January 2000 — Features
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A Model For E-Classroom Design: Beyond "chalk and talk"
E-classrooms in universities are rapidly increasing in number, with greater emphasis on teaching and learning. Presentations are going beyond PowerPoint slides. The focus on assessment is increasing, as well as how the students learn, and how teachers teach.
Most e-classrooms have a simple layout. Computers are usually placed on long tables with monitors resting on top of them. The teacher station is a crowded desktop with wires everywhere. Typical equipment at the teacher station includes an overhead projector, frequently accompanied by a VCR. Depending on budget, the classroom is usually equipped with large TV sets (VGA compatible) or some type of LCD projector.
Most universities pay little attention to proper design, research and implementation planning. The average e-classroom installation costs $175K to $300K. When the budget is approved by administration for creating a new classroom, a spending and installation frenzy occurs to rush installation. Many technological tools are available to aid teachers in delivery. Interactive broadcast-on-demand systems, electronic whiteboards, laser discs, document scanners, VCRs, and flatbed scanners are just some. Which ones actually make learning efficient and more enhanced? How can all these components of various manufacturers work together transparently and seamlessly? Can they be made easy to operate?
This article discusses the issues and efforts of a mid-size comprehensive private university in developing and refining electronic classrooms since 1993. The process, design, costs, implementation factors, student/faculty feedback and practical lessons learned are discussed, as well as future research.
Background
In 1993, the departments of Modern Languages, Speech, and English as a Second Language (ESL) of the Dyson School of Arts & Sciences at Pace University in New York received a matching grant to construct a multimedia e-classroom. Modern language faculty were already using laser disc technology in their curriculum. They were excited to have a classroom that could not only broadcast video and audio to each student computer, but allowed the instructor to discretely monitor student progress.
The process of designing the first interactive classroom meant many meetings over several months. An early step in the process was walkthroughs of the various possible locations. Reconstruction costs for electrical, cooling, asbestos, and raised floor needs was a factor in the selection. The remaining funds after reconstruction would then be allocated for furniture and technology.
Many departments, including architectural design, interior decorating, physical plant, budget, security, user services and telecommunications were called upon for input. Technology integration also had to occur through deans, department chairs, faculty and the language lab coordinator, to name a few. The critical input issues revolved around layout design, furniture style, and number of chairs and printing requirements. This needs assessment was necessary to mold the final design.
