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"So You Have a Big Idea?"
- 1. SO YOU HAVE A BIG IDEA?
- 2. FACULTY & THE LEARNING STUDIO -WITH MARK MANONE
- 3. THE EVOLUTION OF THE BIG IDEA
- 5. “BUILD FOR THE POTENTIAL IN THE TECHNOLOGY.” Astrid Klocke Associate Professor, Comparative Cultural Studies President, NAU Faculty Senate Faculty Partner, Cline Library Learning Studio
- 8. BUILDING THE SPACE Moving the Big Idea from Your Mind to Reality
- 9. WHAT SPACES MEAN TO US “Buildings learn from their occupants and they learn from it.” Stewart Brand “Whether people are fully conscious of this or not, people actually derive countenance and sustenance from the atmosphere and things they live in and with.” Frank Lloyd Wright
- 10. PROJECT MANAGEMENT • Know Your Building • Layouts, layouts and more layouts • How Many People Does it Take to Build Your Project? – Contractors/Sub-contractors • Timelines – Sticking to the timeline: wait is that even possible? • Project Managers • Documentation • How to Pick a Chair? • Humor and Perseverance • A Great Team
- 11. KNOW YOUR BUILDING HVAC Security Fire, Life, Safety Floor Load/PSF History Lighting
- 12. LAYOUTS
- 14. LOTS OF REVISIONS • Confirm every measurement. • Review every finish specification. • Look at all the outlet placements. • Expect to miss something.
- 15. HOW MANY PEOPLE DOES IT TAKE… • The short answer is…a lot. • 2-30 people from each company.
- 17. GANTT CHARTS CAN BE YOUR FRIEND (BUT THEY LIE TOO) • Gantter by Google
- 18. PROJECT MANAGERS • How many people are in charge? 1. NAU Facility Services Project Manager (NAU-PM) • Contracts, funds allocation, NAU’s compliance • Works closely with CLPM • Helps review/official sign-off on all plans 2. Cline Library Project Manager (CLPM) • Leads library project team • Ensure “Big Idea actually happens as envisioned” • Works closely with NAU-PM 3. General Contractor Project Manager • Oversees construction • Hires and manages subcontractors • Dry-wall, paint, electricians, Fire-Life-Safety, etc… • Technology Subcontractor
- 19. DOCUMENTATION 1 BILLION AND 1 DETAILS Track it all. Don’t expect that others are doing this for you. You’ll want to know all those details later and you won’t remember yesterday, tomorrow. Meeting notes and action items. OneNote.
- 20. HOW TO PICK A CHAIR?
- 22. GETTING TO DONE = A GREAT TEAM Video removed due to size requirements
- 23. QUESTIONS?
- 24. BREAK
- 25. LEARNING STUDIO TECHNOLOGY Bringing behind the scenes technology to the front of the classroom
- 26. DESIGN • Minimalist Design – Multiple Configurations to suit virtually any teaching method – Frontless design to engage every student – Writeable Surfaces – Behind the scenes technology, so the focus is on the lesson • Simple, Unobtrusive Technology – Minimalist design carried through into technology – Simplified connectivity for everyone – Students can connect the devices they already have – Self-Healing technology • Supporting a New Pedagogy – Facilitates collaboration in real-world scenarios with industry-standard software to provide students the experience as well as the education – Move between lab and lecture seamlessly
- 27. ROOM TECHNOLOGY • 85” UltraHD 4k monitor • 2 120” digital HD projectors • HD Videoconferencing (via Microsoft Lync) • iPad for room control • UHD DVD player • Ceiling mounted HD document camera • Hands free headset for instructor • 70 Dell laptops available for student use • 70 sets of headphones • iClicker polling system with 70 remotes
- 28. WORKSTATION TECHNOLOGY • 10 Completely independent workstations – 55” Monitor – Discrete speaker and headphone system – Windows 7 virtual desktop – 6 HDMI inputs – Touch panel controls – Table microphones for voice amplification and videoconferencing – Color-coded sources
- 29. ROOM CONTROL Activity-based controls so you tell the room what you want to do, instead of how to do it. Scaled user interface to provide exactly the level of control that you need Help is at the touch of a button, or just outside the door
- 30. USE Classes in the Learning Studio this semester include the following: • Statistics • Geography • Economics • Cinema • Business • Philosophy • Biology
- 31. QUESTIONS
- 32. MANAGING THE LEARNING STUDIO Scheduling, day-to-day management, tech support, security, and more
- 33. SCHEDULING • Minimum requirements – Enrollment - 50-70 students – Intended use of room – not just lecture • Exceptions made after classes meeting above requirements are scheduled – Demonstrated need for features of the room – Often used for supplemental instruction • One-time events – Should meet minimum requirements above—especially the second one – Have used for continuing education, strategic planning meetings, and more
- 34. BEFORE THE SEMESTER STARTS • Identify faculty needs – usually software • Maintenance and upgrades
- 35. DAY-TO-DAY MANAGEMENT • Setup – 20 minutes before class/event – Technology Services staff member or student meets instructor in room and ensures that everything is in good working order, answers instructor questions • Reset – 20 minutes after class/event – Technology maintenance – Cleaning
- 36. ROOM RESET SURVEY • Survey conducted during reset period after each class/event by Technology Services staff/student • Questions – Technology used – Room features used – What worked – What didn’t work – Anything else they’d like us to know • Responses reviewed every 1-2 weeks to identify problems not otherwise reported and patterns of problems • Responses analyzed each semester and reported in semi-annual assessment report to Provost • Key element of assessment program • Also demonstrates support and concern for faculty and student experience
- 37. TECHNICAL SUPPORT • Goal from beginning: problem fixed within 2 minutes of report • Instructor can call or send someone for help • Tech Desk – launched fall 2015 – Line of sight to Learning Studio – helps with room security – Easier for faculty to request assistance – Students provide most frontline support
- 38. ROOM SECURITY • Card access only • Card access programmed by class time • Line of sight from Tech Desk
- 39. PLANNING FOR THE FUTURE • Increase redundancy so equipment failures aren’t catastrophic • Use assessment tools to identify additional faculty needs – and find ways to meet them • Possibly – make room available for student study late evenings • Incorporate emerging technologies to keep the room on the cutting edge
- 40. QUESTIONS?
- 41. ASSESSMENT IN THE CLINE LIBRARY LEARNING STUDIO In Fall 2014, at the request of NAU’s provost, we launched a year-long assessment project to better understand the experience of students and faculty in the room. NAUMARKETING
- 42. ASSESSMENT PROJECT We collaborated with faculty teaching in the Learning Studio, library staff, a research analyst and many others on this project, which incorporated both quantitative and qualitative measures. Key Project Personnel • Suzanne Pieper, Assessment Coordinator, Office of Curriculum, Learning Design, and Academic Assessment • Laura Rose Taylor, Assistant Dean, Cline Library • Toshio Asai, Doctoral Student, Counseling Psychology, NAU College of Education JESSVOGELSANG
- 43. CRITICAL INCIDENT QUESTIONNAIRE (CIQ) A five-question survey encouraged students to reflect on their learning and gave instructors information regarding how students were experiencing their teaching. Survey Item: At what moment in class this week did you feel most engaged with what was happening? “I felt most engaged when we were watching each other present our projects and presenting ourselves. It was a fun way to see the people in the class understanding the material.”
- 44. CLASSROOM OBSERVATIONS Comments and a ranking were recorded on a rubric for various interactions such as student engagement in instruction and instructor engagement with technology. Rubric Criterion: Instructor Engagement with Students Highest-Ranking Interaction: Instructor Engagement with Students • Most of the instructors maintained good eye contact with their students, walked around the room to facilitate questions, and visited work stations to better facilitate student learning. • Instructor engagement with students increased as instructors became more familiar with the layout of the room and its instructional and technological capabilities.
- 45. STUDENT AND FACULTY END-OF-TERM SURVEYS The surveys assessed four psychometrically tested constructs: engagement, enrichment, flexibility, and classroom/course fit. They were adapted from a 2009 survey of student perceptions of classroom space developed by the Research and Evaluation Team at the Center for Educational Innovation at University of Minnesota. Rated High by Students and Faculty: Enhances in-class activities with features of the room (movable furniture, large-screen displays, etc.) Rated Low by Students and Faculty: Helps me to develop connections with my classmates/students. Survey Item: The classroom in which I am taking this course…
- 46. FACULTY POST-TERM INTERVIEWS Faculty were asked four questions about their experience teaching in the Learning Studio. Interview Question: How have you changed as an instructor as a result of your experience in the Learning Studio? Most frequent response: I became more interactive with my students. “I feel as though all of my projects have become more ‘hybridized’ to include more group, discussion, writing, and technical analysis. I have also confirmed my feeling that ‘studio’ time, using class time to work on projects, to get instructor and peer feedback is essential.” – MARK MANONE
- 47. CLASSROOM-BASED TEACHING AND LEARNING ACTIVITIES A small study was conducted using student performance data from the signature assignment in five iterations of one instructor’s course. Research Questions • Are there significant differences in students’ total scores on the signature assignment analysis essay among the five different iterations (Fall 2011 Traditional, Fall 2012 Blended, Spring 2013 Blended, Fall 2013 Blended, and Fall 2014 Blended + Learning Studio) of the course? • If so, between which iterations of the course are there significant differences? Fall 2014 students in the Learning Studio performed statistically significantly better than did Fall 2011 students in a traditional type of classroom space. Students in all classes taught in the blended format performed statistically significantly better than did students in the traditional format.
- 48. • An online survey used by Library Technology Services (LTS) after a class session collected data about the room’s use and any technical problems. • LTS tracked technical issues through the Room Reset Survey, a help desk ticket system, and frequent conversations with faculty. • As faculty taught in the Learning Studio, they shared additional needs with LTS staff. Tools and Strategies • Most used: Display instructor’s content onto large or all screens Problems Reported • Most common: Audiovisual equipment Room Reset Survey Items ROOM RESET SURVEY, TECHNICAL ISSUES, TECHNOLOGY BARRIERS AND UNMET NEEDS
- 49. BASIC QUESTIONS • Who will administer each measure? • How will each measure be administered? • When and how often will each measure be administered? JESSVOGELSANG • Who will collect and analyze the data? • How will the results be shared and with whom? • How will the results be used for continuous improvement?
- 50. LESSONS LEARNED • Start early. Anticipate the need to educate others and yourself. • Strengthen your assessment plan by including quantitative and qualitative measures. • Determine all stakeholders early and ensure they understand the project goals. Involve them in the assessment planning and ask for their feedback throughout the project. • Make sure all involved understand the time commitment.
- 51. MORE LESSONS LEARNED • Where applicable, partner with campus Institutional Review Board to ensure that participants understand what types of research may need or benefit from IRB approval. • Expect change to impact your assessment project. A lot can happen over the course of your project. • Acknowledge that your findings may have ripple effects beyond the original scope of the project. • Expect to learn a lot and be pushed beyond your comfort zone.
- 52. QUESTIONS?
- 53. WHAT ABOUT YOUR BIG IDEAS?
- 54. TOP TEN LESSONS LEARNED WHEN BUILDING OUR BIG IDEA
- 55. #10. EXPECT DEADLINES TO CHANGE. https://s-media-cache-ak0.pinimg.com/736x/5c/d2/51/5cd251205db8e33bfbb70ed44a6f2500.jpg
- 56. #9. DON’T ASSUME ANYTHING. SPELL IT ALL OUT. http://www.weeklysouthernarts.com/uploads/5/7/5/5/5755954/1350919276.jpg
- 57. #8. IT TAKES MORE PEOPLE THAN YOU THINK. http://ichef-1.bbci.co.uk/news/624/media/ images/75482000/jpg/_75482267_trapeze.jpg
- 58. #7. IT TAKES MORE TIME THAN YOU THINK. http://www.redbubble.com/people/kiwigal/works/3432065-running-out-of-time
- 59. #6. IT TAKES WAY MORE MONEY THAN YOU THINK. https://s-media-cache-ak0.pinimg.com/736x/96/e4/7c/96e47ce26fcdf362efac6aec6bd602fa.jpg
- 60. #5. NO MATTER HOW CAREFULLY EVERYTHING IS PLANNED, THE ENVIRONMENT WILL EVOLVE. http://cutecaptions.com/images/that-does-look-comfy/are-you-kidding-me-you-expected-me.jpg
- 61. #4. INVESTING IN RELATIONSHIPS IS CRITICAL FROM THE START. http://www.extrapackofpeanuts.com/wp-content/uploads/2012/10/lego-shake-hands-2.jpg
- 62. #3. ONCE YOU’VE SOLD THE IDEA, EXPECT TO KEEP SELLING IT. http://img.scoop.it/r8XTjwm2kHIFkk42put5Szl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9
- 63. #2. ANTICIPATE A GAME-CHANGING SURPRISE. http://www.clker.com/cliparts/f/8/8/e/1391840837323789383shocked-face-hi.png
- 64. #1. DON’T BUILD A TRIANGLE ROOM. https://lh3.ggpht.com/-S5sYfxMmCh89QJcL0FMnLoe1__9JQWm1GwYD_AZb3BDKmqxyIzf2M84iiAEMSrnTQ=w300
- 65. HOW TO REACH US Cynthia.Childrey@nau.edu Dean and University Librarian, Cline Library Mark.Manone@nau.edu College of Social and Behavioral Sciences Jill.Friedmann@nau.edu Assistant Dean, Cline Library Jeff.Hillock@nau.edu Support Systems Analyst, Sr. Library Technology Services, Cline Library Janet.Crum@nau.edu Head of Library Technology Services Cline Library Laura.Taylor@nau.edu Assistant Dean, Cline Library Thank you.
Notas do Editor
- [introduce myself if needed] In the next few minutes, I’ll tell you a bit about how we manage this room on a day-to-day basis, from scheduling classes and events to ensuring the room is ready for each event, addressing technical problems, and even a little bit of planning for the future. Day-to-day management and maintenance is the unglamorous part of technology projects, but it’s critical for ensuring that we get the most value from our investment and deliver the kind of user experience faculty and students expect.
- First up: scheduling. How do faculty get to teach in the room? Top priority: classes with an enrollment of at least 50 but not more than 70 (there are 70 seats in here) that will use the features of the room. Don’t want to have the room be just a really expensive lecture hall. Instructors who have taught in the room previously get first priority. After those slots filled, we schedule classes that don’t meet enrollment requirements but that will use the features of the room. Supplemental instruction: optional (?) sessions students can attend. Those in room often allow students to work in small groups with TA and use the technology in the room. One-time events usually get scheduled after classes, fitted in when the room is free.
- When faculty request the Learning Studio, we ask them about their technology needs as well as any other needs they anticipate. Toward the end of each semester, we also email faculty scheduled to teach in the room the next semester to see what their technology needs are. Frequently we’re asked to make discipline-specific software available. We like to have those requests at least a month in advance, so we can determine the best way to deliver that software (virtual machine, local install, etc.), install it, and test it on the classroom hardware before classes start. During semester breaks, we do that installing and testing, plus any other required maintenance (firmware upgrades, software upgrades, facilities repairs/maintenance, etc.)
- We always schedule a 20-minute buffer between classes, so we have time to clean up from the last class and set up for the next one. We ask faculty to have their students wipe off the writeable glass and put laptops away, but even when that happens, our staff need to make sure the room is ready to go. For example, we have to put the lectern iPad on the charger, as well as the microphone battery pack. We clean surfaces if needed, pick up any trash, tidy up cables, and make sure that nothing is missing (like whiteboard markers, which seem to sprout legs and walk away on a regular basis). For the incoming class, we make sure a staff member or student is present to greet the instructor, answer any questions, and ensure that the room is in good working order.
- Part of the reset process at the end of each class is something we call the room reset survey. It’s a simple survey in Select Survey (think SurveyMonkey but less pretty) that runs through some basic questions about which room features and technology were used, what worked, and what didn’t. It’s available via the iPad in the room and takes just a few moments to complete. Information on what didn’t work is reviewed every week or two, and all survey data is reviewed at the end of each semester. The survey has 2 purposes: identify problems (and patterns of problems) that may not have been reported to tech support and provide data on how the room is being used (and how it’s performing) for our semi-annual assessment reports to the provost. This room is the first of its kind on the NAU campus, so we want to be sure it’s meeting the goals set for the project. An added benefit—in my opinion—is that doing this survey after each class demonstrates to faculty that we are committed to delivering an excellent user experience for faculty and students.
- Jeff, our intrepid technical lead for the Learning Studio, established an ambitious goal at the beginning of the project: to address all technical support requests within 2 minutes. The underlying goal is to ensure that glitches don’t majorly disrupt instruction. Faculty can use the phone at the lectern to call for support or, now that the Tech Desk is in place so close to the room, can send a student – or just open the door, yell, and wave their arms around. The Tech Desk is staffed at least half the time by students, who provide a lot of the frontline support for the Learning Studio.
- Room security has been one of our biggest challenges from day 1. There are things in here that are easy to steal (the iPad) or damage, so we take room security very seriously. Our card reader system (Lenel) can be programmed to let certain people in the room at certain times, and it can be programmed to unlock the room at certain times. We have experimented with different models, but it’s challenging, because instructors sometimes cancel classes or end classes early without notifying us – leaving the room unlocked. Having the Tech Desk close by helps tremendously. Desk staff can see that a class isn’t happening and lock the room.
- The room is pretty new, but we’ve been planning for the future since before we opened the doors for the first class. We have three main future priorities/areas to consider: We need redundancy. We don’t have backups for most of the technology in the room, so, for example, if one of the big Crestron units fails, the room will be offline till we can have one shipped up from Phoenix and programmed. We hope to purchase duplicates of key pieces of equipment and have them programmed and ready, so library technology staff can swap them in when needed. We’ve already been talking with faculty about what improvements they would most like to see. We expected requests for even more high-tech solutions (holograms, anyone?) but instead the number one request was: a lapel mic. So we’re trying to find one that will work with the audio system in the room. Another recent request is to support a 3D rendering package called SolidWorks, which one of our mechanical engineering professors uses with his classes. Our classroom laptops aren’t powerful enough to run it, so we’re trying to find a way to deliver it via our virtual server infrastructure. One goal that was part of the original planning for the project was to have the room be open as student study space in the late evenings (after 9 PM). We chose not to do that right away, because we were having significant problems with the technology and didn’t want to add more complications that might put the performance of the room at risk. Now that we’re having fewer tech issues, we might revisit this idea. The biggest challenge would be security – keeping all the features of the room from being damaged, so everything is in good working order for classes in the morning.