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Download Sean's presentation here.

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ISE_Higher Education Preso_AVIXA - reduced size

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Read a pre-event interview with Gill Ferrell featured on page 20 of the ISE magazine.

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The official newspaper of Integrated Systems Europe

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Take a peek at one of the innovative spaces we will be exploring at NTNU …

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NTNU Learning Space R2 from Gløshaugen Syd, Trondheim, Norway

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NTNU Learning Space R2 in Gløshaugen Syd, Trondheim, Norway created by NTNU_Multimediesenteret: Ombygging av auditorium Pilotprosjektet R2 ligger i 2. etg i Realfagbygget på Gløshaugen. R2 er et stort auditorium som strekker seg over to plan i Realfagbygget. Dette pilotprosjektet handler om å teste studentenes læringsutbytte ved omb

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Forthcoming event:  Active learning in interactive spaces

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Forthcoming event:  Active learning in interactive spaces

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Tuesday 4 June, 10.00-16.00, NTNU Trondheim
A full day workshop looking at designing physical learning spaces based on sound pedagogic principles and incorporating effective use of technology. Join us to:

find out more about approaches to design; stakeholder engagement and working in cross functional teams;

hear staff and student experiences of piloting new types of learning space;

consider how to develop necessary staff and student digital capabilities;

tour (and try out for yourselves) innovative facilities including:

active learning classrooms;

makerspace and other student driven spaces;

virtual reality lab;

world-class interactive lecture theatre

The event will be of interest to anyone involved in learning space development whether your role is academic, IT, AV support, estates management or senior management. The event is free of charge for EUNIS members and registered EUNIS19 Congress delegates.
More info here. Contact gill.ferrell@eunis.org if you have any questions about the event.

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UK Higher Education Learning Space Toolkit: case studies

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UK Higher Education Learning Space Toolkit: case studies

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Ten case studies published in 2018 to complement the original Toolkit. Editor Gill Ferrell.

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About the case studies

The UK Higher Education Learning Space Toolkit was launched in 2016 to help staff from different professional services share best practice and work more effectively when creating learning spaces.

It is intended as a practical guide and a source of inspiration in the design of spaces that delight and motivate students, as well as meeting their functional needs.

This series of case studies complements the original toolkit and illustrates how a range of different institutions have applied the good practice in their own distinctive ways. This is not an exclusive list of projects but presents a series of examples of the variety of effective learning spaces projects being delivered across the UK. It is hoped this will be extended over time as more institutions evaluate the learning spaces projects they deliver.' (if this pushes it over the word limit then I'm happy to review and edit).

The case studies were created using: a questionnaire to project champions, stakeholders and users; focused interviews with key stakeholders; talking heads videos; observation of space in use and existing post occupancy information.

"Students should be at the heart of every project and although students are ephemeral by the very nature of study cycles, the student body is the constant."

Caroline Pepper, Loughborough University

The case studies themselves are a valuable source of inspiration and lessons learned for the sector. More than that, the approach we have taken provides you with a model you can use to evaluate your existing learning spaces and to approach new developments.

The format of each case study follows the chapter headings of the toolkit.

The toolkit and case studies were produced by:

Integrate and connect learning

Meet a range of different learning needs

Offer a comfortable working environment

Offer support

Make effective use of technology

Be inclusive and sustainable

Involve, inspire and motivate students

Download the toolkit chapter on building a new pedagogy (pdf)

Download the toolkit chapter on working in partnership (pdf)
Pedagogy

We advocate a holistic approach that views entire campuses as learning spaces and considers the seamless flow of different types of learning activity as well as the overall range of provision.

Design decisions should be guided by sound educational principles. Here are the principles on which the Toolkit is based:

Partnership working
Download the toolkit chapter on managing a learning space project (pdf)
Professionals leading learning space projects need to work with a range of stakeholders across functional areas that are outside their day-to-day experience.

The Toolkit emphasises the importance of participatory approaches to stakeholder engagement from the beginning if you are to avoid costly mistakes and we suggest some techniques for gaining effective stakeholder participation.

General good design practice

Functional room specifications

Audiovisual standards

IT standards

Project management
Download the toolkit chapter on effective learning by design (pdf)
Learning space projects can be complex and challenging even for experienced project managers.

You will be dealing with the 'hard' aspects of the physical build as well as the 'soft' aspects of a change initiative.

The toolkit discusses the particular life cycle of a learning space project and provides some guidance, templates and checklists.
Download the toolkit chapter on learning technologies (pdf)
Design

This section of the toolkit brings together good practice guidance on a range of topics including:

By taking a holistic view of these topics at an early stage you can avoid management and usability issues further down the line.
Download the questions we asked our focus groups in preparing the case studies (Word docx). Download the toolkit chapter on evaluation (pdf)
Learning technologies

The continued importance of physical learning spaces lies in supporting learning activities that are best undertaken collectively or which have a compelling reason for bringing students on campus and technology has an important role to play in this.

Our toolkit takes a broad look at digital technologies and other equipment used in learning spaces.

Evaluation
Download the toolkit chapter on change management and transition (pdf)
Learning space projects are often significant investments and you need to know that they are delivering the intended benefits.

Typical post-occupancy evaluation of a building focuses on technical and functional performance. The toolkit goes further than this and provides guidance on designing evaluations that measure whether the space is actually enhancing learning.
Visit the UK Higher Education Learning Space Toolkit
Change management and transition

Creating new types of learning space often demands a major exercise in change management to ensure that both staff and students are able to make effective use of the space.

A space designed to support a particular pedagogic approach, such as active learning, will only be effective if the curriculum and individual lesson plans are also designed with this in mind.

Our toolkit looks at a range of strategies for managing change and easing transition to new practices.

Further information

For more on each of the topics mentioned here see the UK Higher Education Learning Space Toolkit.

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UK Higher Education Learning Space Toolkit: case studies

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The UK Higher Education Learning Space Toolkit was launched in 2016 to help staff from different professional services share best practice and work more effectively when creating learning spaces. It is intended as a practical guide and a source of inspiration in the design of spaces that delight and motivate students, as well as meeting their functional needs.

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The UK Higher Education Learning Space Toolkit

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The UK Higher Education Learning Space Toolkit

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Access our 2016 good practice guide here.
Produced by SCHOMS, AUDE and UCISA, lead author Gill Ferrell.

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UCISA The UK Higher Education Learning Space Toolkit

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The UK HE Learning Space Toolkit has been produced by SCHOMS, AUDE and UCISA to help members from all three professional bodies share best practice and work more effectively when creati

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Read a case study about some of the learning spaces designed by James and Dom’s team at City, University of London.

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What is it?

A swivel-seat lecture theatre, designed to foster active and collaborative learning, which can be used for traditional lectures, interactive lectures and group work.

The development forms part of a larger strategic plan to convert existing rooms into new types of teaching space, intended to promote collaboration, dialogue and a different, active approach to teaching and learning.

"...I like very much the fact that we have two screens. That's very good, also the shape of the room which is quite wide and not too deep. Students can comfortably sit on both sides of the room and they have one screen in front of them essentially... they all can see the white board in between the two screens so that's quite effective."

City, University of London lecturer (regarding C309, early feedback)

Pedagogic approach

The interactive lecture theatre was designed to enhance student engagement and move beyond the traditional transmissive lecture theatre.

City encourages active learning and is using the space to develop new and innovative pedagogic practices, including peer to peer, active learning and the flipped classroom, so that students have received prepared information and tasks for study before the lecture which enables the face-to-face time to be used for more interactively.

The layout of the space and the facilities available allow tutors to design learning experiences that involve communication, social interaction, group work and problem solving with or without the use of technology.

Top tip

The use of lecture capture technology means that students do not have to make extensive notes during the lecture itself and are free to participate more actively in the lecture by asking more questions or thinking more deeply about the subject matter.

Partnership working

City's professional services departments work in partnership to enhance a range of learning spaces. Under the Designing Active Learning Initiative (DALI) all City's centrally timetabled spaces are being enhanced with new educational technology.

Members of learning enhancement and development, property and facilities and information technology work together to improve learning spaces across the City, University of London's campuses.

The collaborative approach continues beyond individual refurbishment projects by encouraging staff to write and share case studies about how they are enhancing their learning and teaching practice using the new spaces.

Project management

Learning Enhancement and Development (LEaD) in collaboration with the properties and facilities department (PAF) and academic schools.

City, University of London has taken sound pedagogic principles as the basis for the design of physical learning space. City undertook considerable research into the experiences of others, and ran pilot projects in its own institution, prior to undertaking major developments.

Design

City, University of London had already changed a number of smaller learning spaces to make them more flexible. By using movable furniture and other equipment they were able to facilitate active learning, peer to peer and group interactive practice, a variety of activities and circulation of academic staff within the learning space, to enhance student engagement.

The challenge was how to bring these qualities to the lecture theatre and to use furniture, technology and equipment to support interactivity, collaboration, flexibility and create a sense of intimacy with the lecturer and other students.

They have created a lecture theatre that can be used for traditional lectures, interactive lectures and group work. The room is a 'raked' (sloping) lecture theatre with a combination of fixed and swivel seating laid out in a horseshoe format.

There are two rows of seats on each level. One row is fixed and the other contains seats which swivel. The swivel seats can comfortably turn 360 degrees and are spaced to ensure that seats and students don't bump into each other as they turn. Students can quickly and easily face the front in traditional rows or turn to work with the students behind them.

The rows are set out in a horseshoe design so that even students at the periphery feel part of the group.

The room is designed to facilitate the use of a range of other technologies including lecture capture, student response systems and visualisation tools.

The space incorporates breakout areas and writable glass walls that can be used to support group activity.

Learning technologies

The range of technologies available means that lecturers in all disciplines can enhance their pedagogic practice by making their teaching sessions more interactive and thought-provoking.

Lecture capture technology is available in the space, lectures can be recorded and uploaded to the Moodle virtual learning environment. Students simply need to click on a link in Moodle to access the recordings on any device including a computer, tablet or mobile phone.

Lecture capture also gives students extra learning materials by allowing them to go back and review content from the lectures in their own time, and at their own pace. It is particularly useful for students who study in a foreign language, or students with learning difficulties such as dyslexia. Additionally, lecture capture is beneficial to all students for revision ahead of exams and assignments.

The space also permits group activities without the use of technology making use of the breakout spaces and writable glass walls.

Technologies in use

Top five ideas for using learning technologies

Evaluation

Usage of recorded lectures is highest ahead of exams and end-of-year assessments. This suggests that students are using the material as intended and not as a substitute for attending lectures. City is finding that access to lecture captured sessions is growing demand from our student community.

City has found through initial evaluation activities with staff and students, that the shift to student centred, active learning and problem based teaching activities can have positive outcomes for learning outcomes and student engagement.

The DALI project is in the process of further evaluation activities to assess the impact that redeveloped learning spaces are having on enabling academics to increase their use of active learning and teaching practice.

Top tip

Swivel seating takes up a lot more space than fixed seating. A combination of the two is usually the most effective way to facilitate group working whilst maximising the use of space.

Further information

For more on each of the topics mentioned in this case study see the UK Higher Education Learning Space Toolkit.

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City, University of London: interactive lecture theatre

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A swivel-seat lecture theatre, designed to foster active and collaborative learning, which can be used for traditional lectures, interactive lectures and group work. The development forms part of a larger strategic plan to convert existing rooms into new types of teaching space, intended to promote collaboration, dialogue and a different, active approach to teaching and learning.

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To end the day, our hard working presenters got to sit in the comfy chairs while they answered questions and responded to comments from the audience.

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Read more about James and Dom's workshops in this blog post from a previous participant.

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Let me first start by introducing myself.

I have recently completed my degree in Civil Engineering with Architecture and joined the LEaD team as a winter intern at City, supervised by Julie Voce, Head of Educational Technology and I met Sheila Egan who is the Learning Spaces Lead, part of the Educational Technology Team at City, University of London.

Having spoken to Sheila, I expressed my newfound interest in learning spaces as someone with a glimpse into architectural spaces on an external front and was consequently invited to the Association for Learning Technology Learning Spaces event on the 10 th January 2018.

On the day, I attended the event and met several professionals from a variety of universities and organisations that had far more knowledge in pedagogy and learning spaces than I did. It was terrifying at first as I initially felt very much out of place, however I soon engaged in a conversation with someone from UCL and got invested in discussing the variety of learning spaces at UCL and then sharing my insight of the learning spaces I was exposed to as a former student of City. It was an icebreaker and I soon relaxed into this new environment.

INTRO

During the introduction that was presented by Sheila and Julie, I noticed that 3 out of the 4 rooms displayed on the presentation, which were developed by DALI, were lecture spaces I used as a student. It was easy to relate and agree to some extents at the benefits of using those rooms using the perspective I had on the space as a former student.

One of the rooms that I could relate to was ELG01 as seen below:

WORKSHOP 1

The first workshop took place in ELG02 and it was hosted by Dom Pates and James Rutherford from the LEaD Educational Technology Team. They immediately got the group engaged with an activity where we used our various devices to participate in a poll where different suggestions as to 'what affects teaching and learning in a learning space' were put forward and then voted upon. The suggestions that had the most votes were:

Expectations created by the space (20 votes)

Temperature & Light comfort (16 votes)

The size of the class (9 votes)

My group's discussion was mainly focused around the size of the room; the larger the room, the less likely students are to speak out and engage with the lecturer in the space. Of course, there were also contributions towards comfort in terms of temperature and light within the discussion. I felt like I was a stranger looking into the discussion, as I could relate what they talked about, but also as a recent former student, I also felt they were missing something vital. I shared with the group that I thought it was more to do with familiarity of a learning space which contributes to active engagement with the lecturer. For example, a student is more likely to speak out regardless of the size, temperature and light of the room, if he/she feels familiar with the space created. This could potentially be a matter of time or a matter of having been exposed to similar features within that learning space at an earlier time. At this point, the group was focused on me and appreciated that I had a different view, coming from a student background. It was interesting for me to see that. It made me realise in some ways, that the professionals that took part in the workshop were all from different departments that dealt with learning spaces. Some universities had professionals with an IT background looking at learning spaces, which would cause difference in views, therefore having some professionals looking more at the technical features of what a learning room needs to provide for the student and lecturer's needs. Hearing the different views was interesting, and the need to balance technical capabilities against the teaching and learning requirements of those using the space is an important consideration in planning a learning space.

The suggestion with the most votes ('Expectations created by the space') was something I could directly agree with, as different rooms made me aware of what kind of lecture I would be in when I was a student.

I was introduced to the Reggio Emilia Approach as part of the presentation, following the interactive exercise. The Reggio Emilia is an educational philosophy that struck me to be quite inspiring when thinking about a learning space. Although it is typically focused on primary education, the fundamental principles could inspire higher education as well as private spaces.

The main principles that interested me in the Reggio Emilia Approach are:

Learning progress is influenced by the student's interest

Teachers and Parents are co-learners

The classroom environment is the "Third teacher"

(If you want to know more about the Reggio Emilia Approach, this link provides a good insight to the approach: Guide to Reggio Emilia Approach)

The second activity in this work shop was to judge two rooms; ELG02 and ELG12 in the teacher's and student's perspectives. We were split into two teams and assigned to different rooms where we were split again into two smaller teams to represent the teacher and the student. I had to think about the room and how it would satisfy the learning and teaching experience from a teacher's perspective first. It was something I never really thought about so it took me a moment to adjust to this new point of view. I realised that although both rooms gave the teacher plenty of room to move around from, the setup in where he/she could place their equipment or use the computers from were immovable, rendering most of the movement to one specific spot. However, when discussing with my group about that, health and safety was at the forefront of the topic as making the pod movable would require a lot of cabling to be exposed and thus pose a risk.

When Dom asked us to then change to the other perspective, I felt like I was in my element. I immediately picked out things to do with the comfort of a student and the table surface area. ELG02 was laid out in a lecture theatre style and the table was barely enough to support a vertical A4 notepad. As you can see below from the picture, ELG02 had varying rows of seats; one with the chairs that could be spun around and one with seats quite close together. Those sitting at the packed seats, would have little space to use on the table if one sat next to them and those that used the swivel seats would have to reach far to use the excess table surface area offered. However, the swivel seats worked nicely in the group session, as you could fully turn around and face the row behind you to have discussions. I also could note that due to health and safety and space requirements, the seats were far from the table surface, therefore students wanting to use the table would have to lean forward and not be able to use the backrest of the seat. However, this could vary between how tall the person using it may be. Others noted things such as lighting and positioning as well.

WORKSHOP 2

We then moved onto the last task in ELG12, which was on 'Deconstructing the classroom'. We were told to think about the necessities that a classroom needed to function and draw a plan view of the classroom. My group focused on Seating, Lighting, Sound and Technology.

We were then told to pick just one as the most important thing for the classroom; this made for a heated debate. A few of the group, especially those with an IT background thought that the most important thing in the classroom was Technology. Technology such as a computer and a screen to display the learning content as well as staying relevant with modern teaching ways.

Some thought of comfort such as seating to provide those that are learning with comfort and thus be able to focus effectively on learning.

It was quite tricky, but ultimately we agreed that we just needed students. Students that want to learn, will strive to learn no matter what kind of environment they are exposed to.

This may make some of you question whether there is any point of deconstructing a classroom; to be specific a learning space, when the answer we reached is just students.

However, without students, how can you begin to think about the learning space needed?

A learning space should focus on its audience; the students and the teacher. It should provide the best possible way for students to enhance their learning experience and for teachers to use their full potential in teaching.

Ultimately the exercise was an eye opener to most that participated and made us re-evaluate what is really important when thinking about learning spaces. I would personally recommend the exercise to anyone who is interested in learning spaces.

Overall, the event helped me gain a better understanding of the importance in decisions when creating a learning space and also gave me an insight to those that make the decisions on our learning spaces as a past student. It is great to see that many from a range of universities attended and came together to learn and understand more about learning spaces.

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Let me first start by introducing myself. I have recently completed my degree in Civil Engineering with Architecture and joined the LEaD team as a winter intern at City, supervised by Julie Voce, Head of Educational Technology and I met Sheila Egan who is the Learning Spaces Lead, part of the Educational Technology Team at City, University of London.

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James Rutherford and Dom Pates led a second workshop in which they invited us to think about the facilities we would like to have in a learning space and then challenged us to consider how many of those elements we could take away whilst still carrying out the intended purpose successfully.

This led to some very interesting discussions about priorities and the essence of good learning and teaching.

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Download a copy of the 2017-2018 end of year report for Classroom Technology Services at UNLV.

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Just another day in the office for these guys ….

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Download a copy of Scott and Frank's presentation here.

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Building an enterprise AV/IT system in a Higher Education environment

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Building an enterprise AV/IT system in a Higher Education environment

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Scott Menter and Frank Alaimo, University of Nevada, Las Vegas

Scott and Frank talked about their 5-year endeavour to construct an enterprise AV system for classrooms and learning spaces at the University of Nevada.

The presentation covered the basics of design and priorities, the difficulties in project management, the goals of the control system programming, and its integration into the remote management system.

The session will concluded by showing the advantage of collecting data to identify trends in utilisation, ability to make smart technology decisions, and calculate a return on investment.

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Download a copy of Thierry's presentation here.

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ISE 2019 360 immersive learning Koscielniak small

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ISE 2019 360 immersive learning Koscielniak resized

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Follow this link to see an animated view of our selfie at ISE
https://twitter.com/tkoscielniak/status/1092795700298043393

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Delivering 360° immersive learning experiences

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Delivering 360° immersive learning experiences

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Thierry Koscielniak, Chief Digital Officer at CNAM (Conservatoire National des Arts et Métiers which delivers HE level vocational education to over 65,000 students in Paris), continued the theme by looking at how educational resources can be made more immersive and engaging.

He demonstrated how to use a web-based builder to create 360° augmented reality content and highlight two real-life augmented 360° projects from CNAM engineering school, including one project that has been embedded into a learning management system using open source editing software. These immersive education resources can be displayed on student devices such as a VR-enabled smartphone, and provide a powerful way to increase engagement while learning.

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Download a copy of the evaluation form here.

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James Rutherford and Dom Pates, City, University of London led a highly interactive session where we were encouraged to explore physical learning space from different perspectives. James and Dom had delegates on their feet and analysing our conference environment from the perspective of both teachers and students.

The exercise was an instructive one causing many delegates to realise that they tended to focus on one perspective to the detriment of another. Participants commended the approach of ‘walking in another person’s shoes’ to aid design thinking.

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Sean Wargo, Senior Director of Market Intelligence at Avixa gave us an overview of the AV market in higher education. With a global value of $13.8 billion per annum, it is an important market for the industry. Higher education tends to have a higher percentage of AV professionals on its workforce than many other sectors and, with an average project value of just under $70,000, tends to carry out a lot of small projects.

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As part of ISE 2019, AVIXA, SCHOMS and EUNIS  once again collaborated on a mini-conference to lift the lid on the latest higher education spaces with innovative ideas and best-case examples of design thinking.

This padlet includes all of the presentations and additional resources from the event.
You are welcome to 'remake' this padlet or, unless otherwise specified in the individual resources, to reuse the content in other ways. CC BY-SA.

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Welcome and introductions: Gill Ferrell, EUNIS and Ben Barnard, AVIXA

Market Intelligence: Sean Wargo, AVIXA

The Pedagogy of Space: James Rutherford and Dom Pates, City, University of London

Delivering 360° immersive learning experiences: Thierry Koscielniak, CNAM, Paris

Building an enterprise AV/IT system in a Higher Education environment:
Frank Alaimo and Scott Menter, University of Nevada, Las Vegas

Deconstructing the classroom: James Rutherford and Dom Pates
City, University of London

Panel discussion

See more session info and speaker biographies here.