to use them for multiple purposes:
  • They can display content complementary or supplemental to that being projected.
  • They can be dedicated to a social media backchannel dialogue.
  • They can display inspirational or subject-specific artwork to enhance the learning environment.
  • When the class is in a collaborative mode, each table can have a dedicated display panel to view content or mirror a computer screen.

Four of the panels will be wall mounted, with the fifth on a cart to allow the instructor the flexibility to reposition it for specific applications.

Tracking Camera System
We propose installing a Vaddio tracking camera system (http://www.vaddio.com/category/camera-tracking-systems) in the new space. This system is already in use at SDSU, but our client reports that it is underutilized. Instructors have not had enough exposure to the system to understand its benefits. We hope to change that. The camera tracks an infrared (IR) light transmitted by a IR lanyard worn by the instructor. With automatic tilting and panning, the camera keeps the instructor centered in frame throughout the room, providing an automated quality camera image that enhances the quality of classroom feeds and archives.

Video Sources
Instructors will have comprehensive technical toolkit from which to select based on their instructional needs and objectives. The tools available for video playback, display and recording are:
  • DVD - with closed-captioning
  • Computer screen share - wireless interface for both instructor and student share capabilities(see IT section below)
  • Mobile device screen share - wireless interface for both instructor and student share capabilities(see IT section below)
  • Room Cameras
  • Document Camera
  • Shared media drive - access to archived material and larger media files
  • Social media backchannel display (see IT section below)
  • Polling system display (see IT section below)

All video sources can be wireless routed to the projectors and LCD's via the Extron user interface.

Audio


Sound Reinforcement
The existing audio system and speaker array will be used for this space (per our initial Needs Assessment consultation). Controls for room audio will be via the Extron system (below in IT) at the Instructor Control station and by the associated mobile apps.

Microphones
The existing room mics for the campus lecture-capture system will also be used in this design. That audio will also be routed to the room camera records. Due to the room size, a presenter mic is not mandatory for sound reinforcement in the room. However, use of a presenter mic would enhance the quality of the recordings in the room. If budget allows, the addition to the system of a headset mic, such as the Countryman models already in use at SDSU, is a recommended option.

Assistive listening
The instructor control station will include an audio output panel to enable the use of Personal Assistive Listening systems and devices.

IT

The typical smart classrooms at SDSU include two internal computers (Mac & PC), a multi-regional DVD/Blu-Ray media player and connectivity for external devices, AV control panel, ceiling-mounted document camera, and a projector and screen. As with other smart classrooms at SDSU, instructors can record audio and computer-source only using the software-based campus standard lecture-capture system. The classroom we are designing will include all of these elements, but will be supplemented with some new elements to improve the teaching and learning experience. The new space will be considered a BYOD (bring your own device space). It will be platform "agnostic" meaning any operating system will work in this space.

Instructor Control Station:
Inspired by the University of Toronto, our room will be equipped with an Instructor Control Station that will consist of an an electronic podium with simple, standardized connections and controls that will allow the Instructor to easily control all aspects of A/V in the classroom. The Instructor Control Station contains a basic suite of commonly used teaching software and allows teachers to project alternative applications from a laptop, tablet, or other handheld device. It has been designed to provide a core set of tools that every teacher can expect in every equipped room, while staying flexible enough to accommodate exceptional and future teaching technologies. Its features include:
  • Access to the SDSU wireless network
  • A built-in computer equipped with Microsoft Office Suite, Adobe Suite, Google Drive, and all other applications available to the SDSU faculty
  • Ability to connect a laptop or other portable device to the Station
  • Extron TouchLink Control Panel
  • DVD/Blue-Ray player
  • External inputs for auxiliary audio and video
  • Poll Everywhere / Social Media as a part of the desktop configuration
  • Portable device (IPad with TouchLink app)
  • Output panel for assistive devices
  • A phone mounted on the wall directly behind the station and another next to the classroom door
  • A step by step photo based manual to walk the Instructor through each process and application

We suggest an Instructor Control Station similar to the model pictured below, however the University may have access to or build a station similar to this system. The stand itself is not necessarily the important piece, the technology built within the stand is what will make the Instructor Control Station an important piece of the Active Learning Classroom.


Teacher podium cropped.jpg

Interface
The campus uses Extron as the chosen interface. The instructor will have an Extron Touchlink Pro Touch panel located at the teacher control station http://www.extron.com/company/article.aspx?id=csproseriesad
This is a customizable touch panel that can be easily configured to meet the needs of the room. This control panel will allow the instructor to control all A/V screens and devices that are in the room. The teacher can control remotely from any part of the room using an app on his/her tablet or phone, so as to not tie the instructor to one location. The app is TouchLink for iPad.

Document Camera / Visualizer
The room will be equipped with a ceiling mounted document camera, WolfVision VZ-C12_3Ed Ceiling Visualizer. This is a high image producing camera that can be controlled through the TouchLink pad. It can project a much larger area, with much higher quality, than a desktop model. It will keep the Instructor Control Station free of wires and additional equipment, and will not allow anything to get between the instructor and the image they are projecting.

Student Screen Share
Today's students are digital natives, comfortable using technology to display, share and present information. We want our room to be a collaborative space where students can break out to work in small groups or share with the entire room. To enable this, each table will be equipped with a the Barco CSM-1 ClickShare system. This device will allow the group to wirelessly share their own device to their table's designated wall mounted LCD panel or to the main screen, if designated by the instructor. A ClickShare CSM-1 set consists of two USB-powered devices (the ‘ClickShare Buttons’) and a Base Unit. The Base Unit has a fixed connection to the group LCD screen, and displays images up to full HD resolution via its HDMI or VGA output. Users can use the ClickShare button through a laptop computer and immediately, their desktop screen image is wirelessly transferred to the LCD screen. Alternatively, when using a smartphone or tablet (either iOS or Android-powered), a simple app allows content sharing, as well. Only one user can share on-screen at a time, but eight Buttons can be connected wirelessly to the base unit, ready to share.
__http://www.barco.com/~/media/Downloads/Brochures/A-D/ClickShare_en.pdf__
__http://www.avnetwork.com/av-technology/0002/barco-csm-expands-the-huddle-room-category/92156__

ClickShare App - The ClickShare Presenter app allows users to quickly show static content, including Microsoft Office documents, jpeg images, and pdf documents, from an iOS or Android device. Once downloaded for free from the Apple Store or Google Play, and installed on the device, the app has a virtual ClickShare Button, giving the same functionality and ease of use as the traditional ClickShare Button. Clicking it, enables users to easily share static content on the large meeting room screen.
https://play.google.com/store/apps/details?id=com.barco.clickshare__
https://itunes.apple.com/us/app/clickshare-presenter/id623998894?mt=8

Social Media
Another addition to the room will be use of a Social Media application. This was inspired through research in what other Universities were doing. Purdue University is using a program they created called “Hotseat” __http://www.itap.purdue.edu/studio/hotseat/__ Hotseat is a social networking-powered mobile Web application that provides students the means to give real-time feedback during class. The instructor provides a question which will be projected on a screen in the room (or on the student’s personal device). Students can answer the question or pose their own question / feedback by using their Facebook or Twitter accounts (or through the Hotseat website). SDSU ITS could create their own “Hotseat” style channel or can simply create a Twitter feed for a backchannel conversation regarding the topic of the day. This can be projected on a designated screen by a designated computer or mobile device for students to communicate real time through digital discussion, without interrupting the instructor or student presenters. This is similar to a chat that occurs in the online classroom environment.
** If privacy concerns are an issue, SDSU may decide to create their own channel to make it a more closed system.

Polling / Questioning
There will be a polling system in place through Poll Everywhere. Poll Everywhere was chosen over other polling systems due to its ease of use, cross platform capabilities, customer support, and reasonable pricing. http://www.polleverywhere.com/vs#

Power / Outlets
It is critical that there are outlets in the floor under each table both for power and USB charging capability.

Item / Image
Key Features
Rationale
Extron TLP 700MV TouchLink Control Panel
More information
tlp700mv-lg.jpg
  • 7" color touchscreen with 800x480 resolution and 18-bit color depth
  • Ten field-labelable backlit buttons for expanded control
  • User-friendly volume knob for simple and intuitive volume control
  • Full-motion video display for preview and monitoring
  • Compatible with all IP Link® control processors
  • Mounts on a wall, lectern, or any flat surface
This user friendly interface has expanded control for the instructor to easily control all A/V in the room from one location. We anticipate this will be mounted at the Instructor Control Station, but it can also be mounted on the wall if preferred by the client.


Price: $1502 with Education Contract
Extron TouchLink for Ipad App
More Information
external image _Fk-0IZzDeCA_S_yas4UKPFron-DyAO2fapK7cKLyj5qkmVPh03MvMQ7dHvuw0DIxEw1vAOC4V-R4FEzojxivE8AOsimaxcANS2k-UFMNPJyFdNfbZSVnC-hVs-apQ
  • Familiar user interface duplicates the installed TouchLink touch panel GUI
  • Room Manager allows users to easily add touch panels and customize room lists
  • Quickly switch between rooms with a single tap on the screen
  • Button tracking allows iPad and touch panel to stay in sync
  • Provides real-time status and remote control of multiple rooms for troubleshooting and management
The instructor will be able to control the A/V in the room from various locations and will not be limited to stay at the Instructor Control Station.

Price: $4.99 on ITunes
WolfVision VZ-C12_3Ed Ceiling Visualizer
Brochure

Document camera.jpg
  • Ultra high resolution 1-CCD SXGA camera
  • 3 native resolution: SXGA (1280 x 960 - 4:3), WXGA (1280 x 800 - 16:10) and 720p HD (1280 x 720 - 16:9)
  • Maintenance free high brightness LED light system (Higher light output, less power consumption, no more changine of lamps)
  • Additional LAN-features like streaming in multicast and singlecast (Unicast) mode, authentication, etc.
  • Integrated seamless switch with fading effects
  • Advanced keystone correction
  • USB-host port for connecting USB-sticks (as extension of image memory, etc.)
  • Easy up and download of images
  • Advanced controlling with professional protocol via RS232, LAN and USB
  • Improved graphical on-screen menu
  • Low power consumption (50W), very quiet operation
  • New mainboard with even more computing power and additional resources (For more features and enhancements to be added later on via Firmware Updates)
  • Five-year warranty
This document camera is designed to keep the Instructor Control Station free, so that nothing disturbs the view between the speaker and the audience. The ceiling visualizer is also easy to position because it has a lightfield that is projected onto the working surface. It will be easy to use for the instructor and can be controlled by the Extron TouchLink control. It has the capability to capture a large area and project a quality image.
Price: $13,994 (Education pricing)
external image 3vaIYDJlbps2d588dnOIsWnEySfMQnIisiQtLgVV62dqMp02DqkbeGc260AJykKzM49X3wByn-Ca0FagbqCd_UfMGeU-KBc7AayCCMhEKwtg2Wvi2vBYmiOanOCQTwBarco CSM-1 ClickShare system
Brochure
A ClickShare CSM­1 set consists of two USB­powered devices (the ‘ClickShare Buttons’) and a Base Unit.
The Base Unit has a fixed connection to the meeting room’s visualization system, and takes care of all the needed processing.

Users who want to get their presentation on the large meeting room screen can simply connect a Button to their PC or MAC. They start the application, click the ClickShare Button, and immediately their desktop screen image is wirelessly transferred to the large visualization system, or to an individual LCD designated to the group table.

Alternatively, when using a smartphone or tablet (iOS or Android), there is an app that will allow the user to share content using the device rather than the ClickShare Button.
We propose 1 unit per group table. The base unit will be connected to the LCD screen designated to the group table.Only one user can share on-screen at a time, but eight Buttons can be connected wirelessly to the base unit, ready to share.

Price: $1750 per base unit + 2 ClickShare buttons
Extra buttons $395 each

App: Free through ITunes (iOS) or Google Play (Android)

A.D.A. Design Considerations
  • Tactile button control panel at the instructor control station
  • Output panel for audio assistive devices
  • Closed captioning for video content
  • Tables and Chairs on Casters, allowing for movement to make room for wheelchairs
  • Whiteboards mounted low enough to allow access for students in wheelchairs

Technical Support
Ongoing support and maintenance of this space will be provided by the SDSU Instructional Technology Services. Our team will provide a detailed job aid for the installation, programming, and configuration of all equipment included in the installation. The Projection Capable Classroom initiative at the University of Minnesota identifies the importance of simplicity of the user interface for technology (http://www.classroom.umn.edu/cts/pcc-overview.html). We will collaborate with the Instructional Technology team to identify the most probable configurations of the technical complement and work to simplify the user interface by programming presets into the control systems for one button access. These presets will then be tested with a sampling of potential end users and adjusted based on their feedback. Also, with input from the Instructional Technology team and potential end users, we will develop a job aid specific to the daily operation of the active learning space.


Assessment

There are a few data collection methods which can be used to test the effectiveness of our active learning space. These include sources such as classroom video recordings, interviews, and focus groups. These could be used to obtain student and staff reactions to the active learning space.

Furthermore, a formal research study can also be conducted such as a quasi-experimental study in which relevant demographics and aptitude related variables are controlled. In order to perform such study, a faculty member could teach two sections of the same course one in a traditional lecture room and the other in our active learning space. Conceptual learning assessments including pre and post tests can be performed in order to collect data. Findings from such study could potentially reveal that our active learning space improved engagement and resulted in improved learning outcomes.


Link to Presentation


Click to view the online presentation of this proposal.

Resources


Active Learning Spaces- General Information

Frazee et al. (in press). Examining Learning Research Studios at San Diego State University. San Diego, CA: San Diego State University.

Learning in Innovative Spaces; RMIT University, Australia
http://raws.adc.rmit.edu.au/~e45750/blog2/wp-content/uploads/2012/02/Learning-in-Innovative-Spaces.pdf

TEAL at Yale
http://teal.commons.yale.edu/

Technology-Enhanced Active Learning at MIT
http://web.mit.edu/edtech/casestudies/teal.html

UMN Active Learning Classrooms
http://www.classroom.umn.edu/projects/alc_report_final.pdf

UMN Projection Capable Classroom Standards
http://www.classroom.umn.edu/cts/pcc-overview.html

University of North Carolina - A Guide for Architects and Engineers: Multimedia Classrooms and Other High Tech Spaces
http://classmod.unm.edu/external/NorthCarolina_DesignGuide_2004.pdf

University of Toronto - Technology in the Classroom
http://www.teaching.utoronto.ca/teaching/essentialinformation/educationaltechnology/technologyinclassroom/tech-faq.htm
http://www.utoronto.ca/teachingstation/TeachingStationHandbook.pdf


Colors in the Classroom (Floor and Walls)
http://www.ehow.com/way_6167416_paint-color-classroom-walls.html
http://www.jisc.ac.uk/uploaded_documents/JISClearningspaces.pdf
https://www.sherwin-williams.com/visualizer/

Furniture (Tables and Chairs)
[[@http://www.ki.com (KI Tables)]]
http://store.hermanmiller.com/Products/Caper-Chair?utm_source=msn&utm_medium=cpc&utm_content=%7Bkeyword%7D&utm_campaign=Seating (Herman Miller Caper Chairs)
http://www.eurway.com/modern-office-furniture.html (Lunar Lounger)
http://www.atgstores.com/end-tables/creative-images-et804-trophy-end-table_g727462.html?af=3631&cse=3631(End Tables)

Technology

Barco ClickShare
http://www.comm-tec.de/englisch/Barco-ClickShare.html

Classroom Polling: Poll Everywhere
http://www.polleverywhere.com/vs#

Da-Lite Screen Products
http://www.da-lite.com/dalitehometheater/products/selecting4.php

Extron Electronics - University Design
http://www.extron.com/schools/index.aspx?s=hp04

Illuminating the Effects of Dynamic Lighting on Student Learning
http://sgo.sagepub.com/content/early/2012/05/03/2158244012445585

ISC: Designing Spaces for Effective Learning
http://www.jisc.ac.uk/uploaded_documents/JISClearningspaces.pdf

Projection Screen Store - Draper And Da-Lite screen sizes
http://www.projectorscreenstore.com/projector-screen-sizes.html

Purdue University - Hotseat Social Media
http://www.itap.purdue.edu/studio/hotseat

Vaddio Tracking Camera
http://www.vaddio.com/category/camera-tracking-systems

WolfVision Visualizers
http://www.wolfvision.com/visualizer/index.php/en

Whiteboard Walls
http://www.magnatag.com/page/WWM/WWMsystem/whiteboard-wall-panels.asp