The Evolving Electronic Classroom Robert W. Cavenagh Dickinson College, Carlisle, PA

Presentation overview: A quick review of classroom evolution Computer equipped classrooms Needs assessment Smart3: A standard for our campus The emerging issue: Groupwork Discussion: so, what do they DO?

Our common classroom heritage (a really superficial view):

Dickinson: growth of ‘smart’ Electronic Classrooms: 1974, the ‘computer lab’ with many terminals, and later with microcomputers 1983, rooms with installed data projector/computer 1994, the arrival of ‘studio’ classrooms and carts 1998, the addition of ‘collaboration stations’ and hybrids 2001, our Smart3 protocol--our third generation. 2002, the design of collaborative classrooms. Future: more, More, MORE (we are currently at 66 classrooms, labs, carts and similar facilities)

A new generation of computer ‘labs’-- multiple computers that face the instructor’s station and seem to facilitate lecturing.

This ‘lab’ uses LCD monitors to improve eye contact between participants, facilitates discussion.

A basic ‘smart’ classroom: computer, projector, video, sound, workstation. Early versions were custom designed for their users. We have gone from 3-gun projectors to LCDs to brighter LCDs.

This one adds a Smart Board™

A ‘studio’ format classroom. We first observed these at MIT and Middlebury. Face in for discussion, face screen for presentation, turn to computers for individual work. Satisfactory for up to two students per computer, not more.

Some ‘hybrid classrooms’ and labs

This physics lab integrates collaboration on computing and experiments into its very fabric.

Since 1997 we have been experimenting with ‘collaborative workstations’ that place users on the outside of a curve. They work.

Our early ‘smart’ classrooms were driven by WANTS. We are now attempting to document NEEDS. We used these strategies: A ‘facilities utilization study’ by an architecture and planning firm A careful analysis of Registrar’s records Lists of un-met requests when faculty seek rooms. Student and faculty surveys A committee to monitor progress

Evolution of the Smart3 protocol: Early ‘smart’ rooms had a ‘Taj Mahal’ tendency. Costs were too high and many features were under-utilized. Training for a wide range of different facilities proved difficult. Everything was ‘custom.’

In creating the Smart3 model we sought to: Create a minimal useful configuration Standardize both components and installation styles Achieve some scale economies Simplify the learning process for users Simplify the instruction process for ourselves

Our current components list: Mac or PC with LCD monitor Data projector (Sanyo or Proxima for compatibility) Small audio system Combo VCR/DVD player Custom, minimal lectern (houses all but projector) (rooms already have screens, darkening) Standard software package

Here is a pair of sample lecterns with equipment:

The Smart3 classroom allows us to create standardized instruction sets for users of the rooms. The various details are cut and pasted from a master list, with photos of the particular room.

Our current need is to find improved ways to support group work within the classroom. Our group stations do fine, but they haven’t fit into classrooms. Faculty want something that will support groups, but also not get in the way for other things. They want flexibility. We are working on two models: 1. Corner stations: this one is a bit too narrow. Note the compact computer.

2. Folding stations. The concept is to have stations that will fold out of the way when not in use. The sketch shows our latest thinking. 4-5 would line the walls of a Smart3 classroom with small worktables and chairs.

Discussion: possible topics: What are these rooms used for??? Why does collaboration matter? Are these projects worth the effort? What are costs? ??

This has been: The Evolving Electronic Classroom Robert W. Cavenagh Dickinson College, Carlisle, PA