Ed Tech Blog
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I am using some of this post as part of a longer article about experimental technology-rich learning spaces. I know how much our readers love to know about what other schools are doing with their technology so I decided to share some interesting tidbits with our readers prior to the full piece being published. Here is the teaser:
I sat with a professor the other day who was part of a team of instructors, students, technologists and administrators who helped create, install and evaluate a brand new active learning space in one of their design buildings. I am still in awe, a week later, about how much prep goes into every phase of this project. Design and room planning, equipment evaluation, installation, instructional design, interactivity and feedback/ analysis. And even though this is the second semester that this room is being used for instruction, the work still continues to determine how to use the room, what type of activities/ interactivity results in the most student success, and if this room should be duplicated in other areas throughout campus?
Summary of room layout: the room is a large, long open space with windows on one of the long sides and the other, a wall of glass overlooking a hallway- this wall of glass has two entry doors. There are four collaboration tables set up in the center of the room, each with a local display and cabling for up to four student devices. The tables seat eight students each. The “front” of the room is set up with a larger interactive whiteboard and instructor station outfitted with a school issued computer. The “back” of the room has a lounge area with banquette seating in a semi-circle design and another local display. The side of the room with the windows has...
Read more: Sneak Peek: Challenges and Successes for Custom Designed Active Learning Spaces
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Following a disruptive snow storm in the North East this week, students across the region (especially Long Island and New England) are home sledding, playing video games, drinking hot chocolate and doing everything but thinking about school. Many schools, however, are implementing continuity of learning plans that may require students to “attend class” during snow/ inclement weather days and extended sick leaves. I hear students all over the country groaning.
As AV, IT and infrastructure support professionals, there are some fundamental technology considerations when designing an e-learning program:
-- What is the overall school’s definition of and requirements for e-learning? Will students have to log into a platform for 5 hours of collaboration and video conferencing? Will they retrieve independent study materials from the school site and simply submit the project via email? Will it be a combination of independent work and collaborative activities? Teachers and administrators may have to develop lesson plans, lectures, and projects in advance for remote learning (their buy in for this is paramount to successful e-learning programs).
-- Does the school’s technology infrastructure support the previously defined continuity of learning program? Does it have the bandwidth and supporting software to be able to allow...
Read more: Snow Day: Considering e-Learning in Your Schools?
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As equipment manufacturers, we are often asked about the interoperability between our products and other manufacturer's devices. As technology managers, that’s an incredibly important question to ask. Your every day priority is to make sure that audiovisual and digital signage systems in classrooms and around campus are working properly. From control systems to HDBaseT products to converters, adapters and displays and everywhere in between, interoperability is of paramount importance.
One thing to keep in mind is that as end-user representatives, your voice MUST be heard and it carries A LOT of weight. If devices aren’t “playing nice” it is important that you discuss this with the manufacturers or the manufacturer reps. This information can be used to create updates, patches or new products that will address these issues.
Additionally, demo the equipment in a variety of scenarios before committing to the equipment list for a project whenever possible. Many manufacturers allow you to evaluate product for a few weeks prior to purchasing it. This is in your best interest and theirs; potentially cutting down on future tech support calls, returns and problems.
Finally, making sure that software, hardware and firmware updates/ upgrades won’t create interoperability hiccups can be difficult or...
This morning an article popped up in my personal Inbox from PC Mag. It was part of a newsletter from a website I only occasionally peruse. But this article caught my attention and you can read it here: In Memoriam: The Tech We Lost in 2014.
It prompted me to think about how many technologies we have seen come and go in education during this past decade. Some of the technologies looked promising and then, just, didn’t. Or they were picked off by a more advanced product or technology. I am sure each of you have a stack of equipment in some room, perhaps your own office, which was purchased to “try” the trend, and then was never adopted. Or the equipment that was requested, desired and oh so necessary to student success, only to have the instructors completely lose interest or not change their styles enough to make the ed tech useful.
I am not talking about typical changing technology that we all witness like projectors which had user replaceable lamps and now advanced to lamp-less versions. Technology is always evolving. What I am talking about are the tech products that seemed so interesting- a problem solver- but...
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The Technology Enabled Active Learning (TEAL) classroom was developed more than 10 years ago at MIT to enhance learning and engagement and increase attendance and success of first and second year physics students. It completely changes the design, layout, technology and pedagogy used in the room and courses.
TEAL classroom instructors focus class time on collaborative and practical application exercises. The room is designed as if there is no front or back of the room; round work tables are placed along the outside walls of the room. The instructor’s desk is in the middle of the room and white boards and displays (or projectors and screens) are situated on the outside walls next to the round work tables. Each station has connectivity for laptops or tablets and cameras for capture are dispersed throughout the room. This layout allows smaller groups of students to work together on course curriculum and help each other through problem solving and comprehension. The technology and connectivity offers immediate research opportunities, sharing information between students and instructor and faculty guidance.
The format of these classes require re-evaluation, changing from lecture only to active learning. The students help to determine the pace they move through the...
Read more: The Ultimate Active Learning Space: The TEAL Classroom
![photo from pixgood.com classroom](https://fsrinc.com/images/ed-tech-blog/classroom.jpg)
This may be less of a blog post and more of a discussion initiating question, but here goes:
We know it is exceptionally important to have instructor involvement and buy-in when designing new active learning classrooms. The reason- the design has to align with the instructor’s goals and pedagogy in order for it to be effective and successful. Instructors who are entrenched in traditional teaching methods will not utilize active learning spaces in the way they were meant; this could result in awkward and ineffective spaces.
My question is simply (and perhaps not as simply answered) how does your institution encourage instructor involvement in the classroom space design and technology integration for modern active and blended learning rooms?
Share your thoughts below or