EduTECH Asia in Singapore 8 to 11 October

EduTECH Asia is on 8 to 11 October 2018 at the Suntec Convention and Exhibition Centre in Singapore. I am speaking on Decreasing Campus Energy Use With Flexible Classrooms and e-Learning in the new EduBuild stream on 9 October and the next day taking part in a discussion of "Learning to use new  tech-infused teaching spaces". There are also some free activities and exhibition.

Designing a Decision Support Centre

The computer labs on the ground floor of the Computer Science and Information Technology Building (CSIT) at the Australian National University are due to be re-equipped. Rather than just replace the old computers with new ones, I have suggested turning part of the ground floor (about 300 square metres) into a teaching and learning commons, modelled on a military Decision Support Centre.

As well as regular teaching, this would be used to expose senior public servants from the Australian Public Service and senior military officers, to new technology supported decision making techniques. This would be done in much the same way that the the University of Canberra Inspire Centre is used to allow teachers new technology based educational techniques. Also the facility would showcase the latest in low energy technology. Apart from the environmental benefits such energy saving technology saves lives in military operations by reducing the logistics tail and so putting fewer support personnel in harm's way.

Current Building Design

The award winning CSIT Building was purpose designed for computer science in the mid 1990s, with input by computer scientist Dr. David Hawking.

The building was ahead of its time being designed for high performance computer data cabling and work environments have been provided for undergraduate and postgraduate teaching, as well as project work.

The ground floor area originally had a seminar room (the famous N101), two smaller project rooms N118, N102), a computer museum in the foyer (N120), two tutorial rooms (N108, N109), five smaller prac rooms (N110 to N114), and two larger prac rooms (N115, N116).

Later N110 and N111 were re-purposed as postgraduate rooms. Half the dividing wall between the larger prac rooms (N115, N116) was removed to make a larger computer equipped teaching space.

The remaining prac rooms (N112 to N116) are equipped with parallel benches running down the room fitted with desktop computers. There are projection screens at the front of the rooms.

There is a student foyer near the main entrance, this has a notice board shared printers.

Issues With the Spaces

The computer equipment is due for replacement. However, this provides the opportunity to rethink the use of the space.

Changes in Teaching Practice

The facility was designed with a bifurcation of teaching practice on the main axis. There are tutorial rooms on the southern side of the main corridor and prac rooms (computer labs) on the northern side. The tutorial rooms were designed for medium sized groups using conventional face to face teaching techniques lead by a tutor (without computers). The prac rooms were designed for individuals or small groups of students to work, with or without supervision, but without formal presentations.

The prac rooms have now evolved to allow for group instruction, with a presenter at the front of the room, as well as continuing to be used for small group and individual work.

The changes in teaching practice are also reflected more widely in organisations (including the public service and the military), with the regimented approach of "offices" and "meeting" breaking down. A change in the physical design will better prepare students for the world in which they will work.

Changes In Technology

The ANU Research School of Computer Science is a leader in the development of open source software and operating systems. ANU uses a mix of operating systems. There are also new options with students using their own laptops, net books and tablet computers.

The use of "cloud" computing and web based interfaces is rendering the issues of the desktop hardware and operating system used to be largely irrelevant. Students, increasingly have their own mobile computing device, be it a laptop or tablet. The university needs to provide wireless networking to the learning management system and major computing resources. This approach is now reflected in business and government with increasing use of Bring-Your-Own-Device (BYOD).

Computer Assisted Learning

In the last few years ANU has made a major investment in e-learning with the development of the "Wattle" system using the Moodle learning management system and related software. CECS is a leader in the use of this technology for blended learning with the Engineering Hubs and Spokes Project and for e-learning with the award winning ICT Sustainability course.

As a result the University will require fewer large lecture theatres seating hundreds of students and more small computer equipped flexible teaching rooms seating 24 to 48 students. Also space will be required for students to work alone or in small groups with computer access.

This creates an opportunity to skip generations of high cost specialised classroom design and adopt a general purpose open plan layout in the CIST building.

Suggested Approach: Design a Learning Centre

The suggested approach is to remodel the western ground floor of the CIST building as a learning centre, reorienting the space to use the existing entrance on the southern side:

1. Cafe Reception: The existing foyer would be equipped as an informal "cafe" with tables and benches with power points for student laptops. Some spaces would be equipped with wall mounted screens for small group work by students. These could be modelled on the UNSW Eora Exchange (by lahznimmo architects) and the Southbank Institute of Technology Library. Other useful examples are the University of Canberra Teaching and Learning Commons, ANU Hancock West, and University of Adelaide Hub Central.

2. TEAL Room: The internal walls would be removed from the western end of the ground floor to create one large square 18 x 18 m "TEAL" room, like that at the University of Canberra Inspire Centre. This would accommodate classes of up to 120 people. The room could be divided into four smaller rooms with movable partitions.

To accommodate computer based examinations, then the TEAL room would be lined with metal foil insulation, blocking external wireless data access. Students could use their own laptop, a specially filtered WiFi system and a monitored, hosted IT system for their examinations. Students would only be permitted to use their laptops as terminals to the examination server, with any data copied from elsewhere detected and reported by the system. The same system would be available for classes made up of senior public servants and military officers, where sensitive topics may be discussed.

3.  Decision Support: The TEAL room would have a flat floor with a rubber surface making it suitable for movable wheeled furniture. The walls would be plain white-board surfaces and equipped with projectors. This would allow the room to be laid out with movable furniture to emulate a civilian office, or a military command centre. Additional support software would be hosted locally, or accessed from a remote server, such as the Grouputer system. Students would interact with scenarios prepared, including live and simulated content transmitted to the room. Such systems are discussed in "Electronic meeting systems – what they are and how they could benefit Australian government organisations" (S. Lesley Hodges , 2010).

1. Classroom Design
2. Flexible learning centre
3. Learning commons
4. Command Centre Design

Designing a Learning Commons for Computer Science

The computer labs on the ground floor of the Computer Science and Information Technology Building (CSIT) at the Australian National University are due to be re-equipped. Rather than just replace the old computers with new ones, I have suggested turning the entire ground floor (about 800 square metres) into a teaching and learning commons.

Current Building Design

The award winning CSIT Building was purpose designed for computer science in the mid 1990s, with input by computer scientist Dr. David Hawking.

The building was ahead of its time being designed for high performance computer data cabling and work environments have been provided for undergraduate and postgraduate teaching, as well as project work.

The ground floor area originally had a seminar room (the famous N101), two smaller project rooms N118, N102), a computer museum in the foyer (N120), two tutorial rooms (N108, N109), five smaller prac rooms (N110 to N114), and two larger prac rooms (N115, N116).

Later N110 and N111 were re-purposed as postgraduate rooms. Half the dividing wall between the larger prac rooms (N115, N116) was removed to make a larger computer equipped teaching space.

The remaining prac rooms (N112 to N116) are equipped with parallel benches running down the room fitted with desktop computers. There are projection screens at the front of the rooms.

There is a student foyer near the main entrance, this has a notice board shared printers.

Issues With the Spaces

The computer equipment is due for replacement. However, this provides the opportunity to rethink the use of the space.

Changes in Teaching Practice

The facility was designed with a bifurcation of teaching practice on the main axis. There are tutorial rooms on the southern side of the main corridor and prac rooms (computer labs) on the northern side. The tutorial rooms were designed for medium sized groups using conventional face to face teaching techniques lead by a tutor (without computers). The prac rooms were designed for individuals or small groups of students to work, with or without supervision, but without formal presentations.

The prac rooms have now evolved to allow for group instruction, with a presenter at the front of the room, as well as continuing to be used for small group and individual work.

Individual and small group work has different requirements to large group work and there is there for a compromise in the room design. This is seen most obviously in the combined room N115/N116, which has a half wall down the centre of the room. This wall allows the room to be used for two small separate groups, but when used as one large room half the class can't see the other.

Changes In Technology

The ANU Research School of Computer Science is a leader in the development of open source software and operating systems. ANU uses a mix of Apple Mac and Microsoft Windows operating systems. There are also new options with students using their own laptops, net books and tablet computers.

The use of "cloud" computing and web based interfaces is rendering the issues of the desktop hardware and operating system used to be largely irrelevant. It is suggested that students, particularly Computer Science students should be expected to have their own mobile computing device, be it a laptop or tablet. The unviersity then just need to provide wireless networking to the learning management system and major computing resoruces.

Computer Assisted Learning

In the last few years ANU has made a major investment in e-learning with the development of the "Wattle" system using the Moodle learning management system and related software. CECS is a leader in the use of this technology for blended learning with the Engineering Hubs and Spokes Project and for e-learning with the award winning ICT Sustainability course.

As a result CECS will require fewer large lecture theatres seating hundreds of students and more small computer equipped flexible teaching rooms seating 24 to 48 students. Also space will be required for students to work alone or in small groups with computer access.

This creates both an opportunity and a problem. The Colledge will not need to use external lecture theatres as much (these spaces being unsuitable for modern teaching practices) but will require new spaces for teaching. Other colleges, such as commerce and law have constructed new buildings with "Harvard" style rooms for group teaching. However, there is not the space, nor is there likely to be the funding for the construction of these in the CSIT building. Also these Harvard style rooms are not optimal for modern teaching as they do not have a flat floor.

Suggested Approach: Design a Learning Centre

Fitting the conflicting requirements into a small space in the CSIT building is a complex task. However, some recent developments in teaching space design can be adapted. Advances in computer technology can also make the task easier.

The suggested approach is to:

1. Retain Seminar Room: The existing N101 seminar room should be retained essentially unchanged. The previous raised platform at the front of the room has already been removed, to provide a flat floor for the entire space.

2. Re-purpose display room: The current computer display room at the entry to the building is not effective. The exhibits could instead be provided on flat panel wall screen in the foyer and the room used for meetings.

3. Remove Desktop Computers: Using the approach suggested by Dr Kathy Lynch at the University of the Sunshine Coast, the ground floor of the building could be modeled along the lines of a high technology business of the type IT students would aspire to work for (or own). To achieve that look, the central entrance and open plan area could be remodeled as the entrance and reception area. This would provide a place for students to meet and to find out about activities. This area would be also used during breaks in evening courses when the refectory areas of the ANU may not be open.

The current prac rooms have a very low seating density, resulting in great flexibility but limited capacity. It suggested that all desktop computers be removed and students required to bring their own mobile device instead. This will then allow the large fixed benches to be replaced with smaller fold up tables on wheels. It should also allow the space to accommodate twice as many students overall.

The foyer would be equipped as an informal "cafe" with tables and benches equipped with power points for student laptops. Some spaces would be equipped with wall mounted screens for small group work by students. These could be modelled on the UNSW Eora Exchange (by lahznimmo architects) and the Southbank Institute of Technology Library. Other useful examples are the University of Canberra Teaching and Learning Commons, ANU Hancock West, and University of Adelaide Hub Central.

4. TEAL Room: The internal walls would be removed from the western end of the ground floor to create one large 18 x 18 m "TEAL" room, like that at the University of Canberra Inspire Centre. This would accommodate classes of up to 120 students. The TEAL room would open out onto the cafe.

If computer based examinations need to be accommodated, then the TEAL room could be lined with aluminium foil insulation, which would block most external wireless data access. Students could use their own laptop, a specially filtered WiFi system and a monitored, hosted IT system for their examinations. Students would only be permitted to use their laptops as terminals to the examination server, with any data copied from elsewhere detected and reported by the system.

For further items see:

1. Classroom Design
   
2. Flexible learning centre
   
3. Learning commons

Flexibility in learning spaces: physical and virtual

Mason & Bateman prepared an interesting recantation on "Deakin University: flexibility in spaces". The idea being that boith the actual classroom and the online environment need to be designed for flexible learning. Unfortunate the presentation notes are not publicly available. But there is an "Innovative Learning Environments Research Study" report from the same team of researchers. The formal report is a bit hard understand, but their accompanying Learning Spaces Portal has some interesting practical examples of learning spaces in Victorian schools.

ANU New Learning Space

Greetings from the new teaching and learning spaces in the Hancock Building at the Australian National University in Canberra. While new science buildings with hexagonal windows are the visible sign of change in the western science precinct at ANU, a less visible revolution in education has taken place inside the old Hancock Library. The rows of grey steel bookshelves have been replaced with brightly colored furnishing of a modern learning centre. The third floor south western corner of the building has a number of teaching spaces. There are informal areas with cafe and lounge style seating. There is also a kitchen and a printer room.

Smaller rooms seat eight people at a wedge shaped table with a computer screen at one end. Larger rooms seat 28 people at oval tables, each with two computers.

The same wedge shaped tables are used in tutorial rooms and in the open plan area. These tables are made up of a smaller and larger half and can be separated to make two tables to seat four students each.

While the Hancock Library retains its 1960s brick rectilinear exterior, the new teaching space uses the same hexagonal motif as the new science buildings. The internal windows in the partitions of the space are hexagonal and even the white boards are hexagonal ( traditional rectangles might have been more practical). The corridors outside the rooms have informal bench seating.

The layout makes a good use of space, but the rooms are perhaps a little too well isolated from the outside. However, the result is the rooms are very well insulated and so able to retain a library atmosphere outside while a vigorous debate happens in a group in a room. The furniture also looks robust.

The use of standard desktop computers makes for low cost and ease of maintenance. However, the relatively large boxes take up a lot of room on the small desktops. There is also a clutter of cables behind each computer, not all of which is retained in the slot in the desktop. The placement of the computers does allow good sight lines from the each seats to the whiteboard. But the fit out would have looked neater with smaller computers being used. An alternative would be to place the processor boxes on a shelf under the desks, with an extension cable for USB access (access to the DVD drives is rarely required).

Some thought on energy use has gone into the design also, with the room lighting automatically activating when I entered a room. The fluorescent ceiling lighting is low glare, but appears to be set to abruptly switch on and off. This can be disconcerting when you are in a room and suddenly the corridor lighting goes out. A gentle transition would be better (as would LED lighting). There is a noticeable roar of air-conditioning in the rooms, but such a space would normally have a high noise level and this white noise would help mask the talking.

Journal of Learning Spaces

The first edition of the "Journal of Learning Spaces" is available. This is a free open access, referred scholarly journal about the design of physical classrooms and other educational rooms and buildings, as well as virtual on-line learning places.

One nice touch is that the papers are available in HTML as well as PDF format, making them easier to read on-line and particularly useful as readings for an on-line course.

From Vol 1, No 1 (2011):

Table of Contents

Research Manuscripts

Use of swivel desks and aisle space to promote interaction in mid-sized college classrooms (PDF or HTML) by Robert G. Henshaw, Phillip M. Edwards, Erika J. Bagley

Case Studies

New Media: Engaging and Educating the YouTube Generation (PDF or HTML) by Anu Vedantham, Marjorie Hassen

Position Pieces

The Case for a Learning Space Performance Rating System (PDF or HTML) by Elliot Felix, Malcolm Brown

Learning Space Service Design (PDF or HTML) by Elliot Felix

Book Reviews

Book Review of Towards Creative Learning Spaces (HTML) by Stephanie Brooker

Learning Space Spotlight

Noel Studio for Academic Creativity (HTML) by Beth Filar Williams

Field Reports

Having the Conversation: The 2011 LSC Colloquium (HTML) by Michael A Crumpton

Flexible learning space design

Visiting a new learning space in Canberra this week I was motivated to design my own. This would have a flat space about the size of a basketball court (27 x 27 m), with tiered seating at either end. This could be used as one open space for a sporting event, performance or ceremony. Three movable walls would divide the space into two tired lecture theaters and two Cabrera style flat floor rooms. The cabaret rooms could be divided further into smaller rooms. The entries to the space would be from each side of the tired seating.

The design is inspired by the gymnasium at ADFA, which has tired sweating at one end and is used for graduation ceremonies.

Journal of Learning Spaces

The newly created Journal of Learning Spaces has issued a Call for Submissions for their first issue:

The Journal of Learning Spaces provides a scholarly, multidisciplinary forum for research articles, case studies, book reviews, and position pieces that examine higher education learning spaces in the context of space design, use, and management, as well as assessment, evaluation, and pedagogical practices. Please visit our Focus and Scope page for more information.

Research Manuscripts, Position Pieces, and Case Studies submissions are double-blind peer reviewed.

All submissions are due on or before June 30, 2011.

Learning Commons Technology

The draft presentation "Learning Commons Technology: The dos and donts in developing learning commons" (and slides) are available for comment. This is for the 2nd Annual Learning Commons Development and Design Forum, Brisbane, 30 March 2011, with a preview for BarCamp Canberra 2011, ANU, 19 March 2011.

• Critical infrastructure requirements
• Movable furniture Do they create flexible spaces?
• Areas for laptops and desktops
• Using movable walls
• Digital signage and instruction screens.

Designing for Dialogue

Lyn Stephens, Director of the Australian Centre for Dialogue Project dropped in on Friday. The project's aim is to provide facilities people to discuss issues of public interest. Lyn wanted to see how technology could help foster discussion, both in real and virtual spaces, so visited me at the ANU College of Engineering and Computer Science.

Purple Pickle

First stop was the Purple Pickle Cafe. Located in the sports building opposite the engineering building, this provides an informal place for people to meet and discuss ideas. The Cafe is serviced by the university wireless network, so hand held computers can be used. But this is primarily a place for people to people communication. The lack of walls allows people to have seemingly chance encounters which would not be feasible in offices or meeting rooms. A similar function is carried out by Aussies Café in Parliament House.

N101

Next stop was the famous room N101, the seminar room shared by the Research School of Computer Science and the CSIRO ICT centre. This is in the purpose designed Computer Science and Information Technology Building. Room N101 has been the location for numerious seminars, some of which have changed the direction of the computer industry, the Austrlaian government and society. Some events were Senator Lundy's Public Sphere #1 – High Bandwidth for Australia, and BarCamp Canberra 2010.

The room is shaped like a wedge of lemon, with the point cut off. There is floor to ceiling glass around the curve and doors allowing events to flow out into the gardens. For formal presentations, chairs are arranged in curved rows focusing on the front wall.

The front wall was previously painted white, with three video projectors forming a wall to wall floor to ceiling high resolution Access Grid node. However, the access grid proved inflexible for general use and has been replaced. At the same time a small platform at the front of the room has been removed, making a completely flat floor.

N101 is now equipped with a standard unviersity computer console and screen. This provides a computer linked to a video projector which can be used to present and to also record a podcast (using ANU's bespoke Digital Lecture Delivery System). There are microphones on the ceiling to record audio, along with whatever is projected.

The built-in computer can also access the ANU's Wattle Learning System, allowing the same materials which students use individually on their own computers to be displayed to a group. This includes the Moodle Learning Management System used for providing content and hosting text based forums. There is also access for webinars (web based video and audio real time conferences).

One important aspect of N101's setup is that the same software used for education can also be used for a conference, or for a dialogue. This removes the need to find, install, learn and maintain special software. The same technical support staff who look after the software for the learning system can also support seminars, conferences and dialogue sessions.

On the day Lyn visited a software engineering workshop was taking place, so the furniture was arranged seemingly randomly, with groups of students clustered around wireless laptops, while some used the main screen to rehearse a group presentation. The most important technology in the room is invisible: the wireless networking.

CIST Common Room

Next stop was the CIST staff room. This is a wedge shaped room, the mirror image of N101, on the opposite side of the building. It is usual for the catering for an event in N101 to be provided in the common room. This provides a break from the formality of the seminar room.

A quirk of the design is that there are two septate doors next to each other labelled "ANU" and "CSIRO", but with both doors leading into the same room. The room is mirrored with the CSIRO kitchen on one side and ANU on the other and no physical barrier between. This allows the two organisations to have their own "space", but to literally meet in the middle. A similar subtle form of zoning is now used in learning commons at universities to mark areas for different purposes, without using walls.

Ian Ross Building

Next to the CIST Building and linked by a bridge is the Ian Ross building, which is notable for its passive cooling and movable wall partitions. The ground floor has a space which can be divided in different ways as required, although the new trend is to divide spaces with glass, rather than opaque partitions. The building also holds a Graduate Teaching Room, with the same computer console as N101 and modular tables. The tables can be arranged in rows like a classroom, but are usually arranged cabaret style, for groups of six students.

Engineering Building

Across another link bridge and last stop on the tour was the Engineering Building. This has a lecture theatre equipped with a power point for each seat, along with the same type of wireless network and computer console as N101.

Floors for the Future

Also I showed Lyn a sample of Cable Management Flooring. While wireless data communications can now be mostly used for data, there is still a need for cables for power in a room. Instead of having fixed locations for wires, these can be run anywhere under the raised floor panels. The panels can also be laid over an existing floor, allowing old buildings to be refurbished.

Flat Floors and Straight Walls Work

The engineering buildings at ANU do not look as exciting as some meeting venues, such as the interactive and multimedia environment used at Greenbuild 2010. Susan S. Szenasy in "Luminous Buildings, Sleepy Rooms" describes this as a "theatre-in-the-round" with visuals projected on a cube hanging from the ceiling. However, Sean Penrith pointed out some flaws in this design in "Greenbuild 2010: EPS Goes TED", with the presenters having to walk and turn to face the audience completely surrounding them, while on a narrow raised platform. They also have to pass one hand held remote control for the projection system between multiple presenters. Rooms such as ANU's N101 provide a practical flexible space. The flat floor, a wedge shape and a well equipped multimedia console, provide for traditional presentations and group interaction.

ps: Build a Library

One aim of the Australian Centre for Dialogue Project is to build a landmark building beside Lake Burley Griffin, near Questacon and the National Library. This is the same location proposed by the Australia Forum for a meeting centre. The two projects are seeing how they can achieve common aims and incorporate online technology to provide meeting facilities beyond a building in Canberra.

One aspect of the proposed location which neither project seems to have incorporated is the adjacent National Library of Australia (NLA). This is one of the world's leading centres in the use of computer based systems for interacting with the public. The NLA was key to the implementation of web sites for the Australian Government, hosting the first government "home page". The library runs regular computer enhanced events and also interacts with the public directly online.

The library is also seen to be at arms length from the Parliament and so could host public discussions, free from the perception of government interference. This is a traditional role for libraries, as dramatically demonstrated by the Bibliotheca Alexandrina, which played a part in the recent overthrow of the Egyptian government.

Designing a Learning Centre for Engineering and Computer Science

The computer labs on the ground floor of the Computer Science and Information Technology Building (CSIT) at the Australian National University are due to be re-equipped. Rather than just replace the old computers with new ones, this is to propose turning the entire ground floor (about 1,000 square metres) into an integrated learning centre.

The new Lilley Centre at Brisbane Grammar School provides a model with lecture theatre, smaller teaching spaces, learning commons, library and offices. This based on ALTC funded research and there is scope for further research in this area using the CECS Learning Centre as an experimental advanced teaching laboratory for evidence based pedagogy.

Current Building Design

The award winning CSIT Building was purpose designed for computer science in the mid 1990s, with input by computer scientist Dr. David Hawking.

The building was ahead of its time being designed for high performance computer data cabling and work environments have been provided for undergraduate and postgraduate teaching, as well as project work.

The ground floor area originally had a seminar room (the famous N101), two smaller project rooms N118, N102), a computer museum in the foyer (N120), two tutorial rooms (N108, N109), five smaller prac rooms (N110 to N114), and two larger prac rooms (N115, N116).

Later N110 and N111 were re-purposed as postgraduate rooms. Half the dividing wall between the larger prac rooms (N115, N116) was removed to make a larger computer equipped teaching space.

The remaining prac rooms (N112 to N116) are equipped with parallel benches running down the room fitted with desktop computers. There are projection screens at the front of the rooms.

There is a student foyer near the main entrance, this has a notice board shared printers.

Issues With the Spaces

The computer equipment in the prac rooms is due for replacement. However, this provides the opportunity to rethink the use of the space and address other problems.

The area is open during normal unviersity office hours and is accessible by use of access card 24 hours a day. After hours access raises issues with the saftey of students and the clenliness of the facility.

Changes in Teaching Practice

The facility was designed with a bifurcation of teaching practice on the main axis. There are tutorial rooms on the southern side of the main corridor and prac rooms (computer labs) on the northern side. The tutorial rooms were designed for medium sized groups using conventional face to face teaching techniques lead by a tutor (without computers). The prac rooms were designed for individuals or small groups of students to work, with or without supervision, but without formal presentations.

The prac rooms have now evolved to allow for group instruction, with a presenter at the front of the room, as well as continuing to be used for small group and individual work.

Individual and small group work has different requirements to large group work and there is there for a compromise in the room design. This is seen most obviously in the combined room n115/N116, which has a half wall down the centre of the room. This wall allows the room to be used for two small separate groups, but when used as one large room half the class can't see the other.

Changes In Technology

The ANU Department of Computer Science is a leader in the development of open source software and operating systems. As a consequence the Linux operating system is installed on standard ANU computer hardware (DCS people helped develop Linux) in place of the usual Microsoft operating system elsewhere on the campus.

ANU uses a mix of Apple Mac and Microsoft Windows operating systems. There is now the option to "dual boot" these systems from the same hardware (along with Linux). There are also new options with students using their own laptops, net books and tablet computers.

However, there is a rapid change in this technology at present. Any large scale investment could be rendered obsolete within months.

The use of "cloud" computing and web based interfaces is rendering the issues of the desktop hardware and operating system used to be largely irrelevant. It is suggested that low power, small footprint models of the ANU's standard desktop computer hardware be used, retaining the use of the Linux operating system. Using a standard web browser, this is compatible with the ANU's online learning environment.

Computer Assisted Learning

In the last two years ANU has made a major investment in e-learning with the development of the "Wattle" system using the Moodle learning management system and related software. CECS is a leader in the use of this technology for blended learning with the Engineering Hubs and Spokes Project and for e-learning with the award winning Green Technology Strategies course.

As a result it is likely that CECS will require fewer large lecture theatres seating hundreds of students and more small computer equipped flexible teaching rooms seating 24 to 48 students. Also space will be required for students to work alone or in small groups with computer access.

This creates both an opportunity and a problem for CECS. The Colledge will not need to use external lecture theatres as much (these spaces being unsuitable for modern teaching practices) but will require new spaces for teaching. Other colleges, such as commerce and law have constructed new buildings with "Harvard" style rooms for group teaching. However, there is not the space, nor is there likely to be the funding for the construction of these in the CSIT building.

Suggested Approach: Design a Learning Centre

Fitting the conflicting requirements into a small space in the CSIT building is a complex task. However, some recent developments in teaching space design can be adapted. Advances in computer technology can also make the task easier.

The suggested approach is to:

1. Retain Seminar Room: The existing N101 seminar room should be retained essentially unchanged. One modification suggested is to remove the current raised platform at the front of the room, to provide a flat floor for the entire space. The current electronic lectern should be replaced with one equipped with the standard ANU computer and other facilities, including Digital Lecture Delivery.

2. Rehouse Computer Museum: The current computer museum is not an effective display, or good use of space and does not present a good first impression of DCS for visitors. The exhibits could instead be housed in glass cabinets placed against the glass wall of this room (and throughout the ground floor) and the rest of the room utilised for office space or by students. visitors would then look at the exhibits in the display to see computing history and then be able to look through the glass back wall of the display cabinet to see students engaged in computing of the future.

3. Provide different density and use spaces: Using the approach suggested by Dr Kathy Lynch at the University of the Sunshine Coast, the ground floor of the building could be modeled along the lines of a high technology business of the type IT students would aspire to work for (or own). To achieve that look, the central entrance and open plan area could be remodeled as the entrance and reception area. This would provide a place for students to meet and to find out about activities. This area would be also used during breaks in evening courses when the refectory areas of the ANU may not be open.

The current prac rooms have a very low seating density, resulting in great flexibility but limited capacity. It suggested that instead rooms with higher seating density and different layouts be provided. This will reduce the flexibility of the individual spaces, but provide increased flexibility overall. It should also allow the space to accommodate twice as many students overall.

Some areas would be equipped as informal "cafes" with tables and benches equipped with power points for student laptops. Some spaces would be equipped with wall mounted screens for small group work by students. These could be modelled on the UNSW Eora Exchange (by lahznimmo architects) and the Southbank Institute of Technology Library. Rooms with high density seating, each with a computer workstation would be provided. These could be modelled on the Ezones of UQ.

Some approaches to the design of such a space are indicated by Richard Kurk's design for the University of Queensland's new GPN4 (General Purpose North Four) building.

It suggested that the current approach of using fixed equipment in the CSIT Building be retained and the movable approach as provided by QUT's Learning Environments Support not be adopted.

4. Control After Hours Access: To provide for the safety of the students and security of facilities, after hours access should be controlled. The approach of the University of Canberra its remodelling of the library into a Learning Commons provides a useful example. In this case a small area is provided with separate air-conditioning and access control for 24 hour use, while the main building is shut down. As well as reducing energy use, this provides the students with a greater sense of security.

The spaces around the CSIT building main entry could be retained for after hours access, with more distant rooms closed off at night. During times of high demand (such as when assignments are due) more of the building could be progressively unlocked by the cars access system, through an automated system (or by remote security staff control).

For further items see:

1. Classroom Design
   
2. Flexible learning centre
   
3. Learning commons

How to Create On-line University Courses in Electronic Archiving: Part 17 - Redesign for 2011

The course "Electronic Data Management" (COMP7420) was designed for archivists, records managers and librarians, as a six week, one hour per day, e-learning course. The course has been offered by ANU during 2010, but so far there has been little interest. The NSW Office of State Records now have this course first in their list of Education and training opportunities. The name and description of the content may make it sound too technical for information professionals. However, there is enough interest from the Austrlaian Public Service to offer the course in January 2011. Therefore I have to start preapring the materials.

E-learning format

This is an expanded and accredited version a short intensive course I ran in 2007 at the request of National Archives of Australia. The notes for that course are online. For the e-learning version the content has to be converted to a format where the student can work through it at home, with limited guidance. The exercises have to be carefully designed, as I will not be there to point things out for the student. While tutor help will be avialable, this will require the student to send a message and wait for a reply, which could take hours.

Accreditation and Learning Outcomes

Also I need to incorporate the accreditation requirements of the various professional bodies. This is only a short course (equivalent to half a normal unviersity one semester unit), so it would not be suitable for full professional accreditation where a unviersity degree is required. But it could form a useful part of such accreditation. The ANU already runs courses in Museums and Collections (I ran a course on web design for museum staff in the Pacific for ANU).

Currently the learning outcomes are described in terms of the Skills Framework for the Information Age (SFIA). However, SFIA is intended for IT professionals and may not be as applicable. The outcomes are also relatively passive, saying the students will be able to "describe", rather than do.

Some courses are accredited by the Australian Society of Archivists at a few Australian universities (none at ANU). ASA ’has Course Accreditation Policy, Principles, Procedures, Guidelines for ASA Participation in University Courses. What makes this a little easier is that there is a joint ASA/RMAA Statement of Knowledge for Recordkeeping Professionals. So ASA and RMAA are using the same body of knowledge.

The ASA/RMAA Statement of Knowledge for Recordkeeping Professionals is refreshingly brief at only nine pages long. This is based on AS ISO 15489 - 2002 Records Management and BSB01 Business Services (Recordkeeping) Training Package standards. The document was due for review in August 2008. So it might be a good time if I have any additions on e-records to suggest. The document takes the approach of having a recordkeeping education framework which allows learning pathways with vocational and tertiary qualifications and professional development. It sets the task for professionals to:

Recordkeeping professionals:
1. Establish, manage and maintain recordkeeping frameworks that:

• enable accountability and governance;
• preserve memory and identity; and
• provide information.

2. Establish, manage and maintain recordkeeping processes and systems that:

• capture, maintain and provide authentic, reliable, accessible and trusted records of social and business activities; and
• meet the needs and expectations of individuals, organisations and society.

3. Apply theory and practice through ethical behaviour, promulgated in codes of practice or conduct.
4. Engage in an advocacy role for the recordkeeping profession to promote awareness and understanding of recordkeeping theory, practice and ethics.

The Records Management Association of Australasia (RMAA) provide more detailed guidance for course accreditation. Their "Procedures for the Accreditation of Courses" (April 2007) and "Course Accreditation Checklist for Courses meeting the Statement of Knowledge for Recordkeeping Professionals" (Version 1.0, April 2007), provide a useful short list of what a course needs.

The RMAA procedures specifically allow for "individual programmes of study resulting in competencies being
gained by accumulation and transfer.", allowing for a short course which can be added to with other courses.

The RMAA Course Accreditation Checklist has five categories:

1. Information Generation, Communication & Utilization Scope
2. Information Management and Organisational Context Scope
3. Information Systems & Information & Communication Technologies
4. Information Environment & Policy
5. Management and Transferable Skills

The obvious area to concentrate in a "electronic" course is "C. Information Systems & Information & Communication Technologies". However, any course will need to touch on the other areas. Also an e-leanring course could be valuable in teaching new "E. Management and Transferable Skills" in partiocualr how to use computer based system for working in groups.

The Australian Library and Information Association (ALIA) has a set of course criteria simialr in concept to RMAA. ALIA have categories of Professional and Library technician level courses. For the technician level there is a "Museum and Library/Information Services Training Package" (CUL04) aligned to the Australian Qualifications Framework.

The AQF raises the issue of the use of standard course descriptions. "Vocational" (TAFE) courses have the advantage of a carefully nationally standardised set of course descriptions. The National Training Information Service (NTIS) database includes, for example, the unit "Review recordkeeping functions" (BSBRKG305A:). This is based on the ASA/RMAA Statement of Knowledge. There are 409 Units of Competency in the NTIS database mentioning "records".

Assessment

Assessment is set as:

• 10% Online quizzes
• 20% Online Discussion/ In-class participation/ Learning Journal
• 40% Exam
• 30% Case studies project

Preparing online quizzes is a skill I have yet to master, but should be feasable using the support at ANU for e-learning. When I wrote the assessment I assumed the "Exam" would be an online one, similar to that I conducted in the classroom for the intensive course. This used the Moodle assignment system. In university terms the exam would be a "take home examination". However, this might take the form of a highly structured assignment with a short deadline, rather than a traditional examination. That is the student would be given one task, with the questions of the examination providing the guidance on individual parts of the task. This would be similar to a high prorioty task in the workplace: "Quick we need to come up with a XXXX in the next three hours.".

Australian Computer Equipped School Learning Centre

Australian Architecture magazine ("Lilley Centre: Learning and the city" by Clare Newton, May/June 2010) features an excellent article on the new Lilley Centre at Brisbane Grammar School. This is a multipurpose building providing a lecture theatre, smaller teaching spaces, learning commons, library and offices. This was featured on ABC Radio By Design (28 April 2010), and Australian Design Review. The new AA article provides more detail, including floor plans of the building.

The three most prominent features of the floor plans are "The Forum", a lecture theatre seating about 160 and two "Flexible learning and teaching" spaces seating 84 and 60 (or 30 x 2) students. The Forum is a low teared lecture theatre featuring independent chairs and generously sized desks. The front four rows appear to be equipped with computer keyboards (but no screens), presumably for some sort of "clicker" student feedback system.. The Forum appears similar in design to the Advanced Concept Teaching Space (ACTS) in the University of Queensland's General Purpose North Four (GPN4) building.

While providing an impressive looking space, it is not clear what the Forum is for. The stepped floor precludes the use of the room for functions. The spread out nature of the room is inefficient for traditional lectures. The lack of full computer facilities precludes it use for computer based learning. The school might have been better off with a flat floored room with removable furniture and non fixed computer equipment.

One "Flexible learning and teaching" space has 14 oval tables arranged radially in a roughly circular room. Each desk has three chairs facing on two sides. At the outer end of each table there appears to be a large flat screen. There appears to be a space left in the centre of the room for a teacher. The arrangement appears similar to the Personal pods in GPN4. These appear to be designed for teams of up to six students to work on projects.

What is most interesting is the other "Flexible learning and teaching" space. This is hourglass shaped, with the room bisected by a removable partition. With the partition closed there are two rooms each with five desks of six students. The desks all point towards a projection screen in the middle of the removable partition. This room appears to be design for larger group work. With the partition removed the room is roughly circular. While the removable wall provides flexibility, it is not clear where presentations are projected onto in this format.

Research Lead Learning Space Design

The new Lilley Centre at Brisbane Grammar School has received attention as example of a 21st century learning space. ABC Radio By Design discussed the centre (28 April), as did an article in Australian Design Review. What I found more interesting that the design of the building itself is that is came from a research collaboration between the architects (Wilson Architects) and the University of Queensland, supported by a Australian Learning and Teaching Council (ALTC) grant.

The project had the grand title of "Designing Next Generation Places of Learning: Collaboration at the Pedagogy-Space-Technology Nexus" and was funded with a federal $200,000 grant in 2006. Keywords to describe the project were: "Active learning, Collaborative learning, Design, Higher education facilities, Information Technology, Learning environments, Learning space, Libraries, Places & spaces for learning".

The project aimed to produce a framework for designing learning spaces including libraries, collaborative learning centres and teaching spaces. Some of the terms used in the original proposal now seem a little dated, such as mention of "the interactive lecture theatre of the future". But the originators of the project were not to know that by 2010 the idea of a "Lecture Theatre" would be obsolete (in part due to the work of the people in the project). However most of the rest of the project is directly applicable to the education revolution now taking place.

The project planned to disseminate results with case studies and forums. Those involved have delivered much more than promised, with the ideas made concrete (literally) with the Lilley Centre at Brisbane Grammar designed by Wilson Architects and in the Next Generation Learning Spaces website by University of Queensland. I have previously visited and been impressed by the eZones at the University of Queensland.

The projects also produced a useful report, "Designing Next Generation Places of Learning: Collaboration at the Pedagogy-Space-Technology Nexus", ALTC Priority Project #627, David Radcliffe, Hamilton Wilson, Derek Powell, Belinda Tibbetts, 2008. Unfortunately this report is provided in a poorly formatted PDF document, so here is the executive summary:

Executive Summary
There is growing interest in higher education institutions, nationally and internationally, in the creation of new types of learning environments supporting learner-centred or constructivist pedagogy. While many new facilities start out with sound pedagogical intent, the actual spaces often reflect the imperatives of technology, or architecture, or operational considerations. A more systemic way to maintain the appropriate balance between pedagogy, space and technology as a basis for the design and evaluation of new learning spaces is needed.

The Next Generation Learning Spaces (NGLS) project explored the interdependence of pedagogy, space and technology to develop the Pedagogy-Space-Technology (PST) framework which enables institutions to create new teaching and learning spaces that will encourage student engagement and improve learning outcomes.

The PST framework is a question-driven inquiry process synthesized from published literature and knowledge of innovative teaching and learning spaces globally, and informed by lessons learned in developing new learning facilities at The University of Queensland (UQ) over the past decade. It empowers a diverse range of potential stakeholders to consider critically and holistically the pedagogical, technological, and physical aspects of teaching and learning spaces and their interactions. It can be used at each stage of the life cycle of a new facility, from conception through stages of design, construction, and operation.

Life cycle stage table omitted

The table illustrates the basic questions for the various stages of a new facility. Each of these basic questions is expanded into a more detailed set of questions and issues to be considered and guide the process. As an evaluation tool, it links design intent with outcomes, and challenges all concerned to question the what, why and how of initiatives to create new learning spaces. Its generic simplicity means it can be used for any type of learning spaces from a laboratory to a learning commons, to more conventional performance space. The framework can also be applied to small or large scale projects. It is inherently self-documenting and aides the elicitation of lessons learned for future projects. Within UQ, the framework was used to refine various learning spaces such as the new Collaborative Teaching and Learning Centre (CTLC), the Advanced Concept Teaching Space (ACTS), and a next generation library in the Biological Sciences Library.

The project team has held two national Colloquia which have helped to educate and develop a diverse, interdisciplinary community in the higher education sector focussed on new learning spaces.

Subsequent to the Colloquia, several institutions have revised their approach to learning spaces. It is anticipated that the PST framework, and the shared experience of new learning spaces gained as a result of the project, will continue to influence the creation and evaluation of innovative learning environments in higher education in Australia and beyond. ...

Green Learning Commons

Prompted by "What Happened to the Computer Lab?" I was asked by Idris Sulaiman if there are any Australian guidelines on Green Computer Labs. This is a good question. Computer labs are evolving into general purpose computer equipped teaching spaces in the information commons and spreading across university campuses, as well as vocational education and schools. As a result there will be more computers using more energy (and causing more e-waste) at educational institutions. Green guidelines for these are therefore becoming more important.

The guidelines for university teaching spaces in Australia are mostly about how many square metres of space to allocate per student. The allocations for computer equipped labs are much higher than for traditional classrooms. This will cause a further environmental problem for education, as computer equipped spaces become the primary form of teaching space on campus. This could result in a doubling of the environmental footprint of the institution, as well as greatly increased costs.

As I teach my green ICT students, the the best and primary way to reduce the environmental impact of computers is with efficient, cost effective design. Building a computer equipped classroom which requires half as much space per student will reduce the materials required and energy use. If it is cheapr to build as well, that will make it more likley it is built.

There are some good examples of computer equipped learning centres in Australian universities, some of
which I have visited and commented on in my blog under the headings classroom design and flexible learning centre.

Perhaps we should look at writing some guidelines and build two prototype green computer labs.

Some time ago I did a short exercie to see how one of the ANU Computer Science computer labs could be adapted for belnded learning. With this I propsoed to double the number of students the room could hold and allow for individual, group and whole class learning styles.

Also I proposed a portable centre, which would be a airline carry on wheeled bag with enough equipment for a dozen studnets.

Perhaps we could build some prototypes using ALTC funding and provide some guidelines. The results can then be incorporated into free open access e-learning materials, in a similar format to my Green Technology course, but perhaps with some more video and audio.

Others might like to join in this work.

Redesigning universities for computer assisted learning

An interesting discussion is taking place online about how to redesign university teaching spaces to accommodate computers. This includes the issue of how computers should be added to science labs, or should they be separate. Should desktop computers, or laptops be provided, or can we assume students will have their own laptops? Should these spaces look like traditional teaching spaces, like business offices or like cafes? In my view, as computer equipment becomes cheaper, smaller and more portable, this may go full circle, with computers seeming to disappear from universities and other learning institutions, as they become built into the fabric of the institution. With wireless throughout the campus, there will be less need for sockets on walls and wires. As students carry around their own wireless linked smart phones and laptops, there will be fewer desktop computers apparent. Large screens will be built into walls or concealed in ceilings, projecting onto walls.

Some of this discussion is talking place on EDUCAUSE in the Instructional Technologies Constituent Group. A readable item is "Rebooted Computer Labs Offer Savings for Campuses and Ambiance for Students" (By Ben Terris, The Chronicle of Higher Education, December 6, 2009). Some more scholarly items are listed in "Learning Spaces" (by Jeff Johnston, Vanderbilt Center for Teaching).

Origami classroom furniture

Academic Computer Furniture Pty Ltd sell a range of modular computer classroom furniture which reminds me of origami. The desks have geometric shapes which look like they have been folded from a sheet paper. But on closer inspection it appears they have been cleverly cut from a single rectangular sheet, to minimise waste material. Behind the physical design is an interesting philosophy of group interaction pedagogy.

How to Create On-line University Courses in Electronic Archiving: Part 16 - Redesign for 2010

After the success of my Green ICT Strategies course (which will be run again in 2010) , the Australian National University has asked me to design and run "Electronic Data Management" (COMP7420) as well in 2010. This is an expanded and accredited version a short intensive course I ran in 2007 at the request of National Archives of Australia. The notes for that course are online. I started preparing for the course in mid 2008 but it was not clear if there was a demand for such a course so it was put on hold for two years. In the interim much has happened with e-document management and I know more about e-learning.

COMP7420: Electronic Data Management

Summer session (1 February 2010 to 31 March 2010)

Topic: Record keeping and data management are essential to support the efficient and accountable performance of business and government yet up until now there has been no training available for a systems approach to this important area. To fill this gap, the ANU has developed several short courses that provide people in government agencies with the critical skills needed to manage government information and records in a manner that keeps pace with international trends and changing technology. This course aims to teach students how they can manage electronic data. Students will learn about electronic data management through online learning, which includes tutoring, mentoring, student discussion forums and weekly feedback. For more information on the course design and content e-mail Tom Worthington. Delivery: On-line with no attendance required. Students undertake the course entirely online via the web from anywhere in the world. Available: as part of the ANU Graduate Studies Select program to anyone who wants to do just this one course on its own, where you can register online to students at other universities in Australia and around the world.

For information on enrolling in this course including fees, please see enrolment information. If you have any queries concerning enrolment e-mail Debbie Pioch (phone 6125 8020).

The StudyAt entry for Course Description and Learning Outcomes and the Course Flyer provide more information.

COMP7420 is a three unit course and is offered subject to sufficient enrolments.

Assessment:

The course is designed to assist the student to see how the course material applies to their world, to compare and select different data mining techniques appropriate to a problem and to understand the implications of those decisions.

Assessment is through:

• 10% Online quizzes
• 20% Online Discussion/ In-class participation/ Learning Journal
• 40% Exam
• 30% Case studies project

Designer: Tom Worthington FACS HLM, consultant to government and industry.

The course is designed by Tom Worthington, a past President, Fellow and Honorary Life Member of the Australian Computer Society. Tom headed an Australian Government committee which developed electronic document management policy for government agencies.

My last examination

Today I told my fellow educators for the course COMP3410 at the Australian National University that this was my last examination. What I did not expand on was that this was not just for this course, I will not set any examination questions for any course. My hope is to able to continue to contribute to courses at ANU and elsewhere, and to design assessment for them, but do not ask me to write examination questions.

Last year I decided to give My Last Lecture and put into practice what I have been learning about combining online teaching and live group work. This was not an easy decision and has taken considerable work, both in reformulating course material and explaining the change to my colleagues.

My first ANU course with no lectures and no examinations finishes in a few weeks time and so far has gone reasonably well. Reformulating the material did take some work. What surprised me was the amount of explanation I had to do to colleagues. Many had difficulty with the idea of a course with no lectures. Even after I had announced that I would not be giving any more lectures there were many who asked me to give lectures. It took some time to reassure them that there were workable alternatives to lectures and this was permitted under university rules.

What I found surprising was that the formal university processes had no problems with a course with no lectures or examinations. Provided what was being taught and how it was being assessed was clearly spelt out, there was no impediment to a course without lectures or examinations.

The group who did not need any convincing were the students, who were very happy with the idea of no lectures. Some students seemed to think no lectures meant no work and an easy course, but soon changed their view when they saw there was compulsory assessed tutorial work each week. Some dropped out early, but not as many as for a conventional course.

I don't like setting examinations to be conducted on paper, over several hours, without the student being able to use external resources. This is not an effective form of assessment, nor is it useful for learning.

An examination is very different to the ways the students could expect to use what they are learning the real world. What is more realistic is have them briefly reply to a few short questions, discuss issues in a group and to write reports over days or weeks, with a library and the Internet at their disposal. That is the form of assessment I have used in the Green ICT course, with assessment for weekly discussion and written assignments.

There is a role for tests in courses and this can be by interactive assessment. These can be used to asses the student's level of knowledge to help with the learning as well as to give them a final grade. But the assessment should be a realistic facsimile of what happens in the real world. Assessment can use simulations and other techniques for being more realistic. Tests can be online and in part multiple choice. There can be many short tests, rather than a few large ones. I hope to explore this next year.

Experiments in Virtual and Distance Education

Dr Euan Lindsay will give a free seminar on "Virtual and Distance Experiments: Pedagogical Alternatives, not Logistical Alternatives" at the Ian Ross Seminar Room, The Australian National University, 2 October 2009 1pm:

Laboratory classes are an integral part of undergraduate engineering education, providing a valuable alternative to lectures and tutorials. Recently there has been a trend towards providing these laboratory classes through remote or simulated access - where the students are separated from the hardware and interact through a technology-mediated interface. This trend is driven by a demand to provide increased flexibility and opportunities in the delivery of laboratory classes to students, but it also has the consequence of affecting the learning outcomes of the laboratory class.

Dr Lindsay's work in Remote and Virtual laboratory classes has shown that there are significant differences not only in students' learning outcomes but also in their perceptions of these outcomes, when they are exposed to the different access modes. These differences have powerful implications for the design of remote and virtual laboratory classes in the future, and also provide an opportunity to match alternative access modes to the intended learning outcomes that they enhance.

This presentation will address not only the nature of these changes and the factors that cause them, but also the place that remote and virtual laboratory classes have within an undergraduate engineering curriculum. ...