The design of a large classroom intended to properly support two-way live interactive instruction through videoconferencing can be quite complex. The layout and design issues will vary widely depending on room size and dimensions, as well as its intended use or uses. This provides an extensive list of design issues to consider when setting up an interactive classroom.

Overview of the role that AV plays in the Higher Education industry based on surveys and one-on-one interviews. The report identifies product and service purchasing trends by school type, size, goals, and region. The study finds that 75% of the demand for AV equipment in higher education is the result of construction of new classrooms. The total number of higher education students in the United States is expected to peak in 2008, resulting in an increase in construction of new facilities. Technology is being integrated in the new classrooms, reflecting changes in education methods, including the increased use of collaborative techniques and project-based assignments. AV is also being used to attract increasingly tech-savvy students, and to accommodate distance learning programs, which expand both the reach and revenues of higher education institutions. 92p.

Any videoconferencing terminal must have a few basic components to "get the job done": a camera (to capture local video), a video display (to display remote video), a microphone (to capture local audio), and speakers (to play remote audio.) In addition to these more obvious components, a videoconferencing terminal also includes a codec ("COmpressor/DECompressor"), a user interface, a computer system to run on, and a network connection. Each of these components plays a key role in determining the quality, reliability, and user-friendliness of the videoconferencing experience as well as any given videoconferencing terminal's suitability to particular purposes. This provides a basic understanding of each of these components.

Interactive videoconferencing (IVC) networks are increasingly available to educators and offer the potential to link classrooms worldwide, connect far-flung learners to subject area experts, and bring in much-needed supplemental content. This book provides strategies for implementing interactive videoconferencing (IVC) in K-12 classrooms, describing the setup and use of standards-based interactive videoconferencing utilizing IP and ISDN networks. Includes information on program planning and facilities design, location, videoconferencing equipment, virtual classroom setup, equipment checklist, and useful tips for IVC classroom configuration. 178p

Analyzes research relating to the environment's impact on behavior and establishes five different archetypal environments that support learning in the current knowledge age, versus the prevalent but outdated agrarian- and industrial-age models: 1) Environments for Delivering Knowledge; 2) Environments for Applying Knowledge; 3) Environments for Creating Knowledge; 4) Environments for Communication Knowledge; and 5) Environments for Decision Making. 145p.

This discusses telecommunications wiring considerations; dial-up, two-way compressed videoconferencing; WisLine dial-up audioconferencing; satelline, cable, and television viewing; computer local area network, and other audio/visual tips.

These guidelines have been developed for use by architects, engineers and designers as a tool for designing effective classrooms for the UCSC campus. They provide specific criteria for the design of new classrooms and alterations to existing classrooms. Includes chapters on general classroom characteristics, classroom surfaces and finishes, fixtures and furniture, mechanical,lighting, and electrical systems, media systems, classroom project booths, convergence distance learning considerations. 31p.

This presentation reports on a study that attempted to understand more about the conditions under which distance education students are working. It reviews the parameters already established for office-based workers, and applies them to the home distance-learning space. The focus of this study is physical ergonomics, as opposed to cognitive or organizational ergonomics or human factors. The factors of interest include specifications for the workstation desk, seating, computer monitor, keyboard and mouse, room lighting, and room environment. The presentation shares results of a survey of students in virtual university courses. The students rated conditions of their workstation related to five factors and identified their perception of the importance of each factor. The presentation includes an ergonomics checklist intended to be shared with distance learners. [Author's abstract] p2115-2118

Identifies the essential design elements of modern, higher education high quality learning environments and includes discussions on facility programming, management, utilization, evaluation, and planning for the future technology. Classrooms examined include general purpose classrooms, lecture halls, seminar rooms, and specialized classrooms such as distance education and interactive video classrooms. Separate guidelines are presented for each classroom type. It also explores the use of technology in classrooms, discusses a team planning approach to programming for classroom design, offers advice on equipment security and on meeting accessability regulations, and provides practical applications for surveying classrooms using illustrative checklists. An appendix covers designi issues involving accessibility under the Americans with Disabilities Act. 52p.

Describes the architectural acoustics design for the graduate studies program which included many classrooms of 40 to 100 seat capacity, as well as stock market and communications laboratories. The classrooms were to include distance learning that required teleconferencing capability. To these ends, all classrooms were designed for NC-25 background noise and [1+log(V)]/10 reverberation time. Measurements of the background noise of three classrooms and the reverberation time of one classroom are presented.

This describes the general features that a distance education classroom should have, provides details on lighting, audio, electrical, heating/ventilation/air conditioning, and makes equipment recommendations.

The authors of this paper propose an Internet facility that will authentically provide laboratory experiments remotely. Such a facility is brought to the doors of the distance learner to help provide learning that is comparable to that offered for conventional students. This paper describes the development of a prototype remote laboratory system including software, hardware, procedures, and instructional systems. This includes surveys of existing alternatives (mainly software simulation environments), a description of the prototype remote lab environment developed by the authors, and a discussion of development issues, such as the reasons behind JAVA and RMI as the system's development tools over other popular alternatives. [Authors' abstract] p155-161

Development of distance learning infrastructure is a multifaceted project, from the desktop to the far reaches of the Internet. Attention must be focused on the outgoing data and information, as well as, incoming data and information. There are four basic areas of concern when designing an infrastructure to facilitate Internet distance education solutions: hardware, software, support, and security. Providing the proper hardware to developers and support personnel is crucial in creating a productive and efficient work environment. Reliable and efficient Internet access is essential, with 24-hour availability and minimal down time. Software components for development and support are key ingredients to success. From a student and faculty standpoint, the course software must be user friendly with a high degree of stability. Support must be considered from both a human and a technological standpoint. Essential to any online endeavor is secure access and distance learning demands the highest levels of security. [Authors' abstract] p1819

A report examines technology's influence on the educational process as well as the physical classroom, and the needs and concerns these new technologies bring to architects and educators in designing an adaptable classroom. Technology and the classroom are examined in the following areas: the use of television; microcomputers and computer terminals; power and communication cable distribution; voice and data distribution; heating and air conditioning needs; furniture requirements; and security issues. 16p.

Designing a multimedia based facility which accommodates information and presentation technologies to meet today's needs and future needs requires careful planning and organization. It requires the close collaboration of architect, mechanical engineer, electrical engineer, lighting designer, audio-visual specialist, information technologist and instructor. Infrastructure design for "multimedia classrooms" must address requirements for A/C power, HVAC systems, cable distribution, ceiling heights, structural support, noise control, lighting, ergonomics and interior room acoustics.The architectural and interior design criteria presented here includes classroom shape, surfaces, and finishes; wall construction; windows, doors, ceilings; seating requirements; mechanical, lighting and electrical systems.

This webpage provides information on typical classroom images, size of classroom, accommodating equipment, student interfaces, technical requirements to run a class, and lighting and finishes.

Designing a distance learning classroom requires integration of educational goals and philosophy with technology and ergonomics. The technological challenge and key to designing effective distance learning and multimedia classrooms is creating an environment in which the participants--students, and teacher--may easily interact with instructional materials. Based on the experiences of California State University, Fresno (CSUF) and California State University, Hayward (CSUH), the design challenges and solutions for large compressed video and multimedia classrooms are illustrated. Various options for facilities accommodating from 48 to 184 students are examined for the inclusion of state of the art control systems with multimedia capability. General design considerations include: site and spatial relationships, imaging, lighting, acoustics, mechanical systems, and electrical and communication systems. It is essential that planners determine the optimum mix and configuration of teaching facilities prior to beginning any classroom project. 38p.

Technology is changing the classroom requiring new design features and considerations to make them flexible and interactive with the teaching process. The design of a Master Classroom, a product of the Classroom Improvement Project, is described. These classrooms are specially-equipped to provide a wide range of computer, media, projection, communications, and control capabilities, including connection to the campus network for both video and data reception and transmission. Topics on Master Classroom development include creating an interactive information environment, equipping the classroom with computer and projection equipment, and designing integrated control systems for the classroom. Focus is given to projection equipment acquisition and the variables involved when deciding the types of equipment to buy, such as brightness, rear or front projection design, screens available, CRT vs. LCD displays, and displays for smaller classrooms. Tips are given on networking information sources to fully utilize the master classroom's capabilities and the cost considerations. 16p.

Designing and remodeling educational facilities are becoming more complex with options that include computer-based collaboration, classrooms with multimedia podiums, conference centers, and workplaces with desktop communication systems. This book provides a collection of articles that address educational facility design categorized in the following four sections: conceptual foundations; design elements; selecting media support technologies; and case studies. Issues discussed include a seven- step plan for building effective learning environments, accessibility for the disabled, color as a design element, acoustics, flooring, electrical wiring and power, and issues on using such media support technologies such as overhead projectors, projection screens, interactive media systems, and desktop video. Case studies address the architecture and technology support learning at Dow Chemical, teaching environments at Penn State, the customer-service inspired environment, and audiovisuals in the boardroom and auditorium. 169p.

Discusses the current state of online learning and how some higher education institutions blend distance and on-site education.

Discusses the latest audiovisual technology available for classrooms, their typical costs, compatibility of the various components, and adoption and training possibilities for various devices.

This study examined means of fostering videoconference-based collaborative learning. An experiment was conducted with 15 learning dyads divided into three conditions of videoconference-based learning: without shared workspace, with shared workspace and with shared workspace plus a content-specific graphical representation. Compared with those with a shared workspace, learning dyads without a shared workspace in the videoconference-based setting tended to make more effort at verbal coordination. The study shows that content-specific graphical representation can be a meaningful support measure in videoconference-based learning settings, whereas the effects of a shared workspace should be further investigated. [Authors' abstract]

Discusses online learning programs in various schools, including blended learning that occurs in a web-enhanced or hybrid classroom. In the hybrid classroom model, the class typically meets only three or four days per week in the classroom, with the balance of instruction being delivered online. Advantages and disadvantages to these formats are presented.

Discusses the popularity, effectiveness, and modalities of distance learning and the implication it has for school facilities. Highlights the various technologies used for delivering distance education courses: interactive or static delivery via the Internet, two-way interactive video, or one-way prerecorded video.

Monitors and projectors are getting slicker and sleeker, but that doesn’t mean setting up the smart classroom is without tribulation. This discusses lighting issues, camera and rear projection screen placement, room layout, noise considerations, sightlines, placement of whiteboards, size of monitors, etc.

Discusses advances in audio transmission and reproduction that make distance learning in music possible. Echo cancellation, microphones, playback equipment, and sound-controlled cameras have made great advances, but the delay that occurs in coding-decoding is still a problem.

Describes four new higher education buildings designed specifically to accommodate distance learning by video and Internet.

This discusses tools for Web conferencing, videoconferencing, full collaboration, interactive classrooms, and screen sharing, used by faculty for online and blended courses such as small group meetings, interactive class meetings, and large class meetings.

Describes video-conferencing programs and installations that create access to courses being taught elsewhere and offsite meetings. IP and ISDN connections for videoconferencing are compared.

Describes state-of-the art technology at the University of Pennsylvania's Wharton School and the University of California's Haas School of Business. Features include advanced video conferencing with accessible archiving, connection to real business, and distance learning.

The emergence of newly adopted metaphors such as “virtual university”, “networked campus” and “e-university” may have an impact on a university’s modus operandi in the twenty-first century. In terms of space management this will shift the emphasis towards a more time-flexible, space-flexible and location-flexible pattern which will become sine qua non for e-learning. This paper addresses the wider implications of these changes on the space design and management of existing university buildings. In particular, it examines the design implications on a selected building at the UCE , Perry Barr Campus in the West Midlands.

Discusses how selecting and properly installing audiovisual equipment and systems is critical to ensure that schools most effectively meet their educational objectives. K-12 school facilities must be prepared to support an expanding array of pedagogical tools, including videotape, DVD, CD-ROMs, and the Internet. Includes a detailed discussion of specifications for a distance learning room.

Describes the Massachusetts Institute of Technology's distance learning facilities in Bechtel Hall, where the central router and all the associated equipment are a third of a mile away from the classrooms.

Examines development considerations and tips for controlling costs when a university decides to develop an online distance learning service. Use of the interactive Web Site for Determining Costs tool for unveiling hidden costs is highlighted.

Presents features of Delaware State University's New School of Management designed to stimulate positive gains in teaching and learning. The design incorporates state of the art distance learning systems that includes a 350-seat auditorium possessing the same capability, and a commercial kitchen and dining facility for chef and hotel management training. Floor plans and photos are included.

Discusses Finland's new National Strategy for Education, Training, and Research in the Information Society for 2000-2004. The new strategy's objectives and how to achieve them are examined in the areas of planning of educational facilities and libraries, establishing virtual schools and distance learning, and integrating information technology in the curriculum.

Presents a three-year case study of the conceptualization, design, funding, construction, and the installation and implementation of instructional systems for an instructional facility built in renovated office space at Syracuse University's School of Information Studies. The Digital Learning Center is a 48-seat technology classroom with distance education and corporate presentation elements.

Examines the emergence of distance learning within higher education and the need for colleges to provide facilities based on either corporate, convenient, or culture rich educational needs. Why higher education institutions that own valuable course content will profit from distance learning is explained along with the increasing roles of facility managers.

Discusses technology and equipment requirements for developing an effective distance-learning classroom. Areas covered include cabling, the control booth, microphones, acoustics, lighting, heating and air conditioning, cameras, video monitors, staffing, and power requirements.

Examines the planning process behind successfully providing full access to distance-learning programs for all students. Distance learning under the regulatory mandate of the Americans with Disabilities Act is addressed along with facility design considerations and the impact of regulatory requirements on design options.

This discusses classroom design from the perspective of how the room will be used. Will it be used primarily as a teaching site, a receiving location, or a combination of both? Also, will the facility be used by other members of the institution for other purposes? The article then outlines design issues and equipment requirements for a broadcast model classroom and an instructor-controlled model.

Details the design of a distance learning facility through analysis of its functions, paper handling requirements, and current and future communications technology needs. It also lists special features the facility should have including up-to-date wiring capacities for telecommunications, uplink and downlink capabilities to satellites, and internal wiring and conduits for microcomputer networking.

Discusses how modern schools require specific lighting systems to accommodate computers and other technologies. Describes special needs for direct and indirect lighting when considering visual display terminals and projectors, and the kind of lighting system best suited for distance learning. Offers ideas on classrooms' physical layout.

Campus Techology focuses on the use of high tech in higher education. Each issue contains feature articles, case studies, product reviews and profiles of technology use at the individual, departmental, and institutional level. Featured topics include advanced networking, administrative systems, portals, security, electronic publishing, presentation technologies, course management systems, technology infrastructure and strategic IT planning.

Design information on classroom design layout and media placement, including video monitors, projectors, flat screens, rear-view projection, multimedia consoles, and electronic whiteboards. Discusses multimedia room layouts, lighting issues, and wiring. Website established by Ronald E. Baker who describes the information as a distillation of knowledge gained from designing and renovating classrooms at a major midwestern university over a period of 40 years.

This website brings together distance education information from Wisconsin, national, and international sources. The Clearinghouse is managed and maintained by the University of Wisconsin-Extension, in cooperation with its partners and other University of Wisconsin institutions.

Compilation of sources of information on technology-mediated learning classroom design, by Bob Hails, the Distance Learning Coordinator at Pennsylvania State System of Higher Education in Harrisburg, PA. Includes links to many university webpages on what is alternatively referred to as technology classrooms, smart classrooms, electronic classrooms, or videoconference rooms.

Information-packed Web site on the learning environment, with sections on the electronic classroom, distance learning, teaching with technology, software for education, education consultants, and private-sector training. Each section contains lists of full-text resources and links to sites, as well as names of companies and consultants.

Compiled by AT&T's Knowledge Network Explorer, this compilation of links includes information on classroom design, videoconferencing technology/equipment, distance learning, video streaming, magazines, newsgroups, and more.

NCEF's resource list of links, books, and journal articles on the planning and design of learning environments for the 21st century.

NCEF's resource list of links, books, and journal articles on the design and layout of school classrooms.

NCEF's resource list of links, books, and journal articles published between 1990 and 2005 on integrating technology into new or renovated school buildings.

NCEF's resource list of links, books, and journal articles published between 2006 and 2008 on integrating technology into new or renovated school buildings.

NCEF's resource list of links, books, and journal articles on computer and electronic communications technologies for classrooms, labs, student learning spaces, and other campus environments at colleges and universities.