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TECHNOLOGY INTEGRATION--HIGHER EDUCATION 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. 
Innovation in Learning Space Design-Developing Collaborative Opportunities.
http://www.uwlax.edu/edtech/sat/learningspaces Jorstad, james (James Jorstad, University of Wisconsin-La Crosse, Jan 26, 2007)
This online video presentation traces the history of learning spaces from the early 1900's to present. The Mediasite program discusses the current environment of collaborative learning spaces and specific opportunities to engage students in the classroom. The presentation takes the viewer on a journey through successful learning space designs through universities in United States and England. Video footage is used to highlight the creation of a collaborative learning space in a library. The program concludes by showcasing best practices in developing new learning spaces which enhances teaching and learning.
Espaces Study on How Innovative Technologies are Influencing the Design of Physical Learning Spaces in the Post-16 Sector.
(University of Birmingham, Learning Development Unit, United Kingdom , 2006)
This British research details survey results and site visits exploring technology's influence on higher education teaching spaces, open access spaces, social spaces and other learning spaces. Major findings include: 1) The difficulty of forecasting over five years in any area of technology indicates that building and refurbishment projects need to build in contingencies for future changes. 2) The use of wireless networking and mobile computing devices is growing, but there is still a need for the institution to provide wired networking and permanently fixed desktop computers. 3) The provision of power for mobile devices is very important and will continue to be necessary for the next few years. 4) The management and development of technological facilities within open access and social spaces is growing in importance. 5) The design of all learning spaces needs to reflect the trend to more student-centered, collaborative and group learning. 6) The use of learning technologies within social spaces is of growing importance. 7) Access to online services from outside the traditional institutional boundaries is growing rapidly. 154p.
SCALE-UP, North Carolina State University.
http://www.educause.edu/ir/library/pdf/P7102cs16.pdf Beichner, Robert (Educause, Boulder, CO , 2006)
Profiles this classroom design featuring with 7-foot-diameter round tables that each seat three teams of three students. Each team has a laptop to support their learning, as well as ready access to laboratory equipment in surrounding closets. Computer projection screens sit at opposite ends of the room. Large whiteboards cover the walls. A teacher station, with document camera and possibly a Tablet PC, is usually located near the center of the space. The chapter describes how these spaces are used, what makes them successful, how technology is used, design principles, and what is unique about them. Includes five references. 29.1-29.6p.
ISBN-0-9672853-7-2
Navigating Toward the Next-Generation Computer Lab.
http://www.educause.edu/ir/library/pdf/PUB7102h.pdf Cattie, Alan (Educause, Boulder, CO , 2006)
Discusses the creation of a contemporary computer lab, using the renovation of Emory University's Computing Center at Cox Hall as a case study. The case for change, the makeup of the project team, grounding principles, design for uniqueness, and focus on transparency, flexibility, and adaptability are detailed. The resulting facility features flexible seating and no walls or cubicles. Includes one reference. 8.1-8.10p.
ISBN-0-9672853-7-2
Information Commons, Northwestern University.
http://www.educause.edu/ir/library/pdf/P7102cs17.pdf Davis, Bob; Shorey, Denise (Educause, Boulder, CO , 2006)
Profiles this facility that promotes cross-departmental cooperation with a space that provides modular furniture, a group project rooms, a variety of study booth sizes, and staffing support. The chapter describes how these spaces are used, what makes them successful, how technology is used, design principles, and what is unique about them. 30.1-30.7p.
ISBN-0-9672853-7-2
USITE/Crerar Computing Cluster and Cybercafe, University of Chicago.
http://www.educause.edu/ir/library/pdf/P7102cs27.pdf Dugdale, Shirley; Kainz, Chad (Educause, Boulder, CO , 2006)
Profiles this facility that features a 24-hour cybercafe, multipurpose staffed computing space arranged in individual and group configurations, a digital media "wall" of stations for digital video and scanning projects, a collaborative area with data projectors and banquette seating, a visualization classroom, a videoconferencing facility, and consultation areas. The chapter describes the spaces and how they are used, what makes them successful, how technology is used, design principles, and what is unique about them. 40.1-40.11p.
ISBN-0-9672853-7-2
Digital Union, Ohio State University.
http://www.educause.edu/ir/library/pdf/P7102cs18.pdf Getis, Victoria; Gynn, Catherine; Metros, Susan (Educause, Boulder, CO , 2006)
Describes this cooperation between the University Library and Office of the CIO to create a centrally located space that serves as a test bed for multidisciplinary, experimental projects in teaching and learning. The facility provides consultation with instructional designers, technologists, programmers, designers, and library specialists, as well as space for technology-rich experimentation, videoconferencing delivery and support, collaborative work areas, demonstrations of multifunctional and ergonomically correct work spaces, and support for communities of practice on distance education. The chapter describes how spaces are used, what makes them successful, how technology is used, design principles, and what is unique about them. 31.1-31.8p.
ISBN-0-9672853-7-2
Stanford University: Wallenberg Hall.
http://www.educause.edu/ir/library/pdf/P7102cs23.pdf Gilbert, Dan (Educause, Boulder, CO , 2006)
Presents this 2002 renovation of a 1900 landmark campus building, featuring five advanced resource classrooms, 19 additional classrooms, a theatre for classes and small performances, and breakout rooms. All the classrooms contain multiple display screens, laptops, wireless networks, flexible furniture, and multiple writing surfaces. The chapter describes how spaces are used, what makes them successful, how technology is used, design principles, and what is unique about them. 36.1-36.6p.
ISBN-0-9672853-7-2
Virginia Tech: Torgersen Hall.
http://www.educause.edu/ir/library/pdf/P7102cs30.pdf Head, J. Thomas; Moore, Anne (Educause, Boulder, CO , 2006)
Presents this 150,000-square-foot facility that features wireless connectivity throughout, wired classrooms with computer-controlled lighting for different teaching scenarios, distance learning classrooms, high-tech auditoriums, a computer-automated virtual environment for 3D virtual reality, electronic reading rooms and study courts, a media center, offices, and laboratories. A heavily used enclosed bridge connects the facility to the library, with the interior spaces of the bridge serving as a major social and collaborative space. The chapter describes the spaces and how they are used, what makes them successful, how technology is used, design principles, what is unique about them, and why it is a community asset. Includes one reference 43.1-43.8p.
ISBN-0-9672853-7-2
Group Spaces: Stanford University.
http://www.educause.edu/ir/library/pdf/P7102cs22.pdf Holeton, Richard (Educause, Boulder, CO , 2006)
Describes three collaboration spaces deployed about the campus, consisting of one or more large computer displays, custom furnishings, and whiteboards. The chapter describes how spaces are used, what makes them successful, how technology is used, design principles, and what is unique about them. Includes two references. 35.1-35.1p.
ISBN-0-9672853-7-2
Sustaining and Supporting Learning Spaces.
http://www.educause.edu/ir/library/pdf/PUB7102l.pdf Johnson, Chris (Educause, Boulder, CO , 2006)
Provides examples of how some higher education institutions have approached sustaining and supporting their learning spaces. By these examples, the topics of funding, first- year adjustments, replacement cycles, cost models, cost containment, and efficiency are covered. A discussion of instruction or information technology follows. Support of people is addressed through sections on faculty and classroom support. Includes 16 references. 12.1-12.8p.
ISBN-0-9672853-7-2
Linking the Information Commons to Learning.
http://www.educause.edu/ir/library/pdf/PUB7102g.pdf Lippincott, Joan (Educause, Boulder, CO , 2006)
Explores the concept of the information commons, describes some of its features, and focuses on the links between information commons and learning. Typical technology offerings, group spaces, and user services are described, as are ways to link the commons to learning including enabling student work, advertising available services, and linking to courses. Step-by-step advice on developing and furnishing an information commons is offered. Includes 17 references. 7.1-7.18p.
ISBN-0-9672853-7-2
Collaboration and Multimedia Classrooms, University of Central Florida.
http://www.educause.edu/ir/library/pdf/P7102cs25.pdf Marshall, Ruth (Educause, Boulder, CO , 2006)
Describes these classrooms that are managed through a partnership between the University's Information Technologies and Resources Division and the Division of Undergraduate Studies. These classrooms provide faculty with multimedia resoruces, student work areas, wired and wireless computers, flexibility to allow quick conversion from listening to collaboration mode, extensive staff support. The chapter describes the spaces and how they are used, what makes them successful, how technology is used, design principles, and what is unique about them. 39.1-39.89p.
ISBN-0-9672853-7-2
Flyspace, North Carolina State University.
http://www.educause.edu/ir/library/pdf/P7102cs15.pdf Meeks, Hal (Educause, Boulder, CO , 2006)
Presents this university's simple design for meeting spaces for five to six students. The rooms feature two computers with displays mounted on articulated arms and connectivity (data, video, and audio) for four laptops. A large flat-panel display allows users to share their desktops with others. A centralized pod contains all data and power connectors for equipment in the room, making it easy to connect equipment and minimizing the cost of running conduit for data, media, and power. The chapter describes how the spaces are used, what makes them successful, how technology is used, design principles, and what is unique about the project. Includes one reference. 28.1-28.6p.
ISBN-0-9672853-7-2
Designing Blended Learning Space to the Student Experience.
http://www.educause.edu/ir/library/pdf/PUB7102k.pdf Milne, Andrew (Educause, Boulder, CO , 2006)
Reviews the more informal learning styles of today's students, six categories of learning technologies, and the need to focus on design that accommodates student-technology interface. Problems in traditional learning space design are detailed, and solutions proposed. A discussion of the importance of architecture in defining learning space, the nature of facilities design at academic institutions, and the role of technology consultants is complemented by that of a "design thinking" approach that involves augmentation of design requirements with direct data collection, active prototyping programs, participatory design, and innovative funding. Includes 18 references. 11.1-11.15p.
ISBN-0-9672853-7-2
Learning Spaces.
http://www.educause.edu/learningspaces Oblinger, Diana, Ed. (Educause, Boulder, CO, 2006)
Focuses on less often discussed facets of learning space design: how learner expectations influence such spaces, the principles and activities that facilitate learning, and the role of technology from the perspective of those who create learning environments: faculty, learning technologists, librarians, and administrators. The book begins with fourteen chapters by various authors discussing learning space design principles, followed by 29 higher education case studies. 446
ISBN-0-9672853-7-2 TO ORDER: 4772 Walnut Street, Suite 206, Boulder, CO 80301-2538; Tel: 303-449-4430
Student Learning Center, University of Georgia.
http://www.educause.edu/ir/library/pdf/P7102cs27.pdf Potter, William; King, Florence (Educause, Boulder, CO , 2006)
Profiles this center serviced by University of Georgia Libraries, Center for Teaching and Learning, Enterprise Information Technology Services, and Computing Services. Interlocking components of classroom and electronic library are co-housed in a design that enables a quick shift from classroom activity to research and study. The chapter describes the spaces and how they are used, what makes them successful, how technology is used, design principles, and what is unique about them. Includes two references. 41.1-41.7p.
ISBN-0-9672853-7-2
AV Technology in Higher Education
http://www.infocomm.org/MarketResearch/index.cfm (Acclaro Growth Partners on behalf of InfoComm International, Nov 2005)
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.
TO ORDER:
InfoComm Sales http://www.infocomm.org/marketresearch/
Wireless LANs in Higher Education
http://www.merunetworks.com/pdf/WLANS_in_HiEd_WP5-0705.pdf (Meru Networks, 2005)
This discusses the benefits of wireless in higher education to the students and faculty, the institution, and the IT organization. The challenges that a campus environment presents for implementing Wi-Fi technology are explored, including dense user environments throughout the campus, expansive campuses, and security issues. 6p.
Designing a Classroom For the New Pedagogy: What Comes First, the Chicken or the Egg?
Benney, Alfred (In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications , 2003)
This is a case study of an effort to “build a better mousetrap” or technology-enabled classroom. Adopting the principle that pedagogy dictates software and hardware is only needed to run the software, a classroom designed to facilitate what professors were already trying to do was developed. The process also specified a set of policy statements and a recommendation for faculty training that focused on pedagogy rather than how to run the systems.
p2891-2894
Imperatives for Change in Higher Education: Planning the Future of the American Campus.
http://www.designshare.com/Research/Nair/HigherEd/ Nair, Prakash (Design Share, Minneapolis, MN. , 2003)
This two-part article examines the future of the U.S. campus and, by extension, implications for its design. It first discusses four key change agents facing U.S. higher education: technology-driven growth of information and communication, globalization, competition, and accountability. It then describes positive changes that are needed and already occurring in many areas of higher education in response to these pressures: adopting student-centered models, becoming more market driven, developing "centers of excellence," being a good neighbor, integrating technology through distance learning and wireless applications, designing for flexibility, facilitating social interaction, and implementing new accountability measures. 7p.
The Evolving Electronic Classroom
Cavenaugh, Robert (In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2002 , 2002)
Electronic classrooms have become increasingly common over the past decade. The combination of data projectors, computers, video playback, and a range of ancillary devices have been found useful in a variety of instructional formats, resulting in pressures for more, and with an important institutional cost impact. Simultaneously, faculty recognize that the configuration of 'smart' rooms has a powerful influence on the conduct of instruction. A desire to facilitate collaborative/constructivist learning in such spaces has led Dickinson College and this researcher to devise new models for physical learning spaces, while simultaneously trimming the costs of creating them. This paper presents our developing 'Smart3' (3rd generation) classroom designs, including seminar, mid-sized, and larger spaces. Their rationale, underlying research, and the technological and physical features of these spaces are presented. [Author's abstract]
p261-262
TO ORDER:
Education and Information Technology Libraryhttp://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=10140
Thinking Outside the Circle: the Design of Face-to-Face Collaborative Learning Facilities
Cavenaugh, Robert (Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002 , 2002)
Learners working on collaborative assignments using computers (which may also involve blended/hybrid learning) must engage in social as well as intellectual tasks. Many existing facilities support such interaction badly if at all. This writer has undertaken a continuing investigation of persons-computer-facility interaction and has developed a series of learning facilities that appear to strengthen the quality of learner interaction by increasing time on tasks. This report demonstrates the process of creating groupwork oriented class and study spaces, the challenges and variables encountered, and the first pedagogical results of this work-in-progress. It also explores pedagogical strategies for instructors using such arrangements. [Author's abstract]
p174-180
TO ORDER:
Education and Information Technology Libraryhttp://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=15223
Academic Libraries as High-Tech Gateways: A Guide to Design & Space Decisions. Second Edition.
Bazillion, Richard J.; Braun, Connie L. (American Library Association, Chicago, Illinois , 2001)
This book provides tools that can be used for planning and building an academic library space that streamlines access to information. The book explains how to incorporate the latest innovations in academic library facility design; how to make the facility flexible for changing information technology needs; and how to balance design, comfort, and physical space demands. Appendices provide information on ATM networking and building design, and electronic teaching and learning facilities. 251p.
ERIC NO: ED457673 ; ISBN-0-8389-0792-X TO ORDER: American Library Association, 50 East Huron St., Chicago, IL 60611; Toll free: 800-545-2433 http://alastore.ala.org/
Classroom Design Manual: Guidelines for Designing, Constructing, and Renovating Instructional Spaces at the University of Maryland.
http://www.oit.umd.edu/tc/UM_Classroom_Design.pdf Clabaugh, Sue (University of Maryland, Office of Information Technology, College Park , Nov 2000)
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.
Electronic Classrooms and Buildings of the Future
http://www.educause.edu/ir/library/pdf/EDU0074.pdf Schoomer, Elia (Presented at EDUCAUSE annual conference. , 2000) EduCause; , 4p. ; 2000
This examines current issues, problems, and trends related to developing and supporting new high technology classrooms, labs, and student learning spaces to meet the critical demand for teaching innovation, research, and student learning.
Accommodating, Information, Communication, Education. A Symposium Held at the Royal Institute of British Architects (May 6, 1999).
(Royal Institute of British Architects, RIBA Client Forums, London, England , May 06, 1999)
This report presents participant presentations and case studies from the 1999 symposium, "Accommodating, Information, Communication, Education." Presentations are as follows: "Taking the Open University Forward" (Geoff Peters); "Learning Centres for the University for Industry" (Anne Wright); "The Real and the Virtual -- How Do They Interact?" (Chris Yapp); "Networking Lifelong Learning" (Keith Duckitt); "Property in FE Colleges" (George Edwards); and "Experiencing the Future of the New World of IT" (Ned Sifferlen). Case studies examine Newark and Sherwood College, Telford College of Arts and Technology, and SmithKline Beecham. Other international building designs are highlighted for their efficient use of light and heat, their thermal performance, good acoustics, and ingenious cable management. 49p.
Facilities Design Criteria for the Construction and Renovation of Multimedia Classrooms at Case Western Reserve University
http://web.archive.org/web/20060228100447 (Department of Audio-Visual Services, Case Western Reserve University,Cincinnati, OH. , 1999)
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.
Classroom Design Manual. Third Edition.
http://www.oit.umd.edu/tc/UM_Classroom_Design.pdf Allen, Robert L.; Bowen, J. Thomas; Clabaugh, Sue; DeWitt, Beth B.; Francis, JoAllen; Kerstetter, John P.; Rieck, Donald (University of Maryland, Office of Information Technology, College Park, MD , 1996)
This manual 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. Appendices provide designing issues involving accessibility under the Americans with Disabilities Act; regulations, codes, and compliance agencies; a bibliography of books and articles on classroom design; a list professional organizations involved in facility design; the author's biographies; and photos of sample classroom designs. 93p.
ERIC NO: ED447669 ;
Master Classrooms: Classroom Design with Technology in Mind.
http://www.eric.ed.gov/contentdelivery/ Conway, Kathryn (University of North Carolina; Institute for Academic Technology , 1996)
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.
ERIC NO: ED436938 ;
Designing Communication and Learning Environments.
Gayeski, Diane M., Ed. (Educational Technology Publications, Englewood Cliffs, NJ , 1995)
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.
ERIC NO: ED460574 ; ISBN-0-87778-285-7 TO ORDER: Educational Technology Publications, Inc., Englewood Cliffs, NJ 07632; Toll free: 800-952-2665
Campus Classroom Connections. Building with Information Technology: A Case Study Guide of Higher Education Facilities.
Stuebing, Susan (New Jersey Insitute of Technology, School of Architecture , 1994)
Presents twelve case studies that illustrate how, in the face of tight budgets and cutbacks, colleges and universities can improve educational opportunities by applying computers and electronic communications. Explores how much investment in facilities may be required to accommodate educational technology. Considers techniques for bringing existing facilities up to an acceptable standard. Examines types of equipment and services that should be provided and applied in the educational process. Three of the chapters overview technical issues on networking, emerging technology, and building systems. Also reviews changes in educational practice relating to information technology and the implications of these changes for new construction and facility renovation on college and university campuses. The guide concludes with a list of sites visited, a glossary, and a 130-item bibliography. 167p.
Converge and Conquer.http://www.campustechnology.com/articles/64818/ Korzeniowski, Paul Campus Technology; v21 n11 , p44-46,48,50 ; Jul 2008
Discusses the current state of automated facilities control, citing a variety of software and hardware applications and illustrated with examples of strategies from five higher education institutions.
Convergence: Yea or Nay?http://www.campustechnology.com/articles/64852/ Villano, Matt Campus Technology; v21 n11 , ps4-s8 ; Jul 2008
Discusses merging of campus physical and IT security, citing examples of hardware and software applications from higher education institutions that have merged these functions, as well as from those who have chosen to keep them separate.
The Road to Convergence.http://www.campustechnology.com/articles/64854/ Villano, Matt Campus Technology; v21 n11 , ps16,s17 ; Jul 2008
Presents six best practices for campus security technology convergence, beginning with testing the cable network, and continuing through product selection, careful and patient deployment, testing, and training.
Hands On Computing: How Multi-touch Screens Could Change The Way We Interact With Computers and Each Other.
Brown, Stuart F. Scientific American; Jun 2008
Rather than responding to the presence of a single finger, multi-touch computer screens can follow the instructions of many fingers simultaneously. Multi-touch computing could one day free us from the mouse as our primary computer interface, the way the mouse freed us from keyboards.
Incubating Next-Gen.Edu.
http://www.campustechnology.com/articles/63549/ Schaffhauser, Dian Campus Technology; v21 n10 , p26-28,30,32,34 ; Jun 2008
Describes two newly launched initiatives, one at a large public university and the other at a smaller private institution, that demonstrate the journey incubator spaces take from conception to setup and use, even when they have been designed with similar goals. In both cases profiled, many of the actual features are common: flexible seating and tables, portable computing devices that can be stashed away, broadband connectivity, collaboration software, interactive whiteboards, and easily viewed displays. But the details regarding evolution of design, technology assessment and choices, and space usage vary.
The Library Morphs.
http://campustechnology.com/articles/60299/ Waters, John Campus Technology; v21 n8 , p52-54,56,58 ; Apr 2008
Profiles the conversion of several higher education libraries into flexible "learning commons." Changes include reduced book stack areas and transfer of some books offsite, acquisition of highly flexible furnishings that accommodate personal technology devices, and equipping of group study rooms with audiovisual equipment.
Are We Covered?
http://www.universitybusiness.com/viewarticle.aspx?articleid=1003 Millard, Elizabeth University Business; v11 n2 , p55-58 ; Feb 2008
Discusses the increasing demand for wireless coverage on higher education campuses, with students and faculty now expecting coverage to the entire campus, and institutions scrambling to extend coverage from the most popular gathering spaces to the very smallest classrooms and residence hall rooms. Technical issues, funding, and the evolution to technology that provides coverage over longer distance are addressed.
Taking Control.
http://www.universitybusiness.com/viewarticle.aspx?articleid=985 Goral, Tim University Business; v11 n1 , p50-54 ; Jan 2008
Reviews typical features of a "smart" classroom, which avoids the cumbersome necessity of moving instructional technology in and out on carts. The benefits of standardized devices and remote monitoring by IT staff are cited, and examples from several higher education institutions illustrate the text.
Teaching with Technology...and without.
Morin, Rhonda College Planning and Management; v11 n1 , p94-96 ; Jan 2008
Illustrates by example several ways higher instructors use technology in their courses, as well as instances where instructors do not use technology, and caution against its removal of human contact.
The Space is the Message.
http://connect.educause.edu/Library/EDUCAUSE+Quarterly/TheSpaceIstheMessageFirst /46593 Tom, Jim; Voss, Kenneth; Scheetz, Christopher Educause Quarterly; 2008: 2 , p42-52 ; 2008
Describes the planning, creation, use, and initial assessment of a sophisticated "learning studio" at the University of Missouri-St. Louis. Details of the mission, components, budget, design, technology, flexibility, and popularity of the studio are supported by survey results from students. Includes 32 references.
Sessional, Weekly and Diurnal Patterns of Computer Lab Usage by Students Attending a Regional University in Australia.
Spennemann, Dirk H. R.; Atkinson, John; Cornforth, David Computers & Education; v49 n3 , p726-739 ; Nov 2007
Most universities have invested in extensive infrastructure in the form of computer laboratories and computer kiosks. However, is this investment justified when it is suggested that students work predominantly from home using their own computers? This paper provides an empirical study investigating how students at a regional multi-campus university use computer laboratories. The findings suggest that universities need to reassess the traditional driving force and expectation for extensive on-campus computing facilities as there is a huge underutilisation of these facilities. Instead it is recommended that alternative computing facilities in the form of student-centred facilities such as wireless hotspots could be provided. [Authors' abstract]
Planning in a Digital World.
Skinner, John Planning; v73 n9 , p32-35 ; Oct 2007
Profiles the Arizona State University's Decision Theater, a technologically sophisticated classroom equipped with a 260-degree set of seven screens that displays GIS map layers, demographic statistics, and three-dimensional models for use in city and land use planning.
Technology and Learning.
http://www.peterli.com/archive/cpm/1544.shtm Wiens, Janet College Planning and Management; v10 n7 , p34,36 ; Jul 2007
Reviews recent classroom technologies and advises on teamwork in selecting and implementing appropriate new learning tools.
Audiovisual Technology and Sustainable Design.
Melchin, Jon The Construction Specifier; v60 n6 , p100-102,104,106-108 ; Jun 2007
Advises on environmentally conscious audiovisual technology installations, including plasma and LCD screens which save energy and can be viewed in daylit rooms, use of lead-free or recycled content, design that allows easy access for inspection and maintenance, and attention to acoustics. Includes four references.
Have Phone Will Travel.
Milshtein, Amy College Planning and Management; v10 n4 , p34,36 ; Apr 2007
Discusses the demise of the land line on college campuses, particularly in residence halls. Programs that issue all students cell phones with GPS tracking for safety are covered, as well as their use with faculty and facility staff.
Location-Aware Services: Where on Earth?
http://www.campustechnology.com/article.asp?id=20094 O'Hanlon, Charlene Campus Technology; v20 n6 , p32-34,36,38,39,44 ; Feb 2007
Discusses the benefits of location-aware services to campuses, including tracking shuttle busses, security alerts, and monitoring a student's location when crossing campus at night. Examples of such systems in place at MIT and Montclair State University describe their advantages, as well as necessary privacy safeguards.
Architectural Design Trends in Higher Education
http://svconline.com/education/features/architectural_higher_education_011707/ Frembes, Linda Seid Sound and Video Contractor; Jan 17, 2007
Wireless technology and distance learning continues to evolutionize higher-education classroom design and it is critical to bring in the AV consultants early in the process, including the master planning and programming phases.
10 Trends to Watch in Campus Technology.
Martin, James; Samels, James E. Chronicle of Higher Education; v53 n18 , pB7 ; Jan 2007
College and university presidents are increasingly called upon to make informed choices about technology. The rapidly shifting landscape makes it tough to keep up with change and innovation, let alone stay ahead of the curve. In this article, the authors discuss 10 trends to watch in campus technology. These trends are the following: (1) increased consolidation among colleges, computer companies, and software service providers; (2) increased competition between for-profit educational organizations and public institutions; (3) increased collaboration among private colleges and universities and community colleges; (4) increased governmental regulation of campus computer environments; (5) increased identity theft, online stalking, and cyberterrorism; (6) increased willful disruption of campus networks; (7) new teaching and learning technologies that address differences in the ways students learn; (8) making the CIO a cabinet-level appointment; (9) increased focus on planning for catastrophe and disaster recovery; and (10) increased impact of cellular technologies. Also presented are 7 skills of a highly effective CIO.
Missed Connections.
http://www.universitybusiness.com/viewarticle.aspx?articleid=648 Millard, Elizabeth University Business; v10 n1 , p36-40 ; Jan 2007
Discusses the move away from phone landlines on college campuses, and the decreasing revenue that institutions are experiencing from lost telephone charges to students. Partnering with commercial providers to rent roof space for cell phone transmissions, creating their own phone company, and bundling cell phone and wireless services for sale to students are some ways that institutions have begun replacing lost revenues from land lines.
Get Smart.
http://www.peterli.com/archive/cpm/1264.shtm Milshtein, Amy College Planning and Management; v9 n12 , p16,18 ; Dec 2006
Discusses automated HVAC, lighting, and security systems, along with the type of network these systems require, security for that network, and cooperation between facilities and IT staff.
Tech Central.
http://www2.universitybusiness.com/viewarticle.aspx?articleid=596 Halligan, Tom University Business; v9 n11 , p44-47 ; Nov 2006
Describes Temple University's TECH Center, a student computing center that was created against the trend toward wireless networks and laptops. The 75,000 square-foot facility features rooms for collaboration, lounges, a cafe, 24-hour support staffing, a wide array of computer hardware, and specialty labs for digital video, music, graphics, CAD, and languages.
Vendable Reading.
http://www.peterli.com/archive/cpm/1240.shtm Milshtein, Amy College Planning and Management; v9 n11 , p26,28 ; Nov 2006
Describes automated library storage and retrieval systems, their advantages over compact shelving, and how they have been implemented in some higher education institutions.
Display Technology: Picture This!
http://thejournal.com/articles/19492 Villano, Matt T.H.E. Journal; v33 n16 , p16-20 ; Nov 2006
From interactive whiteboards to handheld tablets, from digital projectors to newfangled video-editing systems, these products are grabbing student attention. Statistics indicate that kids prefer to learn in a visual world and like to have information at their fingertips. Across the board, the latest and greatest classroom display products meet these needs. This article discusses a spate of new multimedia tools that is putting a whole new face on the learning process.
Staying Connected: Televisions for Campus Communications.
http://www.peterli.com/archive/cpm/1199.shtm Desouza, Wellington College Planning and Management; v9 n8 , p28-31 ; Aug 2006
Describes High Point University's installation of multiple televisions at in high-traffic areas to display news and add energy to the campus environment. Equipment, installation, and maintenance advice for such a program is included.
Power to the People.
http://www.peterli.com/archive/cpm/1136.shtm Milshtein, Amy College Planning and Management; v9 n5 , p26,30-32 ; May 2006
Describes the benefits of cellular flooring systems to schools. Delivery of electrical, data, and HVAC services through raised floors allows more flexibility, along with improved fire safety and environmental benefits. Raised floors are typically more expensive to install than conventional floors, but costs are recovered with savings realized at each move or reconfiguration of the space.
Big-Picture AV Planning.
http://www2.universitybusiness.com/viewarticle.aspx?articleid=24 Sorci, Joseph University Business; v9 n5 , p64-66 ; May 2006
Discusses the incorporation of audiovisual technology into new teaching facilities, detailing elements of connectivity, capacity, conveyance, display, environment, and ease of operation that should be considered at the design process, and may be difficult to change once the building is completed.
A Bigger and Better Computer Complex.
Carlson, Scott Chronicle of Higher Education; v52 n32 , pA35-A37 ; Apr 14, 2006
Profiles Temple University's new technology center, which draws large numbers of students, even though they typically have desktops and laptops elsewhere. The state-of- the-art equipment, spacious design, availability of food and other retail, quiet, and opportunities for social interaction are credited for the facility's popularity.
Wireless Laptops as Means for Promoting Active Learning in Large Lecture Halls.
http://www.eric.ed.gov/contentdelivery Barak, Miri; Lipson, Alberta; Lerman, Steven Journal of Research on Technology in Education; v38 n3 , p245-263 ; Spring 2006
This paper reports on a study that examined the use of wireless laptops for promoting active learning in lecture halls. The study examined students' behavior in class and their perceptions of the new learning environment throughout three consecutive semesters. An online survey revealed that students have highly positive perceptions about the use of wireless laptops, but less positive perceptions about being active in class. Class observations showed that the use of wireless laptops enhances student-centered, hands-on, and exploratory learning, as well as meaningful student-to-student and student-to-instructor interactions. However, findings also show that wireless laptops can become a source of distraction, if used for non-learning purposes.
ERIC NO: EJ728904;
Tech U: Compressed Air.
http://i.cmpnet.com/nc/1707/graphics/1707f3_file.pdf Buhl, Frank Network Computing; , p43-45 ; Mar 16, 2006
Universities, with their compact living quarters and student-filled lecture halls, are currently facing the challenges of dense wireless deployments--channel selection, co-channel interference, power asymmetry and wireless client scalability--that enterprises can expect as their wireless networks mature.
Tiny Electronic Devices Go to College.
http://www.peterli.com/archive/cpm/1080.shtm Fickes, Michael College Planning and Management; v9 n2 , p39,40,42,44,46,48 ; Feb 2006
Describes uses of small electronics to enhance learning at higher education institutions, including the distribution of lectures as audio files that can be played on personal devices, the use of PDA's to track student and teacher performance and store texts. A case study of the "podcasting" of seven courses at the University of Cincinnati is included.
Campuses Expanding Wireless Coverage
http://www.campus-technology.com/resources/sites/index.asp?id=10007&msid=4 Briggs, Linda L. Campus Technology; 2006
As wireless networks rapidly gain traction on college campuses, more and more administrators are looking to expand their access points, upgrade to faster standards, and entice more students to use the wireless network.
Sound Solutions.
http://www.universitybusiness.com/page.cfm?p=1040 Goral, Tim University Business; v8 n11 , p59-62 ; Nov 2005
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.
Clickers Add Interactive Component to Large Classes.
http://www.peterli.com/archive/cpm/1008.shtm Kollie, Ellen College Planning and Management; v8 n11 , p25,26 ; Nov 2005
Describes the use of electronic personal response systems ("clickers") in classrooms to record attendance and answers to test questions.
Balancing the Freedom to Connect with the Mandate to Protect.
Lewis, William College Planning and Management; v8 n11 , pS-12,S14 ; Nov 2005
Describes steps taken at Arizona State University to maintain an accessible computer network while reducing the extraordinary numbers of security breaches being experienced. This involved securing a city-wide wireless network with significant public use, scanning laptops, and maintaining clear and constant communication with users.
Disaster Recovery: The Time is Now.
http://www.campus-technology.com/print.asp?ID=11974 Schaffhauser, Dian Campus Technology; Nov 2005
Reviews the Hurricane Katrina experiences of some prepared and unprepared higher education institution technology departments, suggests steps for developing a disaster recovery plan and list items it should include, discusses concerns both unique and mundane, describes a pan-departmental disaster team, and types of backups.
Facility Focus: Distance Learning Labs.
College Planning and Management; v8 n10 , p52-55 ; Oct 2005
Describes four new higher education buildings designed specifically to accommodate distance learning by video and Internet.
Unplugged, but Locked Down.
http://www.universitybusiness.com/page.cfm?p=990 Millard, Elizabeth University Business; v8 n10 , p40-44 ; Oct 2005
Describes steps that higher education institutions are taking to secure their expanding wireless networks, including clearing all student laptops through the IT department before they can access the network, encryption, authentication, and limiting wireless access to Internet use only.
Buildings Designed for Technology.
http://www.peterli.com/archive/cpm/965.shtm Fickes, Michael. College Planning and Management; v8 n8 , p32,34,36,37 ; Aug 2005
Discusses building design features required by existing and impending technology, including high bandwidth cabling, wireless networks, and hybrid cellular/WiFi.
Campus Networks Get Stretched.
http://www.universitybusiness.com/page.cfm?p=863 Burton, John University Business; v8 n7 , p55-58 ; Jul 2005
Cites the merging of phone, cable television, and wireless communication systems at various college campuses. The ways that these consolidations are being used, not used, and supported by software and hardware are described, along with security steps taken against the increased vulnerability of wireless and Voice over Internet Protocol (VoIP).
Technology-Enabled Teaching. If You Build It, We Should Come.
http://www.campus-technology.com/article.asp?id=11377 Craig, Will Campus Technology; v18 n7 ; Jul 2005
When a campus is engaged in an architecture-and-technology integration project, when technology experts are involved from the get-go, ‘smart classroom’ construction projects are dramatically improved—and less costly. This article discusses how and when technology staff should be involved in the planning, programming, and design phase of designing instruction and learning spaces.
Inside Purdue's Envision Center
http://www.campus-technology.com/article.asp?id=11222&p=1 Campus Technology; Jun 2005
Case study of Purdue University’s Envision Center for Data Perceptualization that breaks away from the classroom experience and brings true multi-sensory discovery and learning to students. Discusses the "Virtual Reality" 3D theater that immerse users in the environment they are viewing in real time.
The Leading-Edge Library.
http://asumag.com/mag/university_leadingedge_library/ Willars, Nick; Thomas, Phil; Hunt, Mary American School and University; v77 n11 , p34,36,39,40 ; Jun 2005
Advises on cable installation for flexibility and growth in academic and research library IT systems. Recommendations for the constituency of the planning committee is included.
Designing for the Virtual Interactive Classroom
http://www.campus-technology.com/article.asp?id=11046 Boettcher, Judith V. Campus Technology; May 2005
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.
Cross-Campus CCTV.
http://www.peterli.com/archive/cpm/909.shtm Fickes, Michael College Planning and Management; v8 n4 , p22,24,26,28 ; Apr 2005
Explains how CCTV can be connected to existing campus wired or wireless networks, with handheld monitors for security officers.
A Lesson in Technology.
Chronicle of Higher Education; vL n25 ; Feb 27, 2005
Professors and students in the health professions program at Central Michigan University are using state-of-the-art technology in their recently completed building to find new ways of teaching and learning.
The Danger Within.
http://asumag.com/mag/university_danger_within/ Asheley, Mitchell American School and University; v77 n6 , pSS8-SS10 ; Feb 2005
Advises on steps to be taken in the complex task of defending campus IT systems. Student computers must be registered before accessing the network and must have security software. Endpoint security products are also described.
New in Wireless
http://www.campus-technology.com/resources/sites/index.asp?id=10566&msid=4 Chretien, Wendy Campus Technology; Feb 2005
A summary of some of the emerging changes and issues in higher education wireless networking technologies.
Taming the 'Smart' Classroom Monster
http://www.campus-technology.com/article.asp?id=10412 Craig, Will Campus Technology; Jan 2005
Best practices for making “Smart Classrooms” affordable, powerful, and easy to use.
Protecting Campus IT Assets.
College Planning and Management; v7 n11 , pS-18,S-19 ; Nov 2004
Describes potential threats to IT security, strategies that can help protect campus networks, and Concordia University of Wisconsin's endeavors in this area.
Can You Hear Me Now?
http://www.schoolconstructionnews.com/ME2/Audiences Ham, Eric; Warner, Jason School Construction News; v7 n7 , p35 ; Oct 2004
Discusses the advantage of upgrading campus telecommunications to wireless. The installation is less invasive than traditional cabling, and the host campus can generally revenue from the use of the resulting network for cellular communication.
Much More Than Just Blackboards.
http://www.peterli.com/archive/cpm/851.shtm Wiens, Janet College Planning and Management; v7 n8 , p48-50 ; Aug 2004
Discuses considerations for high technology presentation products and services in teaching spaces, such as microphones, speakers, recorders, and interactive whiteboards.
Network Security: The Next Generation.
http://www.peterli.com/archive/cpm/728.shtm Fickes, Michael College Planning and Management; v7 n7 , p34-37 ; Jul 2004
Discusses current threats to campus network security, particularly the networking of student personal computers that may contain viruses or worms. Three generations of network security are described.
The 21st Century Chalkboard: Distributed Collaboration in Higher Education
http://www.campus-technology.com/article.asp?id=9534 Syllabus; Jun 01, 2004
Technologies for presentation and collaboration in the classroom are expanding the geographical boarders of the institution and helping to break cultural boundaries. Here, Syllabus speaks with James Oliverio, a professor and director of the Digital Worlds Institute at the University of Florida, about that institution’s pioneering work in distributed collaboration.
Technology Transforms Two B-Schools: Two Case Studies.
http://www.peterli.com/archive/cpm/845.shtm Burris, Jon College Planning and Management; v7 n6 , p44,46,47.48 ; Jun 2004
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.
Georgia Tech's Technology Square Campus: Bricks, Mortar and a Great Computer Network.
Burris, Jon College Planning and Management; v7 n5 , p48,50 ; May 2004
Describes features of the named building, the way it connects the institution with the community, its significant computer network, and peculiar cabling issues created by its location across a fourteen-lane highway from the main campus.
Lessons Learned Deploying a Digital Classroom.
Rollins, Sami; Almeroth, Kevin Journal of Interactive Learning Research; v15 n2 ; Apr 2004
A number of university campuses have undertaken the development of digital classrooms that enable presentation of digital media and digital lecture recording. While educators from across disciplines are interested in using the facilities these classroom spaces provide, deploying the infrastructure for a digital classroom is difficult at best even for a technically savvy person. As people from many disciplines become interested in building similar digital classroom spaces, there is a need to produce a useful set of design and implementation guidelines for determining the functionality of such a space and selecting and installing the equipment to achieve that functionality. The goal of this paper is to report on the deployment of the UCSB digital classroom. By using this paper as a guide, future digital classroom architects can reduce the project risk and steepness of the deployment curve. This paper: (1) motivates the use of technology in the classroom by discussing the impact of technology on education; (2) presents a phased model for classroom deployment; and (3) categorizes the set of lessons we have learned during our deployment efforts. [Authors' abstract]
TO ORDER:
http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=5136
Examining the Wireless Classroom.
http://www.thejournal.com/articles/16656 T.H.E. Journal ; Mar 2004
This entire issue of T.H.E. Journal explores aspects of wireless use in education. The feature article, "Finding Waves: Techniques for a Successful Wireless Site Survey," provides a primer for the three most common methods of designing a campus-wide WLAN. There is an update on wireless technology, as well as information on using wireless telephones to assist in school safety and communications. In addition, three applications stories chronicle different experiences with wireless technology at St. John's University, The Charlotte-Mecklenburg Schools in North Carolina, and the University of Memphis.
Creating Adaptive Learning Environments
http://207.75.158.208/ Kopp, Stephen; Stanford, Linda; Rohlfing, Kenneth; Kendall, Jonathan Planning for Higher Education; v32 n2 , p12-23 ; 2004
Educational expectations mandated by contemporary health care practice have expanded dramatically during the last decade. The Herbert H. and Grace A. Dow College of Health Professions at Central Michigan University has responded to this challenge through the creation of powerful pedagogical environments in its newly constructed health professions building. Active, immersive learning environments have been designed that will involve students in educational experiences organized to optimize learning opportunities for diverse types of learners. These unique environments are configured to foster self-directed learning while monitoring effectiveness and adapting the educational experiences to the learner. This article communicates key strategic and tactical planning issues from the leadership’s perspective and offers tactical implementation required to advance this vision. [Authors' abstract]
An Assessment of the Effectiveness of E-Learning on University Space Planning and Design
Shabha, Ghasson Facilities; v22 n3/4 , p79 - 86 ; 2004
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.
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http://www.emeraldinsight.com/Insight
Collaboratively Evaluating and Deploying Smart Technology in Classrooms
http://www.educause.edu/ir/library/pdf/EQM0448.pdf Strong, Bart; Kidney, David Educause Quarterly; n4 , p64-67 ; 2004
Involving end users in classroom technology design allows pedagogy to drive technology. This discusses the pedagogical, needs-based approach to evaluating, designing, and deploying new technology in renovated classrooms at McMaster University, Ontario, Canada. There is a focus on the design of a podium with integrated computers, data projectors, and touch-screen control panels.
Technology 2004: Convergent Technologies and the Case for VOIP.
http://www.peterli.com/archive/cpm/595.shtm Dodd, David W. College Planning and Management; v6 n12 , p30,32,34 ; Dec 2003
Describes voice over IP (VOIP), a convergent technology that allows voice services to be extended to remote locations over a common network, thus avoiding costly and complicated telephone services options. Significant start-up costs can generally be quickly recovered.
Implementing Wireless Technology in the Classroom: The iPAQ Project.
Juniu, Susana College Planning and Management; v6 n10 , p38-39 ; Oct 2003
Describes a pilot project at Montclair State University that used handheld computers for the wireless delivery of academic course content and assignments.
Designing the Space: A Conversation with William J. Mitchell.
http://www.campus-technology.com/article.asp?id=8105 Syllabus ; Sep 2003
Syllabus interviews William J. Mitchell, Dean of MIT’s School of Architecture and Planning, about the design of technology-enhanced learning spaces.
Plugged-in SITE. http://www.cdnarchitect.com/issues/ Phillips, Rhys Canadian Architect; v48 n7 , p22-26 ; Jul 2003
Examines form, color, and technology at the University of Ottawa's School of Information Technology and Engineering (SITE) building, focusing on systems (e.g., SITE is a data wired building, but with no expensive raised floors or cheap dropped ceilings); assembly rather than construction (replacing standard notions of construction with the process of assembly); and the skin (SITE utilizes limited exterior metal skins, relying instead on bold, transparent glass curtain walls).
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