1. Dan Gilbert (dgilbert@stanford.edu) Page 1dgilbert@stanford.edu Year One Experiences in Wallenberg Hall, Stanford University Dan Gilbert Stanford Center for Innovations in Learning

2. Dan Gilbert (dgilbert@stanford.edu) Page 2dgilbert@stanford.edu Key Points About Stanford’s Advanced Resource Classrooms Rationale must be clear to students and faculty: Why are we here? Good teaching becomes great; Bad teaching becomes awful A significant technical challenge conceptually and operationally is file management

3. Webster Rear-Projection Digital Whiteboards SmartPanel Control with DVD/VCR & Laptop Connection Video Cameras and Microphones 4 20-Student Experimental Classrooms

4. Dan Gilbert (dgilbert@stanford.edu) Page 4dgilbert@stanford.edu In-class Laptops with iSpace Software Wireless Network Videoconferencing

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 Team Meeting Space Open to Public Whiteboards and CopyCam First Floor Breakout Spaces

7. Dan Gilbert (dgilbert@stanford.edu) Page 7dgilbert@stanford.edu 3 12’ Screens with iSpace Computers Flexible Seating for up to 50 Peter Wallenberg Learning Theater

8. Dan Gilbert (dgilbert@stanford.edu) Page 8dgilbert@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

9. Dan Gilbert (dgilbert@stanford.edu) Page 9dgilbert@stanford.edu Poetry of Horace, Prof. Richard Martin Engaged entire class in single text Introduced web resources to students Compared student work

10. Dan Gilbert (dgilbert@stanford.edu) Page 10dgilbert@stanford.edu Poetry of Horace: Comparing Multiple Works Publicly Student Work (Huddleboards/Laptops) Original Poem (Class Website) Expert Commentary (Online/Class Reader) Professor Mediates Discussion

11. Dan Gilbert (dgilbert@stanford.edu) Page 11dgilbert@stanford.edu Bioinformatics Project Course, Prof. Russ Altman Lectures plus group-work World class remote guest speakers matched project topics Students shared models of complex data

12. Dan Gilbert (dgilbert@stanford.edu) Page 12dgilbert@stanford.edu Bioinformatics Project Course, Prof. Russ Altman

13. Dan Gilbert (dgilbert@stanford.edu) Page 13dgilbert@stanford.edu Bioinformatics Project Course

14. Dan Gilbert (dgilbert@stanford.edu) Page 14dgilbert@stanford.edu First-Year Hebrew, Dr. Vered Shemtov Quick Transitions from media to group work Extensive Use of audio, video, and web Experiments with class configuration daily

15. Dan Gilbert (dgilbert@stanford.edu) Page 15dgilbert@stanford.edu First-Year Hebrew

16. Dan Gilbert (dgilbert@stanford.edu) Page 16dgilbert@stanford.edu What’s Easily Exportable Now Leave the Lights On! –Use rear projection or invest in bright front projection –Eases transitions and encourages discussion Mobile Whiteboards and Furniture –Facilitates group work –Transition from whole class to breakout groups quickly Breakout Space Designated for Teams –Enables teamwork and discussion; its okay to be loud –Encourages interactions across disciplines - (i.e. Engineering class can share space with an English class)

17. Dan Gilbert (dgilbert@stanford.edu) Page 17dgilbert@stanford.edu Observations and Challenges File management is key technical challenge for faculty and students; USB drives and Course Management System are critical Social relationships impact technology usage –Students follow faculty lead and try to meet faculty expectations –Faculty/Instructors learn from and listen to each other across departments Flexibility in curriculum is as important as flexibility of space –New ideas inevitably pop up –In some cases, faculty explore concepts deeper using multiple representations

18. Thank You!