Institute: College of Health Science

Sector: E-Learning Team

Institution Name College of Health Science
Title:
Moodle Learning Guide Book
1.1
Classroom Design Principles that Improve Teaching & Learning
Excerpts from: Hard acts on !mart Classroom Design: Ideas" #uidelines" & La$outs %$ Dr& Daniel Nieme$er
!carecro' Press" ())*
Empowers Faculty + Provide the technology that faculty request in enough campus classrooms
to meet instructional requirements. Pedagogy should drive the design. Focus on a user-friendly
approach with attention to simple controls and signage. Improve instruction with hardware that lets
faculty maximize their teaching styles, and fexile designs that permit teachers to alter their
presentation at the last minute. Presenters should e ale to operate equipment at elow level,
without undigni!ed crawling around on the foor or fumling with poorly laeled controls in the dar".
In addition, dual window coverings, functional light switching, and ceiling fans give presenters control
over the classroom environment.
Emphasize Flexibility - !erve multiple presenters 'ith man$ teaching st$les& Technolog$ that
facult$ need must %e permanentl$ placed in the classroom to eliminate damage to e,uipment in transit and
ma-e it availa%le .)) percent of the time& Ca%inets or closets are needed for storage& Cover the front of the
room 'ith %oards and screens& Teachers must %e a%le to 'rite on the %oard and pro/ect images on the screen
at the same time& In addition" the design must permit simultaneous displa$ of multiple images for
comparing and contrasting& Classrooms should %e eas$ to change as future presentation technologies evolve
and screen proportions 'iden&
Encourage Student Interaction - Create a colla%orative learning environment 'ith the
instructor as a mentor& Promote eas$ access around the room& Provide the essential e$e contact for
convening a class rather than /ust conducting a collective assem%l$& The lectern for the presentation
computer needs to %e small and placed at the right or left front of the room" allo'ing the presenter to face
the audience& !mall lecterns do not create the ps$chological %arriers that large" complex %un-ers do& 0eep
the center of the classroom free for chal-%oards" overhead pro/ectors" screens" and open space for
presentations" displa$s" and experiments&
Stress Simplicity - 1a-e classroom technolog$ as simple" friendl$" and non+intimidating as possi%le&
Technolog$ should inspire presenters 'ho rel$ on improvisation" spontaneit$" and audience participation&
The addition of computers should not ma-e simple 23 devices li-e overhead transparencies" slides" and
television more difficult to use& 2 simple lectern 'ith PL4# & !H56 capa%ilit$ permits the presenter to
displa$ laptop computer output on a large screen& Complex installations tend to %e a'-'ard" expensive to
change" and re,uire continuous upgrading&
Expand Connectivity - Change classrooms from isolated to interconnected places 'ith access to
stored resources and live video connections& Include telephone lines 7t'isted pair8" T3 distri%ution 7coax8"
and data connections 7categor$ 98& 6hile infrared 'ireless connections loom on the hori:on" it is still
prudent to include conduit in classroom designs& 2long 'ith access to outside resources" there is gro'ing
demand for classrooms that originate t'o+'a$ video for distance education&
Contain Costs - Design technolog$ classrooms to serve the facult$ 'ell $et remain afforda%le& To
reall$ impact teaching" a large num%er of technolog$ classrooms need to %e created around the campus" not
/ust one expensive island of technolog$ to impress 3IPs& !imple self+service classrooms that do not re,uire
on+site technical staff can reduce continuing support costs&
!'eat Details + !pecif$ room la$out" ade,uate teaching space" lighting" %oards" acoustics" screen si:e and
mounting height" conduit" 'indo's" and coverings& 3isual presentation re,uirements are ver$ precise and
unforgiving& Calculate student sightlines to %e sure that all students can see all %oards and screens from top
to %ottom& Pro/ected images must %e large enough to %e reada%le in the %ac- ro'& It is critical to prevent
am%ient room light from 'ashing out the images on the screen& During pro/ection" room light should %e
%right for student interaction" not /ust dim for note ta-ing& Control lighting on %oard and computer lectern&
Dr& Daniel Nieme$er" Classroom Design Consultant& ;une" ())*
#omputers in #ollege #lassrooms
$xcerpts from% &ard Facts on 'mart #lassroom (esign% Ideas, )uidelines, * +ayouts y (r. (aniel ,iemeyer. 'carecrow
Press, -../
#omputers in classrooms should inspire presenters who rely on improvisation, spontaneity, and
audience participation. 0hey are user-friendly for the presenter and support interactive,
collaorative learning for students. ,ew approaches in the classroom include% mentoring1
student team pro2ects1 collaorative small group wor"1 discovery learning1 'ocratic dialectic1 and
simulations.
Computer Options for todays SMART College Classrooms
!Computer "resentation Classrooms with computer capaility for the
presenter
may e designed with connections for a laptop computer that the instructor supplies or
the room may include a uilt-in computer for the presenter
!!Interactive Computer Classrooms with computers at each student
wor"station
may e designed with 2ust power and data connections for student laptops or
the room might include a control system to ma"e all computers in the room interactive
!
#echnology in Computer "resentation Classrooms
(303 #4,,$#0I4, for a laptop computer and5or a 67I+0-I, des"top computer
#eiling-mounted 8I($45(303 P94:$#049
'ound 3;P+IFI$9 and two ceiling 'P$3<$9'
(8(58I($403P$ P+3=$9 in technology cainet
0wo '#9$$,'
48$9&$3( P94:$#049 for transparencies
3''I'0I8$ +I'0$,I,) device and #+4'$( #3P0I4,I,) device
4ptional technology for #omputer Presentation #lassrooms%
'econd ceiling-mounted 8I($45(303 P94:$#049
(4#7;$,0 #3;$93 that may e located in the lectern
047#& '#9$$, media control system
$+$#094,I# >&I0$ 6439(
/?mm '+I($ P94:$#049
!!#echnology in Interactive Computer Classrooms
'tudent ($'<04P #4;P70$9' at each student wor" station
0eacher@s ($'<04P #4;P70$9 and
0eacher@s #4;P70$9 #4,094+ system uilt into the teaching station
&igh speed P9I,0$9
0wo ceiling-mounted 8I($45(303 P94:$#049'
'ound 3;P+IFI$9 and two ceiling 'P$3<$9'
(8(58I($403P$ P+3=$9 in technology cainet
0wo '#9$$,'
3''I'0I8$ +I'0$,I,) device and #+4'$( #3P0I4,I,) device
elocatedinthelectern may e
047#& '#9$$, mdia control system 4ptional technology for Interactive #lassrooms% (4#7;$,0 #3;$93 that
$+$#094,I# >&I0$ 6439(
In addition, there are several computer options outside of formal classrooms:
(rop-in, 4pen #omputer +as
>i-Fi, 'mall )roup 3lcoves, 'tudent )athering 'paces, a #yer #afe
Instructional 0eaching, +earning and 0echnology #enters
9$'$39#& - In a ABBB survey of #alifornia Institutions of &igher $ducation, +arry
)ilert found that campuses with access to computers in the classroom show
dramatic increases in classroom use of instructional materials otained from the
>e. 0he campuses with more computers availale for faculty in the classroom
were also more li"ely to see advanced uses of computers for instruction. $vidence
clearly suggests that the more experience faculty have with computers in the
classroom, the more li"ely they are to move eyond PowerPoint presentations to the
use of more advanced computer applications that are tied to the curriculum.
3 ABBC study y the #enter for 3pplied 'pecial 0echnology found that in schools
where the Internet has een used, student performance improves. 9esults show
signi!cantly higher scores on measurements of commu-nication, presentation of
ideas, and information management for experimental groups with online access
than for control groups with no online access. In ;urray )olderg@s ABB? study,
students learned etter with a comination of classroom and >e-ased wor" than
in a classroom-only or >e-only environment.
Interior $esign Elements for Computer Classrooms
+$#0$9, with power and data connections for a laptop computer
0$#&,4+4)= #36I,$0 with rac" mount and control panel
>&I0$6439(' and5or #&3+<6439('
#4,094++$( +I)&0I,), >I,(4> #48$9I,)', and 3#47'0I#3+ 09$30;$,0
#$I+I,) '#9$$, 0947)&
(303 #4,,$#0I4,' in technology cainet, lectern, printer station, and at all
wor" stations
#4,(7I0 for data, coax, phone, power, and foor duct
&3,(I#3PP$( '$30I,) 3##4;;4(30I4, and >&$$+#&3I9 079,I,) 39$3
There is an additional Interior Design Element in Interactive Classrooms with
Computers at each Student Station:
0$3#&$9@' >49<'030I4, with computer and control system
FI8$ F$3079$' F3#7+0= FI,( ($'I936+$ I, 3, I,0$93#0I8$ #+3''944; D Presenters
want the aility to% EAF display information from the presenter@s computer on a large
screen1 E-F display the information from any of the student wor" stations on a large
screen E/F send selected data to every computer screen in the room Euse-ful for
testing, timed simulations, or 2ust to ensure that the presenter can lan" all screens
for full attentionF1 EGF scan individual student screens1 and E?F use the student
computers as a student response system.
I,0$93#0I8$ #4;P70$9 #+3''944; #4,FI)7930I4,' - (iHerent teaching styles
require diHerent classroom layouts. 'cholar wor" station layouts in computer
classrooms depend on the type of computer use in the course. Intermittent use of
the computer for simulations, science experiments, investigations, writing classes,
etc. suggest a layout where the presenter can see all the student computer screens.
Constant use of the computer for interactive question and answer sessions and
computer-accessile dialectic instruction demands that the students can see each
other over the top of the computers.
>$6 'I0$ 9$'479#$'
!marter College Classrooms: '''&classrooms&com
Consortium for College and 4niversit$ 1edia Centers: '''&ccumc&org
2ssociation for Communications Technolog$ Professionals in Higher Education: '''&acuta&org
Educause < Transforming Education through Information Technologies: '''&educause&edu
!tanford 4niversit$" 6allen%erg Hall: http:=='allen%erg&stanford&edu
c h s E L e a r n i n g Page >
?ensselaer Pol$technic Institute" Papers from the 2nderson Center: '''&ciue&rpi&edu=papers&html
TE2L Pro/ect at 1IT: '''&s'iss&csail&mit&edu=pro/ects=icampus=pro/ects=teal&html
c h s E L e a r n i n g Page >
H+ITT + H$per+Interactive Teaching Technolog$ in Lecture Halls: '''&h+itt&com
!mart@ox & Pixie: Technolog$ Controls in Classrooms: '''&spcontrols&com
Converge maga:ine" Education=Technolog$=ast or'ard& '''&convergemag&com
eMEDIA maga:ine" the technolog$ of digital video& '''&emedialive&com
eWEEK, the enterprise ne's'ee-l$& '''&e'ee-&com
Government Video" production" presentation" securit$" education" audio& '''&governmentvideo&com
THE Journal" Technolog$ Hori:ons in Education& '''&the/ournal&com
Presentations maga:ine& '''&presentations&com
Pro AV" product ne's anal$sis for 23 dealers" integrators and end+users& '''&proavmaga:ine&com
Slla!us and Cam"us Te#$nolog" technolog$ for higher education& '''&campus+technolog$&com
(r. (aniel ,iemeyer, #ollege #lassroom #onsultant A/B. 4a", 6oulder, #4 I./.G E/./F GG/-JGG/ $-mail%
(3,I$+.,I$;$=$9K#4+493(4.$(7
c h s E L e a r n i n g Page >
6hat Is a !mart ClassroomA
3 Smart Classroom is the ultimate self-service presenter-friendly
environment conducive to the teaching5 learning process. 9esources that
faculty require should e permanently placed in simple, easy-to-use
con!gurations. #ollaorative learning environments and simple, friendly and
non-intimidating classroom technology should inspire presenters who rely on
improvisation, spontaneity and audience participation. #lassroom computers
should support interactive learning, facilitating a shift from disclosing
information to processing information - from J.L presentation and /.L
dialog to -?L presentation and J?L dialog. #hanges in the teaching and
learning process aHect the students who are more actively engaged in the
classroom environment.
0here are new interactions% etween instructors and students1 among
students1 and etween all the participants and the material whose meaning
the group is there to construct. 'tudents must e ale to see anything
presented visually and hear any audile presentation regardless of the
method of instruction used. 0he lights sound, and air circulation should ma"e
the room physically comfortale to support the teaching5learning enterprise.
c h s E L e a r n i n g Page >
1. Essential Smart Classrooms
0he $ssential 'mart #lassroom is characterized y a computer presentation
lectern for the presenter, a video5data pro2ector, and an elow-level
technology control panel. 0he small lectern, in the front corner of the
classroom, with power, computer display connection, data 2ac", and audio
input, provides computer capaility. (igital images are displayed using
video5data pro2ectors permanently mounted in the ceiling. 0he video5data
pro2ector interface and the 8#9 are located in the elow-level technology
control panel, recessed into the wall, ehind the lectern, in the front corner of
the room. 3 uilt-in media cainet in the corner of the room provides a ase
for classroom technology as well as a secure receptacle for 38 hardware.
0he campus culture, institutional strategic plans, and academic computing
goals at some universities suggest a P+7)-*-'&4> laptop classroom model
while other campuses prefer a 67I+0-I, des"top classroom model. In either
case the presenter can display computer output on a large screen.
In a typical P+7)-*-'&4> model, faculty ring into the classroom a laptop
computer, already loaded with the necessary con!gurations, applications,
and appropriate networ" interface cards or adapters to access still and
moving images via the classroom@s $thernet. 3 commonly availale cale
connects the user-supplied computer to the ceiling-mounted video5data
pro2ector at a small lectern.
In a typical 67I+0-I, model the computer is permanently installed in the front
of the classroom. 3 ceiling-mounted video5data pro2ector shows computer
displays from the des"top computer as well as campus cale 08, and 8&'
videotapes. $ven with a des"top computer uilt into the console, the design
should provide the opportunity for faculty, guest lecturers, or student
presenters to ring in and connect their own laptop computer. 0raditional
c h s E L e a r n i n g Page >
slide pro2ector and overhead pro2ector capaility is also availale in these
classrooms.
2. Interactive Smart Classrooms

4n a more advanced technology level, the Interactive 'mart #lassroom has
all of the features of the $ssential 'mart #lassroom, plus it has computers at
each student wor" station and a master computer teaching station. 0his
active learning classroom provides the aility to display student computers
on a large screen and send a selected image to all student computer scholar
stations. 3ttention to computer classroom con!guration is essential. (iHerent
learning-centered activitiesM'ocratic discussion, #ollaorative discovery
learning, Individual Internet research, 'imulationsMrequire diHerent room
layouts.
3. Two-Way Video Smart Classrooms
0he 0wo->ay 8ideo 'mart #lassroom has all of the features of the $ssential
'mart #lassroom ut adds 08 cameras and microphones. #lasses can e
roadcast to remote locations1 students that otherwise could not attend,
would e ale to participate at remote sites1 and guest lecturers from half
the world away can interact with the class. 0wo models for video classrooms
are%
EAF the 0elevision 'tudio5#lassroom model with a presenter and
students in a classroom and a camera operator in an ad2acent ooth
where the technology is controlled and
E-F the corporate 0eleconferencing model, usually associated with
participants sitting around a large conference tale where the
technology is controlled y the presenter.
(r. (aniel ,iemeyer, #lassroom (esign #onsultant. Feruary, -..C
c h s E L e a r n i n g Page >
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