1. Dan Gilbert (dgilbert@stanford.edu) Page 1dgilbert@stanford.edu Designing More than a Room Dan Gilbert Stanford Center for Innovations in Learning NLII Fall Focus Session, Sept. 9, 2004 Copyright Dan Gilbert, 2004. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

2. Dan Gilbert (dgilbert@stanford.edu) Page 2dgilbert@stanford.edu Designing More Than a Room: Principles People: Design tools to help instructors, students, and SCIL staff work better Places: Provide rooms that are centrally located, include breakout space, and are in same building as learning research Processes: Knowledge and Technologies should transfer across campus; leverage existing tools that support teaching and learning

3. Dan Gilbert (dgilbert@stanford.edu) Page 3dgilbert@stanford.edu Guiding Design Principle “Build the best socket we can afford” - Prof. Larry Leifer, Stanford University

4. Dan Gilbert (dgilbert@stanford.edu) Page 4dgilbert@stanford.edu In-class Laptops with iSpace Software Lightweight Reconfigurable Furniture Videoconferencing 2 Webster Rear-Projection Digital Whiteboards SmartPanel Control with DVD/VCR & Laptop Connection Four 20-Student Experimental Classrooms

5. Dan Gilbert (dgilbert@stanford.edu) Page 5dgilbert@stanford.edu Huddleboards (Portable Lightweight Whiteboards) 2 CopyCams (Fixed Scanners to Capture Whiteboard Work)

6. Dan Gilbert (dgilbert@stanford.edu) Page 6dgilbert@stanford.edu 3 12’ Screens with iSpace Computers Flexible Seating for up to 50 Peter Wallenberg Learning Theater

7. Dan Gilbert (dgilbert@stanford.edu) Page 7dgilbert@stanford.edu Courses in Wallenberg Hall Classics History German Japanese Hebrew Mechanical Engineering Computer Science Public Policy Education Medical School Science, Technology, Society English Drama Linguistics Bioinformatics Biochemistry Cultural Anthropology Anthropological Sciences Management Sci. and Engineering

8. Dan Gilbert (dgilbert@stanford.edu) Page 8dgilbert@stanford.edu Designing More than a Room Break Out SpacePhysical Location Prototyping Space Assessment & Evaluation Community of Practice Support ( Pedagogical & Technical) Knowledge TransferTechnology Transfer Leverage/Promote Existing Tools

9. Dan Gilbert (dgilbert@stanford.edu) Page 9dgilbert@stanford.edu Designing More than a Room: People Knowledge TransferTechnology Transfer Break Out SpacePhysical Location Prototyping Space Assessment & Evaluation Community of Practice Support ( Pedagogical & Technical) Leverage/Promote Existing Tools

10. Dan Gilbert (dgilbert@stanford.edu) Page 10dgilbert@stanford.edu Assessment and Evaluation: “We’re interested in different things” - Dr. Vered Shemtov, Hebrew Instructor Assessment: Instructor Is this student ready for a higher level class in this field? (Hebrew) Will this student take another class in my department (Classics) What do my experience and instincts tell me about teaching here? (Engr.) Evaluation: SCIL Staff We’ve designed –Faculty Interviews –Student Surveys –Student Focus Groups Looking for Learning Gains and Usefulness of Tools Larger scope: across courses for longer Determination of merit or worth of program, includes instructor assessment

11. Dan Gilbert (dgilbert@stanford.edu) Page 11dgilbert@stanford.edu Designing More than a Room: Places Knowledge TransferTechnology Transfer Break Out SpacePhysical Location Prototyping Space Assessment & Evaluation Community of Practice Support ( Pedagogical & Technical) Leverage/Promote Existing Tools

12. Dan Gilbert (dgilbert@stanford.edu) Page 12dgilbert@stanford.edu Team Meeting Space Open to Public Whiteboards and CopyCam Break Out Space

13. Dan Gilbert (dgilbert@stanford.edu) Page 13dgilbert@stanford.edu First-Year Hebrew: ‘Israeli Café’ Break Out Space

14. Dan Gilbert (dgilbert@stanford.edu) Page 14dgilbert@stanford.edu Individual Work Break Out Space

15. Dan Gilbert (dgilbert@stanford.edu) Page 15dgilbert@stanford.edu Team Meeting Space Break Out Space

16. Dan Gilbert (dgilbert@stanford.edu) Page 16dgilbert@stanford.edu Lifestyle Space Break Out Space

17. Dan Gilbert (dgilbert@stanford.edu) Page 17dgilbert@stanford.edu Class Activity Breakout Space Break Out Space

18. Dan Gilbert (dgilbert@stanford.edu) Page 18dgilbert@stanford.edu Public Exhibit Space Break Out Space

19. Dan Gilbert (dgilbert@stanford.edu) Page 19dgilbert@stanford.edu Designing More than a Room: Processes Knowledge TransferTechnology Transfer Break Out SpacePhysical Location Prototyping Space Assessment & Evaluation Community of Practice Support ( Pedagogical & Technical) Leverage/Promote Existing Tools

20. Dan Gilbert (dgilbert@stanford.edu) Page 20dgilbert@stanford.edu Still Creating These Processes Build formal communication between schools and departments and create exportable processes Manage demand for space: innovative instructors need to teach their courses 3 times to get the most value out of Wallenberg Hall – limits number of courses that can come through Wallenberg –increases need to bring infrastructure back to home dept.

21. Dan Gilbert (dgilbert@stanford.edu) Page 21dgilbert@stanford.edu Designing More Than a Room: Principles People: Design tools to help instructors, students, and SCIL staff work better Places: Provide rooms that are centrally located, include breakout space, and in same building as learning research Processes: Knowledge and Technologies should transfer across campus; leverage existing tools that support teaching and learning

22. Dan Gilbert (dgilbert@stanford.edu) Page 22dgilbert@stanford.edu Thank You!

23. Dan Gilbert (dgilbert@stanford.edu) Page 23dgilbert@stanford.edu Next Step: Comprehensive Study Measuring Learning Gains To answer we need to: Build better processes for integrating instructor assessment with SCIL Research Find funding to undertake a full-scale subject-specific analysis of learning outcomes for each class Identify and study sufficient numbers of similar classes taught elsewhere at Stanford to isolate the “Wallenberg Hall effect.”

24. Dan Gilbert (dgilbert@stanford.edu) Page 24dgilbert@stanford.edu Designing More than a Room Design Assessment and Evaluation Products and procedures Design a Transfer Process: Med School using same model Design the context where the room sits: –Center of campus –Opens into breakout spaces –Physically close to research ctr on learning sciences - between school of ed and psychology…s Design Processes for how different groups of people gain value from space –evaluators, technologists, and faculty work together to measure success –Can students use highly instrumented spaces for group work outside of class time? Design spaces for prototyping Designing Time and Space for Faculty training and experimentation Design ways for faculty to share ideas

25. Dan Gilbert (dgilbert@stanford.edu) Page 25dgilbert@stanford.edu Initial Evaluation Findings Moving quickly within tasks and between tasks has value to instructors and students Wallenberg Hall rooms contribute positively to problem solving and presentation skills Students report greater understanding of main concepts and greater appreciation of the discipline

26. Dan Gilbert (dgilbert@stanford.edu) Page 26dgilbert@stanford.edu Evaluation Questions How are the users of Wallenberg Hall making use of its facilities? What learning goals are actually being addressed in Wallenberg Hall? Do users believe that their learning goals are being achieved better or differently in Wallenberg Hall? What are the key factors that are either promoting or impeding the success of teachers and students in Wallenberg Hall?