"so you have a big idea?"
TRANSCRIPT
SO YOU HAVE A BIG IDEA?
FACULTY & THE LEARNING STUDIO-WITH MARK MANONE
THE EVOLUTION OF THE BIG IDEA
i have
BIGdreams
“BUILD FOR THE POTENTIAL IN THE TECHNOLOGY.”
Astrid KlockeAssociate Professor, Comparative Cultural Studies
President, NAU Faculty SenateFaculty Partner, Cline Library Learning Studio
SCALE-UP CLASSROOM
http://scaleup.ncsu.edu/index
PHOENIX BIOMEDICAL CAMPUS
BUILDING THE SPACEMoving the Big Idea from Your Mind to Reality
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
PROJECT MANAGEMENT
Know Your BuildingLayouts, layouts and more layoutsHow Many People Does it Take to Build Your Project?
Contractors/Sub-contractorsTimelines
Sticking to the timeline: wait is that even possible?Project ManagersDocumentationHow to Pick a Chair?Humor and PerseveranceA Great Team
KNOW YOUR BUILDING
HVAC
Security
Fire, Life, Safety
Floor Load/PSF
History
Lighting
LAYOUTS
LAYOUTS AND DESIGNERS
LOTS OF REVISIONS
• Confirm every measurement.• Review every finish specification.• Look at all the outlet placements.• Expect to miss something.
HOW MANY PEOPLE DOES IT TAKE…
The short answer is…a lot.2-30 people from each company.
TIMELINES (ALWAYS LIE)
GANTT CHARTS CAN BE YOUR FRIEND(BUT THEY LIE TOO)
• Gantter by Google
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
DOCUMENTATION1 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.
HOW TO PICK A CHAIR?
HUMOR AND PERSEVERANCE
Cynthia’s Daily Candy Crush Score!
GETTING TO DONE = A GREAT TEAM
Video removed due to size requirements
QUESTIONS?
BREAK
LEARNING STUDIO TECHNOLOGYBringing behind the scenes technology to the front of the classroom
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
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
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
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 needHelp is at the touch of a button, or just outside the door
USE
Classes in the Learning Studio this semester include the following:
• Statistics• Geography• Economics• Cinema• Business• Philosophy• Biology
QUESTIONS
MANAGING THE LEARNING STUDIOScheduling, day-to-day management, tech support, security, and more
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
BEFORE THE SEMESTER STARTS
• Identify faculty needs – usually software• Maintenance and upgrades
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
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
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
ROOM SECURITY
• 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
them• Possibly – make room available for student study late evenings• Incorporate emerging technologies to keep the room on the cutting edge
QUESTIONS?
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.
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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
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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.”
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.
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…
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
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.
• 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
BASIC QUESTIONS
• Who will administer each measure?
• How will each measure be administered?
• When and how often will each measure be administered? J
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• 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?
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.
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.
QUESTIONS?
WHAT ABOUT YOUR BIG IDEAS?
TOP TEN LESSONS LEARNED WHEN BUILDING OUR
BIG IDEA
#10. EXPECT DEADLINES TO CHANGE.
https://s-media-cache-ak0.pinimg.com/736x/5c/d2/51/5cd251205db8e33bfbb70ed44a6f2500.jpg
#9. DON’T ASSUME ANYTHING. SPELL IT ALL OUT.
http://www.weeklysouthernarts.com/uploads/5/7/5/5/5755954/1350919276.jpg
#8. IT TAKES MORE PEOPLE THAN YOU THINK.
http://ichef-1.bbci.co.uk/news/624/media/images/75482000/jpg/_75482267_trapeze.jpg
#7. IT TAKES MORE TIME THAN YOU THINK.
http://www.redbubble.com/people/kiwigal/works/3432065-running-out-of-time
#6. IT TAKES WAY MORE MONEY THAN YOU THINK.
https://s-media-cache-ak0.pinimg.com/736x/96/e4/7c/96e47ce26fcdf362efac6aec6bd602fa.jpg
#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
#4. INVESTING IN RELATIONSHIPS IS CRITICAL FROM THE START.
http://www.extrapackofpeanuts.com/wp-content/uploads/2012/10/lego-shake-hands-2.jpg
#3. ONCE YOU’VE SOLD THE IDEA, EXPECT TO KEEP SELLING IT.
http://img.scoop.it/r8XTjwm2kHIFkk42put5Szl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9
#2. ANTICIPATE A GAME-CHANGING SURPRISE.
http://www.clker.com/cliparts/f/8/8/e/1391840837323789383shocked-face-hi.png
#1. DON’T BUILD A TRIANGLE ROOM.
https://lh3.ggpht.com/-S5sYfxMmCh89QJcL0FMnLoe1__9JQWm1GwYD_AZb3BDKmqxyIzf2M84iiAEMSrnTQ=w300
HOW TO REACH US
[email protected] and University Librarian, Cline Library
[email protected] of Social and Behavioral Sciences
[email protected] Dean, Cline Library
[email protected] Systems Analyst, Sr.Library Technology Services, Cline Library
[email protected] of Library Technology ServicesCline Library
[email protected] Dean, Cline Library
Thank you.