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.
"So You Have a Big Idea?"
SO YOU HAVE A BIG IDEA?
FACULTY & THE LEARNING
-WITH MARK MANONE
BUILDING THE SPACE
Moving the Big Idea from Your Mind to Reality
WHAT SPACES MEAN TO US
“Buildings learn from their occupants and they learn from it.”
“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
• Know Your Building
• Layouts, layouts and more layouts
• How Many People Does it Take to Build Your Project?
– Sticking to the timeline: wait is that even possible?
• Project Managers
• How to Pick a Chair?
• Humor and Perseverance
• A Great Team
KNOW YOUR BUILDING
Fire, Life, Safety
GANTT CHARTS CAN BE YOUR FRIEND
(BUT THEY LIE TOO)
• Gantter by Google
• 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
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.
LEARNING STUDIO TECHNOLOGY
Bringing behind the scenes technology to the front of the classroom
• 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
• 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
• 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
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
Help is at the touch of a button, or just outside the door
Classes in the Learning Studio this semester include the following:
MANAGING THE LEARNING STUDIO
Scheduling, day-to-day management, tech support, security, and more
• 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
BEFORE THE SEMESTER STARTS
• Identify faculty needs – usually software
• Maintenance and upgrades
– 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
– 20 minutes after class/event
– Technology maintenance
ROOM RESET SURVEY
• Survey conducted during reset period after each class/event by Technology
– 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
• 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
• Card access only
• Card access programmed by class time
• Line of sight from Tech Desk
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
• Possibly – make room available for student study late evenings
• Incorporate emerging technologies to keep the room on the cutting edge
ASSESSMENT IN THE CLINE LIBRARY
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
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
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.”
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
STUDENT AND FACULTY END-OF-TERM
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…
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
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
CLASSROOM-BASED TEACHING AND
A small study was conducted using student performance data from
the signature assignment in five iterations of one instructor’s course.
• 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.
• An online survey used by Library Technology Services (LTS) after
a class session collected data about the room’s use and any
• 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
• Most common: Audiovisual equipment
Room Reset Survey Items
ROOM RESET SURVEY, TECHNICAL ISSUES,
TECHNOLOGY BARRIERS AND UNMET NEEDS
• Who will administer
• How will each measure
• When and how often
will each measure be
• 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?
• Start early. Anticipate the need to educate others and
• Strengthen your assessment plan by including quantitative and
• 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.
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.
TOP TEN LESSONS LEARNED WHEN BUILDING OUR
#10. EXPECT DEADLINES TO CHANGE.
#9. DON’T ASSUME ANYTHING. SPELL IT ALL
#8. IT TAKES MORE PEOPLE THAN YOU THINK.
#7. IT TAKES MORE TIME THAN YOU THINK.
#6. IT TAKES WAY MORE MONEY THAN YOU
#5. NO MATTER HOW CAREFULLY EVERYTHING IS
PLANNED, THE ENVIRONMENT WILL EVOLVE.
#4. INVESTING IN RELATIONSHIPS IS CRITICAL
FROM THE START.
#3. ONCE YOU’VE SOLD THE IDEA, EXPECT TO
KEEP SELLING IT.
#2. ANTICIPATE A GAME-CHANGING SURPRISE.
#1. DON’T BUILD A TRIANGLE ROOM.
HOW TO REACH US
Dean and University Librarian, Cline Library
College of Social and Behavioral Sciences
Assistant Dean, Cline Library
Support Systems Analyst, Sr.
Library Technology Services, Cline Library
Head of Library Technology Services
Assistant Dean, Cline Library