techstudio2010

Tech Studio Team Presentation
 * Team Members: **
 * Brian Campbell • Dana Ditman • Jennifer Ellis • Sue Harlan • Melissa Hughes • Grace Reyes **

**BACKGROUND**

Welcome to Stone Creek Elementary! This school has been educating students for 25 years. Recently, the school completed a major renovation that was rather limited due to financial constraints. Thus, renovations were restricted to ADA compliance and building code upgrades. The entire staff welcomed the change, looking forward to a newly relocated library and computer lab. Despite the new furnishings and hardware, some aspects fell short of stakeholder expectations. Unfortunately, the modernization team hadn't consulted the stakeholders about what they wanted to see in their newly remodeled rooms. For this reason, the computer lab is in need of additional improvements to create a truly flexible and interactive space.

In this design proposal, the computer lab will go through redesign, with major stakeholder involvement. The proposal will show the results of a short needs assessment, including the design concept and floor plan, design team experts' design rationale, and subsequent evaluation of design effectiveness. The results of the proposal will drive the design of a new Stone Creek computer lab that will attempt to address the needs all stakeholders. Below is a picture showing the existing condition of the computer lab.

|| ||
 * Stone Creek Computer Lab**

=**NEEDS ASSESSMENT**=

The school's computer lab is currently set up to provide a minimum of 36 student workstations for grades K-6, as well as 2 instructor workstations. Our needs assessment included input from several stakeholders, including students, instructional staff, the principal, IT tech support staff and the custodian. Through the interview process, our team collected key data and identified recurring themes of what the stakeholders wanted to see in their computer lab. Aside from interviews, we based our assessment on observation of the space's use, adjacent classroom and hallway space, the room's current technology and software and the scheduling of the space. The current workstations are modern and efficient with up-to-date software. In almost every response and observation, the issue of space was a recurring theme - either not enough space, not easy to navigate, not easy to share, or not easy to clean around.

Although we had ample input about the students who currently use the space, we still created the following ad-hoc personas to help us better understand not only how the space is currently used, but also how the new areas might be used:
 * a 5 year old who has never used a computer
 * an 8 year old who is extremely experienced with computer use and needs more than the group instruction can offer
 * the 12 year old who needs to work independently
 * the independent study group that needs to collaborate
 * a novice teacher with little technology background

We uncovered great levels of frustration for all those with no experience with the technology. Frustrated students led to discouragement and misbehavior. Frustrated staff led to underuse of the facility. Group workers were loud and disruptive for the current sized room, and there was no option for the single student who needed to complete independent work or online testing. Based on these findings, we categorized the description of our stakeholder needs, as follows:

via conversation || * A lot of expensive, portable equipment to track via conversation and surveys || * Not all students can see the projection screen via conversation || * Because of wiring, tables are hard to move for cleaning. instructor observation/interview || * Many primary grade students need to sit on their knees to reach keyboards via email and interview
 * = ==**Stakeholders**== ||= ==**Comments**== ||= ==Ideas== ||
 * < ==Principal-==
 * An excessive amount of toner and paper usage
 * Overflow students are working in hallways, blocking pathways || * Need secure storage/ ID method
 * Need printing management program
 * Need space for collaboration ||
 * ==**Teachers-**==
 * Some students can't see over the monitors
 * There's is no space on the desktops for work
 * There is no place for group work
 * There is no empty table for student or staff work
 * Students can see each other's screens during testing || * Provide more wall monitors
 * Increase desk sizes
 * Move towers off tables
 * Provide additional tables for group or individual work
 * Improve testing privacy ||
 * ==**Custodial Staff-**==
 * Towers (there are still several on the floor under desks) are in the way when vacuuming
 * Table tops are difficult to clean as there is no where to move the desktop equipment || * Need movable desks, flexible wiring setup
 * Need tower solution
 * Improve work surface space ||
 * ==**Students-**==
 * Many can't see screen
 * Upper grade students can't easily drag chairs over to a workstation or gather around a workstation for collaboration
 * Students have trouble saving group projects
 * Students don't have room for other work || * Improve adjustability of chairs
 * Provide collaborative areas
 * Provide easy to move seating
 * Student need group access file sharing ||
 * ==**Technology Support Staff**==
 * Network Specialist, Pierre Pham
 * Computer support specialist, Craig Spargo
 * LAN Admin, Sue Harlan || * Cabling is rigid, prevents desk movement.
 * Need better wireless access
 * Not enough AC power outlets
 * No extra internet drops for additional computers
 * There's no way to keep track of printing
 * No place to store or work on equipment
 * Need to secure equipment || * Need to improve power and internet drops
 * Need a print management tool
 * Need more access points for wireless
 * Need storage for laptop and doc cameras
 * Need charging stations for slates and laptops
 * Need ID method/engraving/barcodes ||

EXTANT DATA
Aside from our own observations, our design team drew upon existing research and data that relates to these issues raised during our stakeholder analysis. Johnson and Lomas in Design of the Learning Space remind us that structures and buildings will outlast the technology, which evolves every 2-4 years, so our design must build flexibility into the furniture and the room layout. We need to provide an infrastructure that's easily accessible and changeable. They also stress that in order for a learner to really grasp knowledge at a deeper level, he needs to apply that information in a collaborative and interactive environment. To encourage this, the room's design must offer areas for small, interactive group work which will also allow for immediate peer feedback. It's also important to know how the instructors intend to use the space so we need to gather grade level goals for classroom projects in the lab.

The space can be considered successful when, at minimum, it is used as planned or when used even more innovatively; therefore, in assessment we need to compare previous output to new production and consider the quality and complexity of the work. Launching anything new requires an introduction and applications for its use so we will need to provide the instructional staff with technical support and ideas for implementation.

Oblinger comments in Educating the NetGeneration that today's college student is more visually skilled, is able to move quickly from topic to topic, and prefers to discover solutions on his own, rather than be given information. Primary school-age children have had even more exposure to digital technology than their older siblings, but even though they may have more exposure to these tools, knowing how to use them effectively is not innate. Our obligation is to provide them with not only the technology tools for the future, but with the knowledge of and practice in using the tools interactively, effectively and ethically. Our lab must give the elementary student a chance to practice interaction and learn the foundations of good communication and collaboration as well as ethical use of information.

Long and Ehrman point out in Breaking out of the Box that not all room design needs to focus on just collaboration. It's important that the room design supports the instructor's ability to provide feedback and support to the learner. Our room design must allow complete visual access to all students' monitors and easy physical access to each individual. The instructor must have remote tools that allow her to move easily and freely about the room while controlling her presentation and meeting the needs of her students.

In Learning and Design Principles, Johnson and Lomas stress that of primary consideration should be the goals of the institution. One of our school goals is to encourage the student to become an independent critical thinker; one who can locate information, evaluate its worth, and apply it or use the information in a new way. Another goal is for the student to learn to work with his peers collaboratively. With these goals in mind, we must provide space, not only in the layout but on the network for exploration and sharing of information.

From How People Learn, we as designers need to keep in mind the interrelated aspects of learning environments. This learning "ecosystem" includes the learner, knowledge, assessment and the community. The environment must allow and encourage the instructor to consider the learner's culture and current knowledge level when planning instruction. The learning space can offer the teacher diagnostic tools, the simplest of which is observation, to discover and understand the learners' skills and knowledge. By observing how the student uses the equipment, navigates the network and the internet, reacts to challenges and helps his peers, the instructor can determine needs and skills. The room must give the instructor the visibility and student access to accomplish this. To help the student own the knowledge, we must provide easy access to appropriate resources such as K-6 databases, multimedia software and communication tools. Tools that enable assessment would include small-group work areas for peer feedback, teacher controlled remote-access to student workstations, screen sharing of work among peers or with whole group instruction, and student responder systems. Finally, all facets of the school community need to be drawn into the learning process. Parent partners can be encouraged to assist in the lab, projects can be family oriented, and experts from the community can offer information either live or virtually through conferencing.

=RECOMMENDATIONS=

General
In order to solve the major issue of not enough space, we will need to find more, and we can do this by annexing an unused, adjacent classroom, thereby doubling the overall square footage of the space. This additional space will allow for different multi-use areas within the room and improve movement from area to area. The result of this expenditure will be a multi-purpose room that can allow for primary grade, whole-group instruction while upper grade students work in groups in other sections of the room. This mutlifuctional approach would prevent students from having to work in hallways or other unsuitable areas. The different room divisions will also allow some students to finishing online testing while others have moved away to complete group work. If the school's population increases so that more classroom space is needed, the wall can be restored between the two spaces.

We would also recommend a small additional structure added to the side of the room on the exterior wall for equipment storage and a workroom for repairs. This room would align with the edge of playground and not consume any of the play area. Since access would be only on the interior wall, there would be more secure storage of valuable equipment and tools. For additional security, each laptop will be engraved with a school asset ID tag and affixed with a barcode indicating its identification within the library cataloging system. All laptops will be stored and recharged at end of day in a locking laptop cart and placed in this locking workroom.

**Rationale **
As little as ten years ago architects had little idea what the classroom of the future would look like. Even in the past five years technology has changed dramatically. This constant change poses a unique challenge when selecting furniture for a computer lab. In selecting and recommending furniture for this design challenge, we considered durability to be the main criterion. Specifically, we are concerned not only with the durability of the material itself but also that the designs we produce will withstand the test of time. The furniture will most likely have to outlast several rounds of new technology and therefore must be able to adapt to new needs. One section of the lab satisfies the more traditional needs of a computer lab for testing and modeling. The other section of the lab addresses 21st Century trends of collaboration and multimedia production. The furniture provides a flexible medium for bridging the two areas, as well as allowing for new configurations in the future.

The overall color scheme will be various shades of blue as well as maple wood accents. The color choices set a calming tone but also keep the space looking distinct from regular classrooms. The paint will be a semi-gloss paint light slate blue on three walls and a darker blue on the main screen wall to draw attention and not distract from the screens. The student desks selected for the traditional area of the lab can be easily used with desktops. Being individual desks they will also work well if the lab transitions into laptops and there in more flexibilty in the seating arrangement. All furniture will be on casters or gliders to allow easy recongfiguration in the future. All the desks, chairs and tables are height adjustable to meet the variety of students in an elementary setting. In the collaboration area the furniture swiches from traditional school furniture to furniture with a more relaxed tone. The tables and seating encourage group work and creative thought. The current rigid furniture structure almost prohibits collaboration, thereby limiting the the type of work that can be done in the lab. The furniture choices meet the current technology and instruction needs as well as providing the ability to adapt and change the configuration of the room to meet the needs of the future. (Please see furnishing details below)

**Rationale **
As suggested by Johnson and Lomas in //Design of the Learning Space//, new technologies are improving communication, access to information, and interaction. To achieve these goals, we concentrated on flexibility, visibility, space, and power to guide us in our technology choices. While providing a hazard-free environment, raised-access floors for cables and electrical wires also allow easy access to power and internet lines for any future room re-configuration. For the group instructional areas we will have hard-wired desktop PC's for the most secure, consistent access. Student desktops will have height-adjustable monitors with additional USB ports for removable drives or USB peripherals. We chose PC's with fast processors and ample storage for the multimedia and conferencing work areas, and accompanying over-sized monitors for screen sharing. Multiple wall-mounted LED-LCD screens as well as a wall-mounted projection screen will increase the visibility of all presentations. To encourage student interaction and collaboration, we have included multiple small tables where students can work wirelessly on laptops. All workstations have headphones and microphones for interaction, production and noise canceling. The teacher is untethered from all the equipment and free to move about the room through the use of a wireless slate, yet she can stay "connected" visually and directly by using a lab management system. Overall, we envision a space that not only offers ease in physical navigation, but also allows fast and easy access to the internet and to ample network storage. (please see bottom of page for technology specifics)

**Rationale**
The Tech Studio's physical space is divided into two main areas: one with rows of workstations and one with collaborative meeting areas. For the computer stations, lighting must be such that students can see without the glare from sunlight streaming through a window in the room. However, natural light will be used with mitigation for this glare. Specifically, light choices have been made to include light that is pleasing and healthy for the users, yet efficient for the environment. In order to keep with our multifunctional theme, our lighting aims to accommodate a wide variety of situations from a whole class lesson of thirty students to a breakout staff meeting of thirty adults. Since the space's primary purpose is to serve students and staff facing computer screens for an extended period of time, as well as small cooperative project areas, the following suggestions would be made for their comfort and learning.

**Design Details**:
//**Overall Tech Studio**// - Full–spectrum fluorescent bulbs would be installed in the existing ballasts of the ceiling to light the entire room. This would carry light to both the main area of computer workstations and the cooperative group tables in the back of the room. The use of full - spectrum lighting takes into account many articles and research that has shown that students perform better under these lighting conditions since it best mimics daylight. The lamps would give off a warm and natural glow, while providing overall sufficient light to every area of the room.

//**Window Space**// - The tech studio would have ample window lighting with more natural light coming through narrows windows at the very top of the wall. High windows would remind occupants that they are not in a closed, sterile environment but are still connected to the outside world. These windows could be also be controlled by the teacher to open and close for marginal ventilation and have remote-controlled light-blocking shades.

//**Small Group Project Areas**// - Collaborative meeting tables placed towards the back of the room would have task lighting for individual or small group work. Light would come from incandescent mini pendant light fixtures suspended from the ceiling (see bottom of page for specifics). The brushed nickel or cooper finishes provide a hi-tech, contemporary tone to the room, as well as blend with the light blue colors of the room's walls.

//**Lighting Efficiency**// -. Occupancy sensors and dimmer switches would help alleviate conditions in which a user may leave a light on. With the occupancy sensor, the room's light may shut off after a period of time when everyone has left the room. The Lutron brand producing a model which is sensitive enough to be programmed for students in the room using a computer, without mistakenly thinking the room is empty. Dimmer switches and a remote by Lutron would also give the instructor easy access to lighting arrangements for any particular area of the room. For example, the instructor may need the workstation area light off, but leave the task lighting on for student projects. A remote & dimmer would solve this problem.

//**Storage Lighting**// - The adjacent storage room and various cabinets in the room also need lighting, but access may be minimal. Energy-efficient fluorescent bulbs in the storage room would provide enough light to access materials, and are durable to withstand traffic in and out of the area. Smaller cabinet spaces located throughout the tech studio may need temporary LED light fixtures to find a particular office supply when the room is too dim or dark, such as during a presentation.

**Rationale**
Two key factors are at work in the design of this tech studio: functionality and flexibility. The lighting and audiovisual techniques our team has chosen support learning with active, purposeful design. The instructor should be free to move about without extraneous strain or effort. With a remote control system, the teacher can control both the audio and visual inputs for students. From an auditory perspective, the flexible pa system generates sound in multiple directions, allowing the presenter to choose a launching spot and easily direct sound toward the audience effectively in any direction. Research also suggests that effective learning happens best with minimal background noise. This is the reason for the acoustic tiles and dampening materials along the walls and around the A/C unit. Because noise comes from different sources, including A/C, ambient noise outside the classroom, and the sounds of functioning computer equipment, an evenly balanced approach to noise mitigation is being taken. Both a surround sound system and a mobile PA system would provide ample sound projection capability, without hardly any floor plan footprint.

Visually, the colors of the walls would be made of lighter blue colors that mimic natural oceanic tones, in order to help with concentration and lighting contrast. From a visual perspective, larger, wall-hung screens would make displays more visible to students and staff. Also, mobile whiteboards and interactive tablets would allow the students to move around the room and collaborate with ease while they complete learning tasks assigned to them. A remote control wall partition suspended from the ceiling, would also be installed for dual purposes. This solid shade could partition off the workstation area from the collaborative area, giving the effect of two rooms. It would also reduce any sound from either area. An extra plus to having the wall partition would be to its additional "real estate" space to accommodate a document camera image or other projector-type visual.

[|Sound Silencer P.E.P.P. (Porous Expanded Polypropylene)] is a multifunctional sound reduction material which would be used strategically on all the wall spaces. These panels are available in either Charcoal or White and are generally sold in the 2′ x 4′ size. They mount directly to the walls with a [|tube-type adhesive] and a [|spray adhesive]. They are generally installed on the walls around the room – either spacing the panels around the room for even coverage, or installed in a group with one panel touching the one next to it. The 1″ panel has an NRC (Noise Reduction Coefficient) of .45 and the 2″ panel has an NRC of .70. They can also be covered with artistic or colorful material.

In summary, these tiles will mitigate not only sound, but also vibratory energy from the A/C unit. They will also improve auditory efficiency throughout the lab, allowing for both students and teachers to communicate more effectively. In addition to the mobile floor PA system, a ceiling-mounted surround sound system would be used for general sound (videos, multimedia, etc.) Finally, the combination of light blue tones and sound panel textures will provide a relaxing, yet intellectually inviting environment for learning to take place.

(Please see more Lighting, Audio and Visual details below)

Ergonomics / Room Layout
media type="custom" key="6551267"

**Rationale**
In order for the architect to effectively implement our design ideas, he/she needs to understand how each stakeholder needs to use the room. The room needs to be equipped and designed to allow each person to complete his/her learning objective in the space.

The Cornell University Ergonomics website states, in the guidelines for children when they are computing, that they should be in a “neutral work posture," as follows:
 * Back supported by chair
 * Feet firmly on a surface for support (floor/footrest)
 * Head balanced on neck (not tilted forward or back)
 * Angle behind knees should be 90 degrees or more
 * Upper arms close to body and relaxed
 * Elbow angle greater than 90 degrees
 * Wrist neutral (less than 15 degrees)

<span style="font-family: Arial,Helvetica,sans-serif;">To ensure that the new space allows students to commit to neutral work posture, we are equipping the Tech Studio with footrests and adjustable chairs. Each student will be able to adjust his work station so he can work comfortably.

<span style="font-family: Arial,Helvetica,sans-serif;">The Tech Studio is also designed to accommodate collaboration and group projects. As evident from the floor plan visual, we have applied a zone strategy to the space which resonates in the color, type of furniture and equipment available in each zone. The large group instruction area seats up to forty students and two instructors. Students are seated individually and are able to swivel in their chairs to view demo screens, an instructor, or a neighbor as needed. Instructors can easily view student monitors and move among the workstations with ample clearance. We chose color to support the kinds of learning that take place in each zone. This zone has a neutral grey-blue palette to reinforce focused presentation or testing activity.

<span style="font-family: Arial,Helvetica,sans-serif;">The collaboration zone on the opposite side of the Tech Studio features a brighter palette of cool colors which support reflective work but don’t inhibit lively collaboration. A varied assortment of furniture, computers, peripheral devices, and brainstorming tools enable work on many kinds of projects by many kinds of people. This is the zone where students and teachers can connect to collaborate on projects or help each other with individual needs. There is a multimedia workstation and a teleconferencing station. All furniture is modular and movable, and there is both wired and wireless internet access.

<span style="font-family: Arial,Helvetica,sans-serif;">Here is a design concept, as suggested by Reynard in Designing Learning Spaces for Instruction, not Control,of the collaborative space. The dotted lines indicate flexibility in arrangement and the double arrows show interaction patterns: <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">We have learned and acknowledged that effective learning environments are flexible and dynamic. Our floor plan is designed to optimize the learning affordances that technology offers today with an infrastructure that will support advances in technology to come. The goal of the design is to support a multitude of learning opportunities, including guided, blended, and problem based learning. All students and teachers are welcome in the Tech Studio, and we strive to assure access to the tools and the space they need.

=IMPLEMENTATION=

=
In order to set our audience up for success in the new Tech Studio, our roll-out plan includes a multitude of techniques. We have already solicited input from our stakeholder representatives, and have asked them for formative input as the renovation progressed. We have executed usability tests at regular intervals and have acted on the results, so we are counting on the good-will and boosterism of our development team.======

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We plan to host a welcoming, open house event to start the general roll-out. We will have teams posted at each workstation to demo ways of using the new space and to help visitors with a little hands-on test drive. We will follow up during the school week with a presentation at a general staff meeting and with grade level small groups during teacher prep time. Grade level teachers will meet with the tech staff on a monthly basis to learn and share new ideas for creating collaborative, content based projects. The technology staff will design a staff wiki for an exchange of ideas, lessons, questions and comments.======

=
Each teacher will be provided with a Tech Studio checklist. They will demonstrate their mastery of each skill on the list which will qualify them to run the studio solo. The teacher workstation will be stocked with job aids for all equipment as a backup. Fortunately, our school still has our intrepid Computer Tech who will be available during the school day to assist all users.======

As far as maintaining the learning space, both the equipment and the network will continue to be maintained jointly by the building tech and the district IT office. They will be conducting all regular updates, including upgrading outdated equipment and keeping all components of the lab in proper working order. The custodian and teachers will follow through with keeping the lab clean and useful for many years to come.

=ASSESSMENT=

How will we know if our learning space design has been successful? Using a variety of assessment methods will provide a clearer picture of the success of the learning space. To determine our goals for flexibility, interaction and collaboration, we will include observations of students and instructors using the space, considering both the learning and the teaching that is taking place. We would observe to assess the fluidity of movement about the room as well as ease of use and access to the technology. Is the technology transparent enough that the teacher can spend more time in actual instruction and the learner in learning.? We should try to determine the level of engagement of the users at each station in the room, with each other, and with the instructor. Though engagement is difficult to quantify, we would be trying to identify a relationship between actions in the room and design aspects of the room.

These methods can include:
 * **Observation** of students and instructor using the space both early in the Studio's use and later in the semester/year.
 * Evaluators (instructors, tech support, administration) might observe students at least once per grade level each semester during collaborative activities. To assess levels of engagement, reviewers might consider:
 * How much effort, involvement, attention is devoted to the activity
 * Do students appear connected to the space?
 * Are they interacting?
 * Are they interested in their activity, showing enjoyment?
 * Are they meeting the challenge of the activity and thinking for themselves?
 * Are they moving easily throughout the room?
 * Is it easy to meet around the work tables?
 * Is the wireless access supporting their activities?
 * Are they completing work on time?
 * Are they creating original content?
 * Video observations can compare classes (If instructors are agreeable to this, taping can occur both early in the room's first use and then later in the year.)
 * Evaluators can compare classes from different grade levels and within the same grade levels, but different instructional projects.
 * **Survey** of student and instructors concerning the use of the space (At the opening of the Studio and at least twice throughout the year, or if room changes occur.)
 * Ask about the user's initial impressions of the space
 * Ask how users felt about their connectedness to the space.
 * Compare the instructors' and students' feelings about the space.
 * Determine users' physical comfort level in the room.
 * **Blogs (ongoing)**
 * Students and instructors can record their impressions and respond to prompts about the learning space
 * This can be an ongoing, yearlong project that would reflect how students and instructors feel about the space as they adapt to it.
 * Users can offer suggestions for additions, changes, or improvements.
 * **Reviewing** student products created while using the space (ongoing throughout the school year)
 * has quality and depth of output improved compared to prior work?
 * are the users and instructors more engaged in their learning and teaching process?

How will we know if the room is succeeding? If we create flexible, comfortable space with transparent technology and technical support, our learning space should encourage interaction, collaboration and even experimentation so that the users may not only discover new uses for the space but flaws in the structure. A successful space encourages creativity, possibly even resulting in creations and uses not even imagined by the designers. With all of the data informing our design, we hope to see positive assessment results for this learning space. Based on the results of our ongoing assessment, the administration (principal) would consult with the Computer Tech and be in charge of any changes that would be made in order to meet instructional goals and objectives.

=CONCLUSION=

The fundamental purpose of our Tech Studio design is to provide a space with universal access that supports learning activities that take place there. Our design aspires to give access to the affordances that technology offers today, and to provide infrastructure that will support technology we haven’t imagined. Toward these goals, we propose putting money into square footage, power, bandwidth, and modular, movable furniture.

In the iterative process of evaluating and revising the studio, we want to answer, “YES!” to questions like these:
 * Are we teaching our students the skills they will need to keep up with the rapidly evolving and constantly changing world of information?
 * Will they be able to locate and manage the voluminous information with a critical eye?
 * Are they learning how to use this information to innovatively solve problems?
 * Will they not only be able to use different methods of communication but also will they have honed their collaboration skills?
 * Will they know how to adapt in the face of constant change, and will they understand their role and responsibility in maintaining the integrity of this information?

To prepare students for a techno-global environment, we must provide the tools and spaces to acquire and practice these skills. These learning spaces should not be rooms that merely house technology, but Tech Studios; spaces for people that encourage movement, access and interaction, that invite technology into the space as part of the creative process in the 21st Century.

=RESOURCES=

//﻿General//
//21st C Learning Skills // //Breaking out of the Box// //The Space is the Message// //Assessment: The Key to Creating Spaces that Promote Learning// //Data-Driven Assessment// //Assessment of Learning Spaces// //[|Design of the Learning space: Learning and Design Principles]//

//Furnishings//
StaticWorx American School and University Interior Environment

//Audio/Visual//
//Computer Room Design// //21st Century Top Design Ideas// //K-12 Resource List// //Comprehensive Technology Design Planning// //[|Lighting Ergonomics: Effects on Learning]//

[]
//considerations for design // Interactive Wall //Computer Lab Planning // The Color of Learning

=Product Examples=  **Lights** 32 Watt Full Spectrum Fluorescent Light Bulb 4' Length, 1" (T8) Diameter 5000K Color Temperature F32T8 Full Spectrum || || Ceiling room lighting to replace existing ballast ceiling lamps. Full spectrum lighting mimics daylight providing the healthiest light for students to work in for long periods of time. || Felis incandescent mini pendant light with a glass shade in brushed nickel or copper and a canopy and cord in 4 finishes. ||  || Task lighting for instructor stations and collaborative group desks. || LED battery operated puck light with 3 super bright white LEDs which can add extra temporary light where needed. ||  || Cabinet lighting for drawers in needed when room is completely dark during a presentation. || T5 Fluorescent light bulbs ||  || Storage room lighting, inexpensive, yet durable and energy efficient. Serves the purpose of needed light when going in and out of the annex storage room for equipment. || Lutron Electronics Maestro IR Remote Control Dimmer. Infrared remote control to used as a dimmer switch. Adjust levels of desired light and recalls light settings for various areas. || || Dimmer switch and remote can recall presets for multiple areas in one room. If remote is misplace or broken, it may be replaced by a universal remote. || Lutron Occupancy Sensor. The LOS ceiling mount sensors all have self-adaptive technology that eliminates the need for manual adjustments. Adjusts sensitivity and timing to prevent false-off and false-on conditions. || || Good for when the room in unoccupied by students on a weekend or during after school hours. Sensitive enough that programmed levels will not trigger lights to go on or off during computer use or during a presentation, since users may be motionless a long time. ||
 * = ===<span style="font-family: Arial,Helvetica,sans-serif;">Description === ||= ===<span style="font-family: Arial,Helvetica,sans-serif;">Picture === ||= ===<span style="font-family: Arial,Helvetica,sans-serif;">Rationale === ||

**Sound**

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 **Furnishings** <span style="font-family: Arial,Helvetica,sans-serif;">** Individual desks: ** <span style="font-family: Arial,Helvetica,sans-serif;"> || <span style="font-family: Arial,Helvetica,sans-serif;"> Desk from [| Bretford] Color choice: natural maple (not shown)
 * = ====**Description and Rationale**==== ||= ====**Image**==== ||= ====**Sample Details and Comparison to Current Lab**==== ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Large enough to accommodate a desktop computer
 * <span style="font-family: Arial,Helvetica,sans-serif;">Small enough to fit 36 desks
 * <span style="font-family: Arial,Helvetica,sans-serif;">Flat surface for future use with laptops or other technologies
 * <span style="font-family: Arial,Helvetica,sans-serif;">Room for cable management
 * <span style="font-family: Arial,Helvetica,sans-serif;">Flexibility to be part of new group configurations
 * <span style="font-family: Arial,Helvetica,sans-serif;">Meets ADA requirements for height adjustability ||

<span style="font-family: Arial,Helvetica,sans-serif;">Additional features: Tower holder, inside or outside mount <span style="font-family: Arial,Helvetica,sans-serif;">** Student Chairs: ** <span style="font-family: Arial,Helvetica,sans-serif;"> || <span style="font-family: Arial,Helvetica,sans-serif;"> Chair from [|ACP Direct] Color choice: navy (not shown) <span style="font-family: Arial,Helvetica,sans-serif;">** Pinter table/ Storage Cabinet ** <span style="font-family: Arial,Helvetica,sans-serif;"> || <span style="font-family: Arial,Helvetica,sans-serif;"> Cabinet from [|Steelcase] <span style="font-family: Arial,Helvetica,sans-serif;">Color choice: maple **Teacher Desk** <span style="font-family: Arial,Helvetica,sans-serif;"> || <span style="font-family: Arial,Helvetica,sans-serif;">Desk from edufruniture <span style="font-family: Arial,Helvetica,sans-serif;">Printer tablefrom steelcase <span style="font-family: Arial,Helvetica,sans-serif;">color choice : maple <span style="font-family: Arial,Helvetica,sans-serif;">**Student Collaborative Tables** <span style="font-family: Arial,Helvetica,sans-serif;"> || <span style="font-family: Arial,Helvetica,sans-serif;">Table from steelcase <span style="font-family: Arial,Helvetica,sans-serif;">color choice: maple
 * Unlike the current long tables, individual desks allow greater variety of layout ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Ability to swivel to see various points in the room
 * <span style="font-family: Arial,Helvetica,sans-serif;">Height adjustable to accommodate students of various ages
 * <span style="font-family: Arial,Helvetica,sans-serif;">Casters or glides for mobility
 * <span style="font-family: Arial,Helvetica,sans-serif;">Durable ||
 * Currently chairs do not adjust making access to the computers difficult for the youngest students ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Create more printer locations
 * <span style="font-family: Arial,Helvetica,sans-serif;">High use storage area
 * <span style="font-family: Arial,Helvetica,sans-serif;">Connections for printer use
 * <span style="font-family: Arial,Helvetica,sans-serif;">Locks for security
 * <span style="font-family: Arial,Helvetica,sans-serif;">Gliders or casters for mobility ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Gives the lab additional storage area ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Room for hanging files
 * <span style="font-family: Arial,Helvetica,sans-serif;">Locks
 * <span style="font-family: Arial,Helvetica,sans-serif;">Space for cable management
 * <span style="font-family: Arial,Helvetica,sans-serif;">Single level to allow view around the room
 * <span style="font-family: Arial,Helvetica,sans-serif;">additional printer and scanner table
 * <span style="font-family: Arial,Helvetica,sans-serif;">gliders ||
 * Supports having more printers located around the room ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">allow for multiple student use
 * <span style="font-family: Arial,Helvetica,sans-serif;">can be reconfigured in the future
 * <span style="font-family: Arial,Helvetica,sans-serif;">cord management features
 * <span style="font-family: Arial,Helvetica,sans-serif;">gliders ||

<span style="font-family: Arial,Helvetica,sans-serif;">two can be connected to create <span style="font-family: Arial,Helvetica,sans-serif;">large group table <span style="font-family: Arial,Helvetica,sans-serif;">**Group Seating** <span style="font-family: Arial,Helvetica,sans-serif;"> || <span style="font-family: Arial,Helvetica,sans-serif;">Chairs from Bretford <span style="font-family: Arial,Helvetica,sans-serif;">color choice: Stance skylar
 * There are currently no collaborative spaces ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Seating for multiple students
 * <span style="font-family: Arial,Helvetica,sans-serif;">Adjustable for future use
 * <span style="font-family: Arial,Helvetica,sans-serif;">Durable fabric
 * <span style="font-family: Arial,Helvetica,sans-serif;">Solid color to transmit well on screen for video confrencing
 * <span style="font-family: Arial,Helvetica,sans-serif;">gliders ||

<span style="font-family: Arial,Helvetica,sans-serif;">Chairs have optional tablet feature <span style="font-family: Arial,Helvetica,sans-serif;">3 placed together create couch feel Size would have to be reduced for children || Boards from Bretford
 * Enourages comfort in using the technology along with group interaction ||
 * White Boards/Partition**
 * Allow for group collaboration
 * Partition can double as collaborative space
 * moblie to adjust to future configurations
 * allows for variety of collaboration needs
 * casters ||
 * casters ||

color choice: karma boards include whiteboards as well as fabric for posting work || Carpet from Compu-tile
 * Allows students to collaborate in a highly visual manner
 * Allows space to display quality products ||
 * Flooring**
 * Carpet to reduce noise
 * Carpet tiles for easy replacement
 * Carpet must be static reducing ||
 * Carpet must be static reducing ||

Color choice: cloud burst
 * Unlike current flooring, tiles can be replaced easily ||

 **Technology**
 * = ====**Equipment**==== ||= ===Picture=== ||= ===Description=== ||= ===Rationale=== ||
 * ====**Cable**====

**Management**
|| || * Raised floors and false walls for electrical and cable access and future changes to the environment. No exposed wires prevents safety or tripping hazards. || || * Dell Optiplex Small Form Factor Workstation || * Large-screen monitors/multimedia centers || * Ceiling mount || * Fixed Frame || * LED-LCD || * Dell Latitude E5500 Notebook || * AverMedia 370 || * Bluetooth Adapter || * Short-throw, built-in projector interactive Whiteboard area* Group problem solving || * Dual sets of responders for different grade or needs levels Lab Management Software || || * LANschool Lab Management Software
 * Floor access panels throughout the room for a flexible room arrangement.
 * Surge protector concealed within desks.
 * Wiring can run through several student desks leading to surge protector. || * Wires beneath floor and within walls allows for flexibility in room arrangement
 * Access panels allow easy access to electrical and wiring.
 * ====**Student Workstations**==== ||
 * 20 " monitor, adjustable, swivel with USB ports || * Hard-wired for fastest, most secure and consistent access
 * Adjustable monitor accommodates all students
 * Tower can be under-mounted to student desk for more workspace area ||
 * ====**Multimedia Stations**==== ||
 * Quad-Core Processor
 * 4Gb Ram
 * 2x 1 Tb hard drive
 * nvidia graphics
 * External USB 2.5" Hard Drive
 * TV tuner card
 * Wireless keyboard and mouse
 * Blu-Ray disc reader
 * || * Small group work on video/audio editing
 * Table located away from instructional center
 * Large monitor for work sharing
 * External Hard Drive for storage ||
 * ====**Projector**==== ||
 * HD (1920x 1080)
 * Lumens 1800
 * Aspect Ratio 19:9, 4:3 || * Wide screen format
 * Adequate brightness for classroom size ||
 * ====**Wall-mounted Screen**==== ||
 * Wall Mounted
 * 110" Diagonal
 * HDTV Format
 * 16:9 Aspect Ratio
 * CineWhite Finish
 * Front Projection || * Supports a very visual environment
 * Useful for whole group instruction and shared demonstration
 * Project shared computer screens ||
 * ====**LCD Wall Monitors-multiple**==== ||
 * Wall Mount
 * 4 HDMI inputs
 * Wifi ready
 * Speakers || * Multiple monitors and screens promotes a very visual environment
 * Multiple monitors offers the capability of displaying different content simultaneously. ||
 * ====**Laptops**==== ||
 * Intel Core 2 Duo processor
 * Windows 7
 * 4 Gb Ram
 * 80 Gb Hard Drive
 * Wireless LAN 802.11a/g/n || * Small-group collaboration allows collaborative, cooperative and supportive activities
 * Portable and interactive devices
 * Laptops or mobile devices
 * 3-5 seat, round tables for laptop work and interaction
 * Face to face work ||
 * Document Camera** ||
 * Document Camera** ||
 * maximum output resolution: 1920 x 1080 HD 1080P
 * total zoom: 160x
 * 20x AVerOptical Zoom (8x optical, 2.5x AVERZOOM™)
 * digital zoom: 8xframe rate: 30 fps (max)
 * lens: F=3.5, fl=6~60mm
 * focus: auto/manual
 * white balance and exposure: One-Touch control / manual
 * built-in memory: 80 images
 * SD card slot: yes, with image backup usb port || * Aids in sharing work and increases the number of visual resources
 * Aids in demonstration and discovery of object
 * Replaces the need for a scanner and when networked can be used as a broadcasting tool. ||
 * Wireless Slate** ||
 * Wireless Slate** ||
 * USB rechargeable lithium batter
 * 32' Range
 * SMART Notebook Software || * The wireless slate allows the instructor or the students to interact wireless with a projected computer screen. Improves interaction and active learning. ||
 * Interactive whiteboard** ||
 * Interactive whiteboard** ||
 * Dual users ||
 * Small group instruction
 * Tutoring area ||
 * Student Responders** ||
 * Student Responders** ||
 * primary/special needs
 * upper grade || * Involves students
 * Encourages interaction
 * Allows teacher assessment and immediate feedback ||
 * Additional equipment** ||  || * 2 Staff computers
 * One for teacher use
 * One for projector demonstration so that instructor does not have to share screen with class
 * Switch or media controller for instructor control of all equipment
 * Wireless network laser printers, color and non-color
 * Students should purchase USB -320 Gb external drives for additional storage
 * Headsets
 * Microphones || * Allows for multiple displays of different media sources
 * Give instructor easy access to controls for all media
 * Printing allows learner to actually produce, share and display work ||
 * Printing allows learner to actually produce, share and display work ||
 * Allows instructor to control all computers, sharing screens, locking screens, pushing out content to student desktop || * The LMS allows teacher to display student work on large classroom monitors.
 * Provides easy access to student work and encourages immediate feedback.
 * Teacher created polls and quizzes give teacher assessment tools.
 * Students can share work with classmates. ||