Educause
022717 ELI Webinar
And welcome to today's ELI Webinar.This is Adam La Faci.I'm the professional development online event production manager here at EDUCAUSE, and I'll be your host today.The ELI is pleased to welcome today's speakers, Kathy Jacobi, Gary Pavlechko, and Trenda Whiteman.I will introduce them in just a moment, but first let me give a brief orientation on our session's learning environment.
The online room is subdivided into several windows.Our presenters' slides are now showing in the presentation window, which is the largest of the five.The tall window on the left is the chat window where you can type comments, share resources, or pose questions throughout the session today.And we'll do our best to address some of the questions throughout the presentation, but if you don't receive an immediate response, we'll circle back around address pending questions during the ending Q&A period.
We encourage you to type your questions into the chat throughout the webinar, so feel free to take advantage of that now.It's wonderful to see some greetings popping in there as well.If you're tweeting, please use #ELIweb, that's ELI W-E-B.And if you have any audio issues, click on the link in the lower corner of the screen.It's actually right next to the attendee list there.And, at any time, you can direct a private message to technical help or support by clicking in the top right corner of the chat and questions pod, selecting "Start chat with," selecting either "Hosts" or a specific support person's name from the top of the attendee's list.
ELI webinars are supported by Panopto.Panopto is the leader in higher education video platforms.Since 2007, the company has been a pioneer on campus video management, lecture capture, and flipped classroom software.Today, more than five million students and instructors rely on Panopto to improve student outcomes and personalize the learning experience.And now let's turn to today's presentation, Supporting Teaching in 21st-Century Environments:How the ConnectivistModel of Instructional Design Serves the Purpose.
And we are going to be introducing our three presenters, who are all joins us from Interactive Learning Space Design at Ball State University.Kathy Jacobi is the Assistant Director ofFaculty Development; Gary Pavlechko is Director of Teaching; and Trenda Whiteman is Administrative Coordinator.And with that, it's my pleasure to turn the floor over to our first speaker today.Gary, thank you for joining us.
Adam, thank you so much for having us.Welcome everyone from Ball State University in Muncie, Indiana.We encourage your questions and comments in the chat and questions area and we'll respond accordingly this afternoon.We're really excited to be here with you and appreciate this opportunity to engage in professional dialogue about college teaching support.
We will identify our approach, which has sustained itself for its sixth year.Our office has been in operation since 1987, but it embraced its opportunity to advance our college teaching culture through an effort named "Interactive Learning Space Initiative," as a means to address 21st-century thinking and practice about college teaching and learning.I'm pleased to have our staff share our story that continues to be written as we speak.
Our instructional system is served through a connectivist approach of design and two of the influential authors, George Siemens and Steven Downes, contribute to our thinking.So we'll be very excited this afternoon to be able to converse with you about their approach but also what we perceive to be an excellent way of staying connected with our faculty and our students about something very dear to us, learning space.
This afternoon we'd like to be able to discuss connections and interactions as the focus of our efforts.We'll describe in detail the interactive learning space instructional design tenets that serve as our architecture for our program.And we will also offer reflections on our success in sustaining our approach to professional learning.
Ball State is a mid-sized school.It's approximately one hour northeast of Indianapolis, and as you can see by our demographics, we're pretty typical for a mid-American collegeuniversity.Our office is small.There are three of us.But we successfully uphold our responsibility to positively effect learning experiences focused on engagement.
To begin, we'd like to share how internal and external partnerships not only play a role in this approach, we are very dependent on them.These include steel case education and research, our channel group for furniture and technology business furniture out of Indianapolis, Sharp Electronics, and a person who is near and dear to us, as many of you I'm sure will recognize, Lennie Scott-Webber, Founder and president of INSYNC currently.
Internally we are supported in areas that include technology integration, wiring, air control, lighting, interior design, architecture, and project management -- no small task -- in order to be able to keep our five interactive learning spaces advancing through each of the semesters that we participate in.
We use knowledge as our network of connections and relations that are continuous explorations about patterns' finding.As you see from this graphic, we're in a process that is just ongoing, and we continue we'll talk about cyclic design.But as we speak, we certainly are going to share some interesting and unique stories how our project has been able to advance itself through these six years.
I hope this graphic offers some inspiration, everything from the wonder of unintended consequences to harmonious insights to significant experiences, and the value can of phenomenological inquiry.These components and those that are left blank, those we're still waiting to uncover, basically contribute to our thought of how a connectivist approach inspires us each day to be able to continue the relationship building that is so pertinent to our program.
Mindful and thoughtful effort leads to decision-making tasks that necessitate intentional interactions that comprise a spectrum of passive to interactive exchanges between inhabitants of our learning spaces.As many have observed steel case inspired thinking about the echo system of pedagogy, space, and technology, as well as others who have written about.Our connectivist approach encourages the addition and focus on the inhabitant in all situations as the lived learning experience exists.
Trenda is going to describe our five learning spaces and a bit of the history of them, and Kathy and I will be interjecting some comments about them.
Hello, all.First of all, faculty are exposed to all of the rooms so they are familiar with all of the aspects and assets of the island spaces.However we do like to try to keep new cohort members in the three spaces located on our floor in Teachers' College.These spaces are close to our office so we can provide support when it is needed.
All of our spaces with distinctively designed to be consistently updated based on feedback by users, which are the students and the faculty.We have several things that are specific to all rooms.We have observation cameras in the rooms.These cameras record and store movement so we can view this from APC and Gary's office any time.We can collect data from these observation cameras as well.
We have triangularization display services so students can see multiple screens from anywhere they may be sitting.We also wanted the user to have complete control of the lighting in each of the spaces.Students are in control of both natural and artificial lighting configurations.They can adjust the lighting in all the sections of the room to meet the individual needs of the user.This has proven to be highly beneficial to many users, including those with disabilities.
The rooms are integrated so that users have access to technology.Each space has a touch-screen monitor to work from.There are connections for all other surfaces in the space.We have multiple wall plates throughout the space for wire connections, and we have wireless connectivity in all the space as well.Each space has an AMX panel that controls the space, and AMX panels are the same in each the spaces.They were expertly designed by our integration team and something we're quite proud of.All of our space also have swipe card access, which allow faculty and students to utilize the spaces whenever they wish.
The furniture that we have in all the spaces allows for reconfiguration of small groups.The furniture in each of the spaces is probably our biggest asset.Each piece of furniture in the space allows for ease of movement throughout the space.In four out of the five spaces the user can manipulate the furniture in any format they see fit to best suit individualized needs.I'll take a few moments to go through each of the spaces.
As you can see, the slide we have up now is the TC 411.This is our smallest space and seats 18 people.Many of the users in this space enjoy the more intimate setting this provides.This is the only ILS space where we could deploy various colors, and it's proven to be an inspiration to many users.In this space we have verb tables, buoys, soft seating, and personal tables.These various forms of furniture, they do allow us for ease of movement, and allows for various configuration throughout the spaces.There are plenty of white boards, both fixed and movable for the user, along with multiple projection displays.And as you can see, we do have Apple TV in that space as well.We have Apple TV in all of our spaces and Epson short throw in here as well.
The next space is our 412 space, and this is often referred to as our Node room.This seats 24 people.It allows for many, many various configurations.There are multiple white boards, both fixed and movable.Three monitors in the space allows students to display from multiple surfaces, and there is a small breakout session in the back of the space to allow for small-group work or individualized discussion with students and/or faculty.And you can see we have doc cams, Apple TV, hover boards, individual white boards as well.
Our next space is the 414 space.This space is our Media:Scape room.There are four Media:Scape tables with seating for six.These tables have six pucks that each student can plug their laptop into display at any time.With the push of the puck, any student can display his or her work on the monitor.The instructor has control of the stations with the AMX panel on the wall by the instructor card, and she can hand over control to the students any time to display what is on their laptop.This allows for collaboration in the spaces, which is something that is very important to our initiative.
The next space you will see here, RB 109.This is space is in the Robert Bell building, which is just down the road from Teachers College.This room seats 36 people and has various types of seating arrangements to allow for collaboration.This space has a lot of natural light.But, again, the lighting can be completely controlled by the user.
And I want to apologize.On this slide, we didn't catch it in time, but we do not have the correct pictures up for this.This space now has all Node chairs, but it is an important aspect of our space to tell you that we these spaces are constantly being designed, redesigned and ever changing.For example, we moved furniture from BB 109, the next space I'll show you, into this space, because there was too much clutter in one space.So having this ease of movement with all the furniture allows us to be constantly listening to our faculty and our students so we can better make changes in those spaces.This space also has four Epson short throw projectors, five white boards on the wall.We have hover boards, individual white boards, doc cams, Apple TV.So it's fully connected as well.
The last space we have is our BB 109 space.This is our largest space.This will seat 76 people.This is a wonderful space with a lot of natural light.In this space we have a combination of verb tables, buoys, and soft seating as well.As you can see by the picture, there is several white boards, hover boards, and individual boards.There's a Sharp touchscreen in the space, as there is in most of our islet spaces.We have six display monitors in the space, which allow the user to display on any surface at any time.
We did purchase Barco ClickShare for the space due to the large span of the space.Barco will allow us wireless connections to be displayed.The seats in the middle of the space that are on the inside perimeter, it was hard for them to find connections without being connected to the wall.So Barco allowed us buy pucks so the student can input a USB puck into their computer and then they can connect wirelessly to any display in the room.So it's been very beneficial to our wireless connectivity in that space.
All the furniture is movable and can be easily configured to meet the needs of the user.In all of our spaces we encourage a more collaborative approach to learning.We encourage faculties to take the spotlight off themselves and let students take control of the attributes in the space.All the attributes in our spaces allow for this to happen more naturally and effectively.
There was a question regarding the observation cameras that I'd like to address.It's really important to note that they are not used for surveillance.The cameras themselves are set up, and they do archive all of the video in each of the rooms when the cameras get activated when movement occurs.But they were designed as a system for study of the spaces, for the movement, as well as for observation of how the participants are using the spaces when we do make new design changes.
We do have a professor in our Interior Design Department that has been working with these cameras now.This will be the second semester, as well as an observation software that we purchased called Dot.Dr. Kanakri, the instructor, and her students use archived video, as well as live face-to-face observations to be able to track movement, and see use of not only the equipment and the amenities in the space, but also the different sections or zones in the classrooms.So we have just begun.As I said, this is the second semester, first full semester that she is using this software product that allows her students to be able to do those observations of the video.But the video is archived and is usable for faculty whenever they would like with regard to their research.
Just one other thing, too.Excuse me, Trenda mentioned about disabled student development.And I do want to make sure that we inform you that we are in constant communication and interaction with that office, even to the point where one of our cohort members this semester, the assistance director, is teaching in our space, in one of our spaces, so she is active in our faculty learning community.And we really want to make sure that we inform everyone how we do consult with disabled student development regarding apparent, as well as non-apparent disabilities.And what we're finding now, with regard to different quality control issues in the spaces, whether it be lighting or sound, that those features are really important to be able to address the needs of our students, to the point where we have air-handling systems shutting down for one hour two days a week from 5:00 o'clock until 6:00 o'clock, so that it can accommodate an instructor with autism, as well as another student with a hearing impairment and some other non-apparent issues.
This is Kathy.I'd like to talk about a couple issues, questions that came out while Trenda was speaking about our spaces, and then I'm going to actually get into the faculty development, special development aspect of our initiative.The question was regarding scheduling of the classes, which is something that I do.So as I talk through the next element of our presentation, I will try to kind of explain how I do that.
Another question was do faculty have input on the design of the spaces.And our first two spaces, the Node Share TC 412 and TC 414, the media safe room, were designed with the assistance of steel case in our fall space interior designer.At that point, once we got faculty in those spaces we continually asked them and the students what they think of each of the items, the assets, and that then leads us, when we add new spaces, kind of guides us in how we're going to approach those spaces, what we're going to repeat, what we're going to change, and things of that nature.So, although faculty didn't have input -- had a little bit of input on the first two spaces, but since then, they have continued to have input.We have them keep in continuous contact regarding the spaces and how it works.