TECHNOLOGY INTEGRATION--HIGHER EDUCATION
Information on computer and electronic communications technologies for classrooms, labs, student learning spaces, and other campus environments at colleges and universities.
References to Books and Other Media
Making Classroom Technology Invisible
Harrison, Alissa and Minnich, Brian
(American Institute of Architects Committee on Architecture for Education, May 2012)
Discusses preparing future teachers for technology use in the classroom and removing the barriers that may hinder their success. Advises designers to design spaces that keep in mind the technology that will be used in that space, including smart boards, projectors, webcams, and document cameras. 3p
Classroom. NEXT: Engaging Faculty and Students in Learning Space Design.
Collier, Amy; Watson, William; Ozuna, Arturo
(EDUCAUSE Learning Initiative, Jul 2011)
The Center for Excellence in Teaching and Learning at Texas Wesleyan University undertook a project to find out what a classroom would look like if it were designed by faculty and students—and then to build that classroom. The goal was to promote innovation in learning space design and to advance instructors’ understanding of how classroom design impacts teaching and learning. Classroom.NEXT initiated a campus-wide dialogue on the design of informal and formal learning spaces, and faculty, students, and administrators identified flexibility and interactivity as key attributes to be promoted in all Texas Wesleyan learning spaces. Collaboration, particularly student-faculty collaboration, was a central component of the success of Classroom.NEXT. Faculty participants commented that they learned as much from their students about learning space design and technology as they did from the research. [Authors' abstract] 6p
Steelcase Education Solutions Case Study: University of Michigan
(Steelcase, Feb 17, 2011)
The University of Michigan takes a fresh approach to their classrooms, implementing a strategy that includes engagement, collaboration and flexibility. A variety of classroom set-ups and solutions offer students a variety of classroom experiences. Each incorporating collaborative tools and technology.
From Zero to Wireless in 4 Essential Steps.
T.H.E. Journal; v38 n2 , p14-16 ; Feb 2011
The way to building a wireless network that's reliable, scalable, and secure enough to support a robust mobile-learning initiative demands taking care of four imperative steps: (1) Get Physical; (2) Separate and Unequal; (3) Mind Your APs; and (4) Speed It Up.
Steelcase Education Solutions Case Study: Stanford d.school
(Steelcase, Dec 06, 2010)
The d.School's philosophy holds that space, furniture, tools, and technology are integral to pedagogy. Students are encouraged to display their ideas and work in progress. See how they use their space to promote behaviors critical to design thinking, such as empathy and experimentation.
2010 Energy Efficient IT Report.
(CDW-G, Vernon Hills, IL , 2010)
Presents documents from the third annual Energy-Efficient IT report by CDW-G finding that three-fourths of IT professionals are working to increase energy efficiency in their organizations. The biggest barriers cited by K-12 IT professionals to becoming more energy efficient were budget constraints and an inability to isolate and measure the energy used in IT operations. While finances hurt those efforts, cost savings and environmental impact are also the reasons 756 respondents from across business, government, higher education, and K-12 education are driven to become more energy efficient, the survey found. Of those that are actively managing their energy efficiency, 56 percent have reduced their IT energy costs by at least 1 percent, up from 39 percent in 2008. Energy efficiency is becoming an increasingly important factor in purchasing decisions, 39 percent of respondents said, up from 26 percent of respondents in 2009. Almost 80 percent of IT professionals said they either have or are developing a data center consolidation strategy, such as employing virtualization, consolidating servers, or moving applications into the cloud, in part to cut down on energy costs. 26p.
Making the Case for Space: Three Years of Empirical Research on Learning Environments.
Whiteside, Aimee L.; Brooks, D. Christopher and Walker, J. D.
(Office of Information Technology at the University of Minnesota, 2010)
Research project shows that students in new, technology-enhanced learning spaces exceeded final grade expectations relative to their ACT scores, suggesting strongly that features of the spaces contributed significantly to their learning; first-year and sophomore students as well as students from metropolitan areas rated new learning spaces significantly higher than their upper-division and rural counterparts in terms of engagement, enrichment, effectiveness, flexibility, fit and instructor use; different learning environments affect teaching-learning activities even when instructors attempt to hold these activities constant; assignment types greatly impact the study environments students select. [Authors' summary of key findings] 18p.
The 2009 21st Century Campus Report: Defining the Vision.
(CDW, Vernon Hills, IL , Nov 02, 2009)
Reveals a common view of the 21st-century campus among students, faculty and IT staff. Each group noted that the 21st-century campus is defined by access to information, resources and the community without being hindered by wires or restricted by campus boundaries. Despite their common vision of the 21st-century campus, the survey also identified a substantial gap between student and faculty perceptions of technology integration into the educational experience. Approximately 70 percent of faculty said they are satisfied with their technology professional development and use technology in almost every class, yet less than 40 percent of students said their professors fully understand technology and fully integrate it into their classes. 16p.
Learning Environments: Where Space, Technology, and Culture Converge.
Warger, Tom; Dobbin, Gregory
(Educause, Boulder, CO , Oct 2009)
Suggests that the time has come to broaden the scope of that inquiry and consider factors beyond space, including learning culture and the changing roles of instructors, students, and other people involved in teaching and learning. The effort to understand and develop effective learning environments includes more individuals and more roles than have generally been involved in the discussion about teaching and learning, and the factors at issue include, but go beyond, technology. 14p.
2009 Energy Efficient IT Report: The Power of Prioritization.
(CDW-G, Vernon Hills, IL , Aug 31, 2009)
Surveys 752 IT professionals in U.S. organizations to study marketplace attitudes toward energy efficient IT, barriers to its adoption and what differentiates successful implementations. Detailed results indicate that more organizations are taking steps to improve IT energy efficiency in both desktop computing and in the data center; energy reduction efforts are yielding significant results; and best results are achieved when organizations ask, assign, and provide incentives for IT to provide energy efficiency. 37p.
How Technology Will Reshape Academe After the Economic Crisis.
(Educause, Boulder, CO, May 11, 2009)
Explores a range of technological-informed 'opportunities' from the pragmatics of shared services models to 'transformational' arcs of activities in internationalization and open education resources, all in the context of the economic crisis of 2008-2009 and its effect on higher education. Mergers, consolidations, and perhaps even closures are all possible outcomes of the financial crisis. Viewed as only a financial crisis, crisis management has attempted to attack the economic equation by constraining and re-directing inputs. Fewer students, fewer offerings, suspended sabbatical leaves, salary freezes, and staff layoffs are all intervention strategies for the financial ledger.
Classroom and Technology Design and Construction Minimum Requirements.
(Pennsylvania State University, University Park , Mar 06, 2009)
Presents minimal considerations for design and construction of all Pennsylvania State University classrooms/seminar/lecture halls, conference and meeting spaces being designed or planned for new or remodeled work. The guidelines are organized by Masterformat sections and cover quality requirements, openings, finishes, specialties, equipment, furnishings, systems, lighting, communication, safety and security, and commissioning. 48p.
Longitudinal Study of a Building-Scale RFID Ecosystem.
(University of Washington, Dept. of Computer Science and Engineering, Seattle , 2009)
Reports the results of a radio frequency identification (RFID) study conducted at the University of Washington. 67 People and a variety of objects were outfitted with 300 tags that made them trackable by the system, producing data on their movement and whereabouts within the building, and enabling them to find each other. 14p.
The 21st Century Campus: Are We There Yet?
(CDW, Vernon Hills, IL , Oct 13, 2008)
Reports on technology integration at U.S. higher education institutions. Assessing a combination of student, faculty and campus IT executive input, U.S. schools are just halfway to 21st-century capabilities such as full technology integration in and out of class. The report also illustrates students? belief that technology is critical to their education, that just 33% of faculty say technology is fully integrated into the educational experience, and that campus technology is an important factor in school selection and workplace readiness. 31p.
E2IT, the Energy Efficient IT Report: What Works and What Doesn't in IT Energy Reduction.
(CDW-G, Vernon Hills, IL , Aug 2008)
Evaluates responses by 778 IT professionals in U.S. organizations to a survey on the importance organizations are placing on IT energy use and costs, the measures organizations are taking to reduce energy use, the reasons some organizations are seeing better results than others, and what IT professionals need in order to improve energy efficiency in IT operations. Each question is presented with sample responses and a precis for the reader to consider as a consensus. Snapshots also summarize responses by specific constituencies. 33p.
Learning Centers, Libraries, and IT: Providing Integrated Support Services in a Learning Commons.
Dickerson, Carol; Kuerbis, Paul; Stiles, Randy
(Educause, Boulder, CO , Feb 27, 2007)
Describes the process and product of building Colorado Colleges Learning Commons, the successes and challenges of collaboration, and quantitative and qualitative benefits of the work for the campus community. The space was created within in its library. The collaboration also spawned a group that provides integrated learning support services (ILSS) to the campus, benefiting faculty and students. The Learning Commons and ILSS group are serving as a test bed and a brain trust for ongoing design work for a new library 10p.
Bringing Technology to the Classroom.
(The George Washington University, Washington, DC, 2007)
Discusses integration of instructional technology at The George Washington University. This includes computer laboratories, technology built in to the facility, as well as that which can be borrowed from a central location. Video teleconferencing production and delivery is also addressed.
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.
(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.
Navigating Toward the Next-Generation Computer Lab.
(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.
Information Commons, Northwestern University.
Davis, Bob; Shorey, Denise
(Educause, Boulder, CO , 2006)
Profiles this Illinois 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.
USITE/Crerar Computing Cluster and Cybercafe, University of Chicago.
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.
Digital Union, Ohio State University.
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.
Stanford University: Wallenberg Hall.
(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.
Virginia Tech: Torgersen Hall.
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.
Group Spaces: Stanford University.
(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.
Sustaining and Supporting Learning Spaces.
(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.
Linking the Information Commons to Learning.
(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.
Collaboration and Multimedia Classrooms, University of Central Florida.
(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.
Flyspace, North Carolina State University.
(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.
Designing Blended Learning Space to the Student Experience.
(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.
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
Student Learning Center, University of Georgia.
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.
AV Technology in Higher Education
(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
Library as Place: Rethinking Roles, Rethinking Space.
Bennett, Scott; Demas, Sam; Freeman, Geoffrey; Frischer, Bernard; Oliver, Kathleen; Peterson, Christina
(Council on Library and Information Resources, Washington, DC , Feb 2005)
Presents six essays that consider the effect of online availability of research on the creation and design of library space. The authors consider the role of a library when it no longer needs to be a warehouse of books and when users can obtain information without setting foot in its doors. The authors include librarians, an architect, and a professor of art history and classics. The focus is primarily on research and academic libraries. The essays underscore the central, growing importance of the library as place, or base, for teaching, learning, and research in the digital age. They also encourage active participation of many stakeholders students, faculty, academic officers, information technologists, librarians as well as an experienced architect. 89p.Report NO: CLIR Pub. No. 129
Wireless LANs in Higher Education
(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.
Capitalizing on Opportunity: Creating a Facility for Innovative Teaching and Collaborative Learning at Emory University.
Albrecht, Bob; Bender, Bob; Kvavik, Robert
(Educause, Boulder, CO , 2004)
Reviews the creation of Emory University's Cox Computer Center, from its beginnings as an outdated utilitarian facility, to a facility composed of a variety of workspaces, configurations, classrooms, and state-of-the-art hardware and software. The success of the facility is evidenced by more the 100,000 student and faculty visits in the first year alone, and by the 18 courses that meet regularly in its classrooms. 16p.
Designing a Classroom For the New Pedagogy: What Comes First, the Chicken or the Egg?
(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.
(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
(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] p261-262TO ORDER: Education and Information Technology Library
Thinking Outside the Circle: the Design of Face-to-Face Collaborative Learning Facilities
(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] p174-180TO ORDER: Education and Information Technology Library
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.
Classroom Design Manual: Guidelines for Designing, Constructing, and Renovating Instructional Spaces at the University of Maryland.
(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.
(Educause, Boulder, CO , 2000)
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. 4p.
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
(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.
The Virtual Campus: Technology and Reform in Higher Education.
Van Dusen, Gerald
(George Washington University, Graduate School of Education and Human Development, ERIC Clearinghouse on Higher Education, Washington, DC , 1997)
Begins with a survey of the literature finding higher education reform characterized by changes in teaching, learning, research and scholarly activity, organizational culture, and governance and finance. Section 2 takes up teaching on the virtual campus and how institutional variables influence adoption of information technologies according to their particular missions and goals. Section 3, on classroom learning, contrasts traditional and virtual classrooms and describes the interface capabilities of various technologies. Section 4 explores recent reconceptualizations of scholarship as well as new computer-based technologies that are beginning to influence both the methods and substance of research. Section 5 depicts efforts to reform both the bureaucratic and academic spheres of higher education institutions by applying principles of Total Quality Management. Section 6 delineates some of the important new responsibilities of governing boards, including monitoring regulatory legislation, establishing a telecommunications policy, and shepherding resources for technology. The final section draws conclusions from the literature and makes recommendations for institutional planning and research. Includes 228 references. 199p.
Classroom Design Manual. Third Edition.
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.
Master Classrooms: Classroom Design with Technology in Mind.
(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.
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.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.
(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.
References to Journal Articles
Emerging Technology for School Security
Doss, Kevin T.
American School and University; , p20-22 ; Jul 2012
An up-and-coming technology enables smartphones to open access-controlled doors, do laundry, buy lunch and much more.
What's New in Educational A/V?
Campus Technology; Jun 12, 2012
Audiovisual technologies—including LCD displays, flat-panel monitors, video walls, studios, and A/V devices and applications—are gaining presence in today's learning spaces as educators increasingly rely on these technologies to reach and engage students.
Campus Technology ; , p20-25 ; Jun 2012
At the University of Southern California, an ambitious campuswide renovation aims to create tech-enabled learning spaces that place a premium on flexibility.
Education Technology Transformation
American School and University; , p16-20 ; Mar 2012
Technological advances that give students more control of their education are changing schools and universities. This explores online learning, and new technologies that let you bring your own, publish your own, store your own, and track success.
From Computer Lab to Sandbox.
Campus Technology; Nov 02, 2011
The old, traditional Computer Information Systems laboratory at Bentley University in Waltham, MA has been transformed into a unique “Sandbox” with state-of-the art technology-enhanced collaboration spaces--both physical and virtual--that support formal and informal learning and discovery.
Furnishing for Connection.
College Planning and Management; , p44-45 ; Oct 2011
Describes how the Fox School of Business at Temple University transformed a traditional classroom into a high-tech meeting and events space that can morph from seminar room to an event area in a few minutes and that offers a very high-tech video wall and wireless projection for all participants.
Unlimited Access in Classroom Technology (with Related Video)
American School and University; Sep 2011
With desktop virtualization, school and university students can gain access to technology where and when they want it. Virtualization enables education institutions to consolidate information technology infrastructure in a central location and provide needed applications and data to users on their own devices when they request it.
How Technology is Reshaping the Way Students Learn
Daily Journal of Commerce; Aug 25, 2011
A proposed Communications Technology Building for Bates Technical College in Tacoma, Washington is designed to help students gain new levels of media literacy and train the future technicians who will help enable it. The project provides media labs, recording studios, broadcast equipment training, a library, data center and a variety of informal learning areas to foster creative engagement.
Aces of Space.
Campus Technology; v24 n10 , p32-34,36,38,39 ; Jun 2011
Profiles four schools that use technology, new design concepts, and flexible furnishings to reinvent their teaching spaces. Curved rooms, interconnected and networked electronic wall displays, modular furnishings on wheels, and classrooms with no front are described.
Creating a Smart Classroom from Scratch.
Campus Technology; May 2011
Describes new classrooms set up at South College in Knoxville, Tennessee, with new technology equipment, tools and software, including secure wireless Internet access, lecture capture software, videoconferencing tools, and sensor pads.
Done Doing More with Less?
College Planning and Management; v14 n5 , p19,20,22 ; May 2011
Discusses information technology cost-cutting strategies, including replacing computer laboratories with mobile laptop carts, consortium purchasing, cloud computing, and VOIP telephone service.
Greening the IT Department.
College Planning and Management; v14 n4 , p28,30,32,34 ; Apr 2011
Discusses methods of saving electricity in the higher education department, citing the example of steps taken at the Lone Star College System and Loyola University of Chicago. Cooperation between the IT and facilities departments is emphasized.
Together at Last.
College Planning and Management; v14 n3 , p54-56 ; Mar 2011
Describes the relationship of security and IT through a procedure called ?convergence.? At its most basic level in planning and implementation, dialogue and communication between security and IT must be thorough.
Design Considerations for Effective Distance Learning.
University Business; Mar 2011
Discusses proper classroom acoustics, good speech intelligibility, clear sightlines, proper lighting, and seating arrangements that need to be considered when developing an effective distance learning classroom, which will benefit students and instructors alike.
The Lease Piece.
University Business; v14 n2 , p40-42,44 ; Feb 2011
Describes the many good effects, especially financial, of leasing network servers, SAN storage, core switches, and edge switch equipment. Leasing over five years avoid a one-time up-front cost, and guarantees a refresh every five years. 22 points detail the decisions about leasing.
Putting Technology in the Hands of Students.
School Planning and Management; v50 n2 , p25-27 ; Feb 2011
Describes network upgrades that enable schools to run security, distance learning, and sophisticated instructional programs.
College Planning and Management; v14 n2 , p26,28-30 ; Feb 2011
Profiles the University of Minnesota's active learning classrooms (ACLs). These technology-rich facilities compel collaborative student-led learning, with teachers assuming facilitator roles. Acceptance by teachers and students is addressed, as is the increased contact between teachers and students.
Tech Gets Physical.
Campus Technology; v24 n6 , p22-24,26 ; Feb 2011
Discusses technological innovations that enhance campus energy management, facilities maintenance, and otherwise enable physical plant and energy management on college campuses.
The Next Step.
College Planning and Management; v14 n1 , p14-20 ; Jan 2011
Discusses seven trends in higher education. These are: bringing multimedia into the classroom, expansion of campus store offerings, new tax reporting requirements for universities operating overseas campuses, energy-efficient IT departments, enhanced security, and "bridging" as a construction project delivery method.
Data Center Energy Stars.
Building Operating Management; , p45,46,48,50,52 ; Nov 2010
Discusses reducing energy use in data centers. Even though the collection of statistics on energy use is relatively recent, several cases are cited where institutions implemented facility upgrades that resulted in lower energy use.
Down the Hatch.
Campus Technology; v24 n3 , p24-29 ; Nov 2010
Discusses a trend toward moving higher education library IT services into the university-wide IT functions. While this is typically done for budgetary reasons, librarians fear losing control over their IT services and their ability to respond quickly to patron needs. Advantages and disadvantages of consolidation are discussed.
Shared Leadership for a Green, Global, and Google World.
Duin, Ann; Baer, Linda
Planning for Higher Education; v39 n1 , p30-38 ; Oct 2010
Advocates leadership in higher education that is green, global, and Google. Leadership in environmental sustainability, a global reach, and the use of worldwide computing resources compel shared leadership that brings together administrators, faculty, and students. Examples from several higher education institutions illustrate the principles, and 21 references are included.
Technology-Enabled Active Learning Environments: an Appraisal.
CELE Exchange; 2010/7 , p1-8 ; Jul 2010
Examines the emergence of technology-enabled active learning environments and the reasons for their appearance. It explores three Australian case studies and considers how effective they are in enhancing teaching and learning outcomes.
Goodbye Chalk, Hello iPhone.
College Planning and Management; v13 n7 , p28-30 ; Jul 2010
Discusses the migration away from traditional in-classroom educational content, to electronic content, accessible from handheld devices that students typically carry.
Rethinking Classroom Design Guidelines.
Campus Technology; Jun 02, 2010
Discusses the difference between studio and traditional classrooms, with particular emphasis on how this impacts technology integration.
Sustainable IT: 30 Tips for Going Green with IT Operations and Equipment.
University Business; v13 n6 , p63-66,68 ; Jun 2010
Discusses sustainable practices for information technology, addressing reduction of power consumption, proper use, virtualization, and procurement.
American School and University; v82 n11 , p28-31 ; Jun 2010
Discusses recent additions to the arsenal of learning technologies. Furniture that accommodates laptop use standing or lounging, web-based curricula, outside funding to acquire technology, and changes in classroom design are addressed.
Seven Tips for Building Collaborative Learning Spaces.
Campus Technology; v23 n10 , p30-32,34,36 ; Jun 2010
Offers tips for creating collaborative learning spaces in either new construction or renovation and retrofit. Involve faculty in design process. Gauge student input. Invest in flexible furniture. Create technological redundancy. Assess acoustical issues. Don't forget low-tech. Train the faculty on effective use.
The Modernization of Signs: A Library Leads the Way to Networked Digital Signage.
Computers in Libraries; v30 n3 , p36-38 ; Apr 2010
The authors share how they were able to effectively use the digital signs found in stores, hospitals, businesses, and on billboards in an educational setting that included but was not limited to Winona State University's Krueger Library. The authors conclude that the digital signage provides the library and the entire campus with a dynamic, centralized mechanism for communicating.
IT Is Easy Being Green.
College Planning and Management; v13 n4 , p28,30,32,33 ; Apr 2010
Calls for accountability for IT energy usage on campuses. Increased use of laptops decreases need for servers. Vertical-stacking blade servers reduce footprint and require less use of air conditioning. Use of cloud computing, off-site software and storage, further reduces on-site server and storage needs. Automatic shutdown can significantly reduce energy costs.
Learning to Share.
Campus Technology; v23 n7 , p32-34,36,37 ; Mar 2010
Describes the process of weening research universities away from departmental to centralized computing, saving space and reducing energy consumption. Case studies from four universities are included.
Building Virtual Classrooms.
Campus Technology; v23 n7 , p12,14,15 ; Mar 2010
Describes how two rural community college expanded their distance learning facilities. The problems faced by the present systems, the solutions, and outsourcing where necessary are described.
Playing in Einstein's Lab.
Campus Technology; v23 n6 , p11,12,14 ; Feb 2010
Describes technology "sandboxes" where faculty can train on new technology outside of the classroom. Examples of spaces created and the technology installed in them are included.
The Imagined Space of the Web 2.0 Classroom.
Campus Technology; Jan 2010
Advises on accommodating technology in a classroom. Rooms should be square or rounded instead of rectangular since sight-lines and visual display of information is now as important as the sound of voices; moving furniture for different ways to work with technology should not cause a sudden roar of noise, chair and table legs scraping on tile, but instead the soft rolling of table and chair on a soft surface.
Please, Lecture Me Again.
College Planning and Management; v13 n1 , p78-80 ; Jan 2010
Reviews the benefits and features of current lecture recording technologies, including laptop-based cameras, online editing, and imbedded audio-visual materials.
Imagining All of Campus as a Learning Environment.
EduCause Quarterly; v33 n3 ; 2010
Key findings of this research project are that although most students own laptops and mobile devices, use of student computing centers at the University of Washington continues to be high; embracing wireless and mobile learning requires imagining all of campus as a learning environment; for the most complete service, consider pursuing a hybrid approach — offering computing centers and support for wireless and mobile learning across campus.
Computer Labs Get Rebooted as Lounges: New Gathering Places for Laptop Users Help Colleges Save on Upkeep.
Chronicle of Higher Education; Dec 06, 2009
This discusses new gathering places for laptop users that may help colleges reduce expenses. More than 11% of colleges and universities are phasing out computer labs or plan to do so. New spaces might be lounges filled with modular furniture and plasma televisions; virtual labs that give remote laptops access to software; or better computer rooms with state-of-the-art machines and pleasing architecture that can act as de facto student centers.
A Space to Collaborate.
Campus Technology; v23 n3 , p18,20,21 ; Nov 2009
Profiles new three new university libraries to illustrate the trend toward providing numerous configurations of technology-rich collaborative spaces.
Collaboration Creates A State-of-the-Art Medial School Learning Center.
Kessell, John; Korber, Jeffrey
College Planning and Management; v12 n10 , pF17-F20 ; Oct 2009
Discusses how a university collaborated with a vendor to furnish learning spaces with laptop-ready workstations that are networkable and can be arranged into pods. Sightlines in any direction were preserved by the geometry of the workstations.
Protecting the Power. [Creating Reliable Backup Power.]
Schlattman, Paul; Weber, Robert
Building Operating Management; v56 n10 , p51,52,54,55 ; Oct 2009
Discusses uninterruptible power supply (UPS) configurations. Efficiencies, scalable design, compatibility, standby generators, sound attenuation, and exhaust are discussed.
Expanding HPC and Research Computing -- The Sustainable Way.
Campus Technology; v23 n1 , p32-34,36 ; Sep 2009
Presents an interview with Notre Dame's CIO, discussing the university's response to the upswing in high performance and research computing at the university while reducing costs and the environmental impact of program growth. Reduction of servers through virtualization saves space and energy, and excess heat from equipment is used to heat a greenhouse and to treat sewage.
American School and University; v81 n13 , p124,125 ; Aug 2009
Profiles two higher education technology centers selected for the 2009 American School and University Magazine Education Interiors Showcase. The projects were chosen for their ability to integrate current and future technology, innovative use of materials, life-cycle cost versus first cost, timelessness, safety and security, clarity of design concept, and accommodation of an enhanced educational mission. Photographs and project statistics accompany a brief description of each project.
Improving Wireless Coverage.
College Planning and Management; v12 n8 , p34,35 ; Aug 2009
Discusses means of improving wireless penetration at higher education institutions. Digital antenna systems (DAS) are described, including their hub, remote antenna units, and cabling. These systems can target select areas where coverage needs to be boosted. Advice on selecting a multi-carrier solution is included.
Campus Technology; v22 n1 , p18-20,22 ; Jul 2009
Discusses five current trends in digital projectors: 1) wireless, 2) better light and color, 3) remote monitoring and maintenance, 4) better lens shift, 5) and improved mountability.
The Green Data Center.
Campus Technology; v22 n10 , p15,16,18 ; Jun 2009
Profiles the renovation of Utah State University's data center that included replacing an inefficient chilling system that used CFC refrigerant and server virtualization that reduced the size of the data center and the amount of cooling needed. Modular data centers in use at other universities are also described.
It's All about Flex-Ability.
Campus Technology; v22 n10 , p31,32,34,36 ; Jun 2009
Profiles Santa Clara University's Harrington Learning Commons, Sobrato Technology Center, and Orradre Library. This single building provides complete wireless coverage, traditional and flexible furnishings, abundant power access, and a variety of private and collaborative learning spaces.
Cutting-Edge Technology Revolutionizes Learning.
College Planning and Management; v12 n6 , p43,44,46 ; Jun 2009
Profiles Drexel University's Center for Graduate Studies in Sacramento, which occupies leased space in a downtown office building, teaches only evening and weekend courses, and features sophisticated flexible audiovisual and videoconferencing facilities.
Taming the Beast: Making Data Centers More Energy Efficient.
College Planning and Management; v12 n4 , p68-71 ; Apr 2009
Advises on creating more energy-efficient data centers. Arranging equipment to maximize shelf use and reduce mixing of waste heat with cooled air, reuse of waste heat, combining underutilized servers, and recycling of equipment are addressed.
Videoconferencing: Green with Envy.
College Planning and Management; v12 n4 , p20,22,23 ; Apr 2009
Profiles videoconferencing classrooms at Western Kentucky University. The 34 rooms enable the institution to cover a large geographical area without accommodation for students cars on campus, as well as other infrastructure needs. Descriptions of the technology in place are included.
Jorn, Linda; Whiteside, Aimee; Duin, Ann Hill
Educause Review; v44 n2 , p12,14,15 ; Mar-Apr 2009
Relfects on recent conversations elevating the importance of place, space, design principles, and learning in the evolving IT infrastructure of higher education. Today, the impact of emerging technologies, diverse learners, strategic campus issues, new course design methods, and recent findings in learning science continues to inform how people think about learning spaces--virtual and physical, formal and informal. Likewise, ideas continue to converge to create innovative and strategic design practices for building twenty-first-century learning spaces. Experts are finding that conversations around emerging technologies and virtual learning environments can be catalysts for engaging stakeholders in the design process. Conversations about blended learning environments, mobile technologies, games, social networking tools, and holographics work best when stakeholders are involved from the inception of such initiatives. Includes nine references.
Thinking Inside the Box.
Building Operating Management; v56 n2 , p66-68 ; Feb 2009
Advises on cutting data center energy use by replacing and then removing old servers, rather than just adding on to them, investing in energy-efficient hardware, and running multiple applications on one server.
Got an Energy Hog?
Building Operating Management; v56 n2 , p59,60,62,64 ; Feb 2009
Advises on improving the energy efficiency of data centers, including maintenance of underfloor pressure, proper implementation of cold and hot aisles, updating HVAC systems, strategic location of thermostats, consideration of energy efficiency in IT equipment decisions, and updating of inefficient lighting.
Computers and the Environment: Minimizing the Carbon Footprint.
School Business Affairs; v75 n2 , p18,19 ; Feb 2009
Advises on how to purchase computer equipment that contain more environmentally benign content and use less energy. Proper disposal of equipment is discussed, as are ways to use computers to reduce energy use through automation of procedures that previously required paper or staff travel.
Technology in the Mailroom.
College Planning and Management; v12 n2 , p48-50 ; Feb 2009
Discusses online systems that expedite mail cost tracking, parcel delivery, and reporting. Resources for improving campus postal services are included.
"Where Do You Learn?": Tweeting to Inform Learning Space Development
Aspden, Elizabeth J.; Thorpe, Louise P.
Educause Quarterly; v32 n1 ; 2009
The authors took Twitter's "What are you doing?" prompt and instead asked "Where are you learning?" They succeeded in getting 15 students to send tweets that would offer insights into their learning patterns, activities, and environmental triggers. Although the depth and style of their participants' tweets varied greatly, most offered much more than they had hoped for by providing lighthearted but insightful information about how their university, home, and social lives blended together. Above all, the authors were able to take a nonthreatening and decidedly nontraditional activity to engage students in university-wide planning and development. Includes four references.
Creating Learning Spaces through Collaboration: How One Library Refined Its Approach.
Fox, Robert; Stuart, Crit
Educause Quarterly; v32 n1 ; 2009
Describes how the Georgia Tech Library has undergone two learning space renovations in the past six years, with a third in 2009. The authors review how the three renovation projects were planned, executed, and assessed, with particular emphasis on the following techniques: 1) Engage users in all aspects of learning space creation. 2) Incorporate flexibilities into the built spaces to foster experimentation. 3) Avoid mimicking others space solutions without first incorporating your own user- centered findings. 4) Build in a continuous assessment program to inform upgrades and future projects.
Virtual World Learning Spaces: Developing a Second Life Operating Room Simulation.
Gerald, Stephanie; Antonacci, David M.
Educause Quarterly; v32 n1 ; 2009
Suggests an alternative approach to developing virtual world learning spaces. Instead of anticipating possible educational needs and trying to develop flexible learning spaces for those possible needs, virtual world learning spaces can be developed for very specific instructional needs. The article examines the design, development, and use of one of a virtual world learning space at the Kansas University Medical Center: The Nurse Anesthesia operating room simulation for learning the basic induction process. The authors goal is to provide some insights into developing virtual world learning spaces and highlight the advantages of those virtual world spaces over real world spaces. Includes four references.
Challenges in Technology Implementation for Learning Spaces in Higher Education.
Lewis, Bryan; Starsia, Gerald
Educause Quarterly; v32 n1 ; 2009
Describes some of the lessons learned through the design and implementation of technology by campus planners and project designers in the University of Virginias McIntire School. Specialization was required for the selection and implementation of technologies including the familiar network, telecommunications, and data-processing functions, and also the more esoteric emerging technology labs and simulation spaces, financial trading rooms, and teleconference centers. The authors applied some basic tenets throughout the conceptual design, design/development, and implementation phases that addressed many of the common challenges.
Uses of Labs and Learning Spaces.
van den Blink, Clare
Educause Quarterly; v32 n1 ; 2009
Reviews the process for modification to computer laboratory spaces at Cornell University. A key aspect of the research was to conduct several focus groups across a diverse cross-section of lab users and other campus stakeholders. Observations of lab use and staff feedback provided a long-term view of how the lab spaces are actually used and helped them identify needs for future designs. Because their research findings indicated multiple and varied uses of a single space, they also reviewed research findings from another project that implemented a "smart classroom" in a small space previously used as a computer lab. The changes to the space were minor, with the focus on what technologies could best be used to enhance teaching and learning. Results showed positive teaching outcomes when implementing smart-classroom technologies. Includes four references.
College Planning and Management; v12 n1 , p25,28 ; Jan 2009
Discusses integration of three-dimensional technology into instructional facilities, describing the installation at Notre Dame.
"N" is for Now!
Campus Technology; v22 n3 , p30-32,34,36 ; Nov 2008
Discusses the advent of the 802.11n standard for wireless networks. The new standard promises dramatic increases in speed and signal coverage, and eliminates the need for wired connections in some high-bandwidth applications such as video, multimedia, sound, and even voice of internet protocol (VoIP). Examples of how the standard is being implemented at ten higher education institutions are included.
Coming to You by Video.
University Business; v11 n11 , p40-43 ; Nov 2008
Describes several higher education endeavors to facilitate meetings through videoconferencing, saving time and travel costs. Each institution's scheme is accompanied by details of the technology used and the curriculum it assists.
Campus Technology; v22 n3 , p16,18,20 ; Nov 2008
Discusses trends in digital projector technology, citing the features and installation criteria of DLP, LCD, and hybrid LCoS devices. Wireless and ultra-short-throw projectors are also discussed.
Are iPhones and iPod Touches the Next "Must-Have" Campus Technologies?
College Planning and Management; v11 n10 , p24,26,27 ; Oct 2008
Describes how some higher education institutions have integrated iPhone and iPod Touch use into curriculum, as well as the provision of campus directory, map, and event information.
Converge and Conquer.
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?
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.
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.
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.
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?
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.
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.
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:First Assessment of a Learning Studio.
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.
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.
Increase Square Footage While Driving Energy and Labor Costs Down Through Wireless Technology.
Campus Facility Maintenance; v4 n2 , p32,33 ; Summer 2007
Describes wireless and web-based monitoring of campus infrastructure systems, with particular attention to monitoring of steam traps.
Technology and Learning.
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.
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.
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?
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
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.
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.
Entering the Interaction Age Today: Implementing a Future Vision for Campus Learning Spaces.
Educause Review; v42 n1 , p12-14,16,18,20,22,24,26,28,30,31 ; Jan-Feb 2007
Discusses the dawning of the "Interaction Age," a logical extension of the Information Age, which, while built on a foundation of familiar information technologies (and emerging new ones), will extend these technologies to emphasize interactivity over mere content delivery. The changing character of technology product options, coupled with a lack of actionable research findings regarding the impact of particular technology solutions, can make it difficult for institutional planners to predict which of these ideas might yield the greatest near-term benefit and which might be best left for future work. But with directed effort, some ingenuity, and a future-focused vision, colleges and universities should be able to identify and leverage existing technologies with which to build aspects of the "future" campus learning space today. Includes 13 references.
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.
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.
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!
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.
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.
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.
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.
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.
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.
Tech U: Compressed Air.
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.
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
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.
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.
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.
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.
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.
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.
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.
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.
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
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.
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.
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.
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.
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
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
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?
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.
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.
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
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.
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.
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.
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
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
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.TO ORDER: http://www.emeraldinsight.com/Insight
Collaboratively Evaluating and Deploying Smart Technology in Classrooms
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.
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.
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.
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.
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).
Switching from Landlines to Cell Phones.
College Planning and Management; v6 n7 , p25-27 ; Jul 2003
The trend toward wireless telephone service is leaving college administrators with a dilemma about whether or not to spend the money to install telephones in campus residence hall rooms. This article describes the various approaches colleges have taken to this situation, which include complete independence from landlines with discount wireless rates offered to students and staff.
Buying Fiber-Optic Networks.
College Planning and Management; v6 n6 , p38,40 ; Jun 2003
Describes consortia formed by college and university administrators to buy, manage, and maintain their own fiber-optic networks with the goals of cutting costs of leasing fiber-optic cable and planning for the future. Growth capacity is the real advantage of owning fiber-optic systems.
New Jersey's Private Internet Network.
College Planning and Management; v6 n5 , p41-43 ; May 2003
Describes NJEDge.Net, a private, high-speed Internet broadband network used by most New Jersey colleges and universities. Asserts that it will be a highly-copied model throughout the country.
Accommodating Students' Learning Styles.
College Planning and Management; v6 n3 , p30-31 ; Mar 2003
Describes some learning tools that are being used in college classrooms to accommodate various learning styles. They include amplification systems, video systems, and whiteboards.
10 Ways To Take the Fear out of E-Learning.
Sederberg, Laura J.
College Planning and Management; v6 n2 , p36-37 ; Feb 2003
Suggests 10 steps to alleviate faculty's fears of incorporating online learning: make e-learning as easy as possible, let faculty learn at their own pace, focus faculty training efforts, provide handy reference material, clearly state expectations, provide mentors, empower faculty, enlist students, evaluate training sessions, and let sleeping dogs lie.
TEAL: Technology Enhanced Active Learning.
Microsoft Research; 2003
This describes the 3,000-square-foot TEAL classroom at MIT in Cambridge, Massachusetts that contains an instructor's workstation in the center of the room, surrounded by 13 round, seven-foot tables seating nine students apiece; eight projectors around the perimeter of the room that can project both PowerPoint presentations and applets; and 13 video cameras that project onto 13 different white boards, one for each of the tables. Students work in a computer rich environment; they have one networked laptop per three students, with data acquisition links between laptop and experiments
Forecasting Higher Education's Future.
Boyken, Don; Buck, Tina S.; Kollie, Ellen; Przyborowski, Danielle; Rondinelli, Joseph A.; Hunter, Jeff; Hanna, Jeff
College Planning and Management; v6 n1 , p12-19 ; Jan 2003
Offers predictions on trends in higher education to accommodate changing needs, lower budgets, and increased enrollment. They involve campus construction, security, administration, technology, interior design, athletics, and transportation.
Learning Spaces: More Than Meets the Eye.
Brown, Malcolm; Lippincott, Joan
Educause Quarterly; v26 n1 , p14-16 ; 2003
With the advent of technology on campus comes a shift from classroom to learning space. New conceptions of the classroom are being driven by the emergence of new methods of teaching and learning, made possible by the rapid evolution and adoption of information technology.
A Model for IT Policy Development.
Goodyear, Marilu; Warner, Beth Forrest
College Planning and Management; v6 n1 , p64-65 ; Jan 2003
Describes the University of Kansas' information technology (IT) policy development process as a model for other institutions' IT policy development. The policy involves seven dimensions: access, freedom of expression, privacy, intellectual property, security, effective use of information resources, and records management.
Managing IT Transformation.
Hitt, John C.
College Planning and Management; v5 n12 , p14-18 ; Dec 2002
Discusses how making information technology (IT) transformation an overt higher education institutional goal, as opposed to a by-product of other processes, allows true progress. Describes such efforts at the University of Central Florida.
ABCs of Smart Classrooms.
Syllabus; v16 n2 , p24-26 ; Sep 2002
Describes issues involved when converting traditional classrooms into smart classrooms that include appropriate educational technology. Highlights include faculty training in advance; flexibility; design considerations; technical support; and an example based on experiences at Virginia Commonwealth University.
The Black Box Theater and AV/IT Convergence: Creating the Classroom of the Future.
Valenti, Mark S.
Educause Review; v37 n5 , p52-54,56,58,60,62 ; Sep-Oct 2002
Explains the concept of a "black box" classroom where there is a convergence of audiovisual and information technologies providing both the teacher and the students with essential tools and flexibility. Next generation technologies, such as smart furniture and smart building products, are explored.
A Quest for Bandwidth.
College Planning and Management; v5 n7 , p28-29 ; Jul 2002
Describes how Portland State University brought broadband into its older residence halls using Long-Reach Ethernet, a technology that delivers high bandwidth across the unconditioned telephone-grade wire that already existed in the buildings.
Solid Planning Assures Smooth Telecommunications Upgrade.
College Planning and Management; v5 n6 , p49-51 ; Jun 2002
Describes how making early and thorough plans to replace their antiquated telephone system helped administrators at the University of Minnesota meet specific requirements.
Building Blueprints: A Clear View of Technology.
College Planning and Management; v5 n5 , p26-27 ; May 2002
Describes the design of the technology center at Laney College in Oakland, California, which was renovated from a welding shop. The building, which illustrates a "transparency" theme, houses the computer information systems department and serves as a multimedia teaching laboratory for the entire campus and local businesses. Includes before and after photographs.
The Hardware Behind Online Systems.
College Planning and Management; v5 n4 , p22,24 ; Apr 2002
Uses the example of Dallas County Community College District to describe the computer hardware components needed to deliver online education.
Wired to the Hilt. Saint Joseph's University Stakes its Future on a $30-Million Bet
Chronicle of Higher Education; , pA33 ; Mar 29, 2002
While technology in the classroom is nothing new, the very latest networked technologies, which permit unprecedented interactivity among students and professors, are changing the face of the lecture hall. Universities see those wired classrooms as the future of higher education, particularly for science and business courses, and are beginning to build them, component by component, room by room.
Untangling the Maze.
Day, C. William
American School and University; v74 n4 , p43-45 ; Dec 2001
Explains how schools and universities can plan their technology cable management systems to avoid future problems. Offers points to consider when choosing overhead, in-the-floor, raised floor, and perimeter raceway systems.
The Essential Role of Leadership in Information Technology.
Dodd, David W.
College Planning and Management; v4 n12 , p12-14 ; Dec 2001
Explains why only through effective leadership can the full potential of information technology and services be leveraged to support an educational facilitys mission. The article explores the most important management skills that information technology directors need to succeed.
Digital State Survey Part IV.
Government Technology; Dec 2001
This survey was conducted by the Center for Digital Government, the knowledge-management and research division of e.Republic, and sponsored by the Progress & Freedom Foundation and 'Government Technology' magazine. How information is being harnessed to deliver education in colleges and universities and kindergarten though 12th grade institutions is featured. Specific mention is made of examplary efforts in Illinois, South Dakota, Utah, Georgia, North Carolina and Pennsylvania.
Secrets of Wireless Technology Planning: Simple Things Done Well.
College Planning and Management; v4 n7 , p38,40-41 ; Jul 2001
Presents the key principles and practices that guided Buena Vista University (Iowa) safely through its wireless technology planning process. Principles and practices covered include linking information technology to institutional missions with clearly articulated goals; recognizing the human above and before technology; and seeking workable strategies, not final solutions.
Smart Cards 101: Everything a Beginner Needs To Get Started.
College Planning and Management; v4 n7 , p28,30 ; Jul 2001
Discusses how to implement a smart card system at a college or university, and explains what smart cards are, their potential applications, benefits, and costs. Provides a resource for obtaining additional information about smart cards.
The Changing Shape of Technology on Campus from Emergence to Convergence.
Cunningham, Kevin; Rainey, Sylvia
Facilities Manager; v17 n3 , p19-22 ; May-Jun 2001
Explores the basics in technology convergence in making today's college and university campuses more "intelligent." Two key components required for effective technology convergence are described as are the benefits of convergence on campus safety and security and utility cost management.
Put Your Cable Wiring to the Test.
Day, C. William
American School and University; v73 n8 , p54-55 ; Apr 2001
Discusses why schools and universities should incorporate testing procedures as a requirement in any wire bid specification for cable wiring. Notes that the increasing sophistication of wire cabling requires a much more sophisticated cable termination and that casual termination practices result in excessive attenuation, crosstalk, and other external influences. Includes definitions of key cabling terms.
College Planning and Management; v4 n3 , p46,48 ; Mar 2001
Discusses outsourcing as a university's solution to manage its information needs and other technology tasks. Compares and contrasts two types of outsourcing strategies: selective outsourcing and complete package outsourcing.
The Multifunctional Digital Centre: A Concept for Developing Countries in the Electronic Age.
Altbach, Philip G.
PEB Exchange; n42 , p20-22 ; Feb 2001
Discusses the idea of multifunctional digital center (MDC) as a solution to some of the problems faced by higher education in developing countries and the lessons the MDC has for industrialized nations. The MDC is shown to have the potential for linking the technologies of the 21st century with the idea of community in a cost- effective manner.
The Power of Portals.
College Planning and Management; v4 n2 , p43-45 ; Feb 2001
Discusses the inherent benefits and difficulties when a university information technology department decides to build customized portals for students, faculty, and staff and alumni.
Designing an Effective IT Backbone.
College Planning and Management; v4 n2 , p38,40-42 ; Feb 2001
Examines the elements to be considered when planning a campus's technology infrastructure to a unified, high-speed system architecture. Topics such as platform or protocol selection, cabling issues, cost control, and project close out are discussed.
Opening Up New Possibilities.
American School and University; v73 n6 , p20-22,24 ; Feb 2001
Discusses technology's impact on educational facilities and operations. Examines technology's influence on a school's ability to streamline its business operations and manage its facilities more efficiently. Describes how Baylor University in Waco, Texas, used technology to reduce its energy expenditures.
Paul A. Elsner Library & High Technology Complex and Life Science Building, Mesa Community College, Mesa, Arizona.
Design Cost Data; v45 n1 , p48-49 ; Jan-Feb 2001
Presents design features of a community college library and high technology complex and life science building that combines traditional library functions with computer and multi-media commons, mediated classrooms, video communications network studios, and administrative offices and student services. Photos are included.
Cabling for the Future.
College Planning and Management; v4 n1 , p56-57 ; Jan 2001
Examines how the University of Texas at Austin designed its cable installation in order to support desktop applications not yet available on the market.
Pushing the Boundaries of Technology, Education, and Design.
Schneider, Jay W.
School Construction News; v2 n7 , p14-16 ; Nov-Dec 2000
Examines Sinclair Community Colleges (Dayton, OH) development of their 75,000 sq.ft. Center for Interactive Learning where the limits of technology in education can be experimented with, explored, and tested. Design planning, building function, design features, and furniture and finishes are discussed.
Improving Line-Of-Sight Viewing in Computer Labs.
College Planning and Management; v3 n10 , p48-49 ; Oct 2000
Discusses how maintaining a clear line of sight in computer labs helps students and teachers better see each other and affords better communication. Examples of line of sight considerations helps special needs students are offered.
Cutting Edge EDU. @ USC.
Facilities Design and Management; v19 n9 , p38-42 ; Sep 2000
Discusses the principles and components of the University of Southern California's "smart building": the Marshall School of Business. The building's design, learning environment, use of high- tech learning tools, audio/video teleconferencing, and more than 1,100 data/power hookups, making it the most technologically advanced in the country, are examined.
American School and University; v72 n12 , p161-164 ; Aug 2000
Explains why schools and universities should develop well- researched and financially prudent plans for equipping their facilities with technology. Guidelines are offered for building affordable high-tech classrooms.
Building Blueprints: Old vs. New.
College Planning and Management; v3 n7 , p32-33 ; Jul 2000
Presents two Harvard Law School (Massachusetts) classroom renovation projects that helped old, obsolete rooms meet the demands of modern technology. Before and after photos are provided.
Will Classrooms Disappear?
Hendrickson, Warren; Louden, Leslie
College Planning and Management; v3 n6 , p20-22,24 ; Jun 2000
Examines how technology will make the classroom of tomorrow more versatile than ever before. Recent trends in learning environments and what they will need to support students are discussed as are what the new traditional classroom will look like and the new emerging learning technologies.
Intelligent Campus Buildings for the Information Age
Facilities Manager; v16 n3 , p25-28 ; May-Jun 2000
Discusses three "information age" trends that have colleges and universities re-examining their campus infrastructure flexibility to support these wireless communication needs. Trends examined are information technology; increased demand for flexible, technology- focused teaching spaces; and increased systems' interconnectivity.
College Planning and Management; v3 n5 , p45-47 ; May 2000
Describes the use of the Internet and laptops help Carnegie Mellon University students carry out sophisticated research anywhere on campus. How the university became a wireless community is discussed.
Designing a Digital Learning Center & the Art of Compromise.
Dow, Raymond; Legaspi, Marlon; Tiedemann, David
College & University Media Review; v6 n2 , p73-86 ; Spring-Summer 2000
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.
Smart Classrooms Require Smart Planning.
College Planning and Management; v3 n4 , p37-38,41 ; Apr 2000
Discusses considerations in flooring, wiring, and furniture when remodeling classrooms for the information age. Conversion planning stages are addressed.
Wiring for the Future.
Yan, Alice L.
American School and University; v72 n3 , p331-33 ; Nov 1999
Explores the steps schools and colleges can do to implement the types of technology needed to provide the best programs that attract students. Surveying underground utility structures for routing telecommunications, building connectivity between campus buildings, and using a system with widespread telecommunications options are discussed.
College Planning and Management; v2 n10 , p28, 30 ; Oct 1999
Discusses the management of one of the most advanced campus networks in the United States at the University of Pennsylvania (Philadelphia). The bandwidth requirements it uses, how advanced applications are addressed, and some insights on its infrastructure are examined.
How Technology Influences Interior Design.
College Planning and Management; v2 n8 ; Aug 1999
Examines telecommunication technology's influences on interior school design and on learning and discusses how to implement this technology in the school. Building the infrastructure to support telecommunications in an educational setting and the importance of effective lighting are also discussed.
Technology and Tradition: Developing an Integrated Campus Design.
Olenick, Mary Jo
College Planning and Management; v2 n6 , p50-53 ; Jun 1999
Discusses how a college can develop an integrated campus design that allows for flexibility for future technological change while preserving a campus's character. Steps in planning the best architectural solutions are highlighted and examples of various solutions in creating a new campus image and feel are discussed.
The Center for Interactive Learning: An Incubator for Hatching Technology.
College Planning and Management; v2 n3 , p44-46 ; Mar 1999
Describes a state-of-the-art community college facility, the Center for Interactive Learning, that helps professors integrate technology and instruction and provides students with unique technology-enhanced learning experiences. The Center's planning, distinctive features, and amenities are detailed.
American School and University; v70 n12 , p144-147 ; Aug 1998
Discusses enhancing a college's competitive position by offering technological capabilities to its students, including the planning process and wiring installation issues to be considered. Two examples are highlighted concerning building the wiring infrastructure to support multipurpose, technology-rich learning environments.
Does Your Technology Support Measure Up?
College Planning and Management; v1 n3 , p20-22,24,26 ; May 1998
Provides tips on ways to keep computer systems in colleges and universities from failing while at the same time controlling costs. Trinity College (Hartford) is used to illustrate how proper staffing, system maintenance, hardware purchasing decisions, technician compensation, and the use of students for maintenance work can effectively support a school's technology.
How To Organize Technology Areas.
College Planning and Management; v1 n3 , p47-48,52 ; May 1998
Highlights three ways a college or university can organize its technology areas to maximize comfort and save space. Examples are provided on controlling equipment sprawl through thoughtful workstation development, designing computer rooms for flexibility and effective cable management, and emulating business setups that are work-flow efficient and ergonomic.