This
report summarizes the findings from a
1.0 Survey
Question/Script (email sent to all faculty)
The Information Technology Committee
(a subcommittee of the Faculty Senate) would like your feedback on smart
classrooms. Please reply by Friday, September 24 and feel free to provide
positive or negative, long or short comments. We will incorporate your comments
(anonymously) into a summary for Administration. The goal of this report is to
assess the first round of smart classrooms before Administration moves to other
installations.
Questions you may want to address:
What do you think about the equipment? Have you had any problems with the
equipment? What about the podium design and location? Does the smart classroom
significantly add to the teaching-learning experience? Have you had to call for
service and has it been satisfactory? Feel free to address other issues that
you deem as important.
Please submit your responses by
replying to this email on or before Friday 9/24.
2.0 Summary
of Findings
This
section summarizes the comments from faculty pertaining to the most recently
installed (Summer-Fall 2004) smart classroom at
2.1 Pedagogical Value
·
Nearly all faculty members that responded
indicate positive teaching and learning experiences associated with smart
classrooms.
·
Faculty are clearly
excited about smart classrooms (See comments in section 3.1 to get a sense of
this enthusiasm.).
2.2 Equipment
·
Several positive comments were made about the
digital equipment; however, many suggested improvements were identified as well
(See comments in section 3.2 for details).
·
The podium probably needs to be re-designed or
modified according to faculty comments. Problems have emerged with hinges, the
side table, wheels/legs, etc.
·
Internet connection is not available on all
systems and clearly desired by faculty that do not have Internet access.
·
Several comments were made in relation to
lighting. Some asked for projectors with more lumens. Others asked for light
banking or dimming. Others asked for window coverings to block sunlight.
·
Some people asked for a smoother way to connect
auxiliary equipment. They asked for Internet connections for laptops, AC power
at the podium, USB port access, etc.
2.3 Location/Placement
·
There were several negative comments submitted
with regard to the placement of the equipment (See comments in section 3.3 for
details).
·
The podium is often characterized as in a
non-ideal location. It obstructs student views and faculty mobility.
·
The cords and casing that protect the cords are
described as inconvenient if not hazardous.
·
The monitor is characterized as obstructing
student views of the screen and whiteboard.
·
Comments also suggest that the projection screen
should be moved to the corner of the room so that the white boards could be
used in conjunction with the equipment.
2.4 Installation/Service Quality
·
There is significant frustration connected to
the installation and support services (See comments in section 3.4 for
details).
·
The most common compliant about the equipment is
that it does not work on a consistent basis. The up-time rate is not acceptable
at this point.
·
There are also several complaints about the lack
of support services to fix equipment problems. This has not been described as
incompetence but recognized as insufficient support.
2.5 Training
·
Several faculty called
for training or a minimal orientation to the equipment (See comments in section
3.5 for details).
2.6 Security/Keys
·
Several concerns were raised with regard to
security (See comments in sections 3.6 and 3.7 for details).
·
Monitors, keyboards and mice are characterized
as most vulnerable to theft; however, with the volume of student traffic that
flows through our classrooms, equipment within the cabinet is certainly
vulnerable if strict locking procedures are not followed. This leads to maybe
the most common concern—keys.
·
The inability to duplicate and distribute cabinet
“keys” is a major source of frustration—maybe the most common complaint.
·
The inconsistent distribution of classroom keys
(especially in relation to adjunct faculty) also emerged in the survey. If we
are going to lock the rooms for security, we need to tighten up our
inconsistent assignment of classroom keys.
2.7 Scheduling
·
The scheduling of faculty can be improved (See
comments in section 3.8 for details).
·
There are a few assignment cases where faculty
that do not use the equipment are placed in smart classrooms while some who
want to use the equipment are not placed in smart classrooms.
·
There are also a few cases of faculty teaching
multiple sections of the same course, with some of the sections taught in smart
classrooms and others not taught in smart classrooms. This poses a “prep”
challenge for faculty. Some faculty are modifying their preps for different
sections, while others prep for the non-smart classroom to have one common prep
for all sections.
2.8 Software Consistency/Compatibility
·
The software loaded onto the smart classroom
computers does not appear to be the software that is always the same as
software available on other campus computers (e.g., computer labs).
·
Some faculty use custom software for their
classes (e.g., Quickbooks for accounting classes); however, the custom software
downloads were not addressed during this installation.
3.0 Categorized
Faculty Comments
Faculty
comments have been categorized according to the most common issues addressed.
Comments have received minimal editing and in many cases represent sentence
fragments from larger email submissions.
3.1 Pedagogy
·
First of all, these things are wonderful.
Nothing the college has done in recent years has so enriched my classroom
instruction!
·
My SMART Tech classroom setup is
WONDERFUL! I enjoy using it so much. It really makes the look so much
more professional. (although I have to throw chalk dust all over me now before
I go home, so my wife believes that I have been at work.)
·
I’ve been teaching in AC 62 and it has mostly
been a pleasant experience. It is a pleasure to teach there.
Smart classrooms are incredible. They have a positive impact on the educational
process.
·
I've really liked it so far.
·
The smart classroom set-up is excellent. It
improves instruction tremendously.
·
A smart classroom is the wave of the future and
the only way to go for those who can use the technology. I have taught in
rooms like this and know they are superb for addressing all student learning
styles. Put me in one please!!
·
I like my smart classroom.
·
The students like it much better than the
overhead projector and seem to be more attentive.
·
The classroom I am using is the first in our
building with the complete media system but we have had computers and
projectors in most classrooms for some time. The latest system
is convenient and works very well.
·
First of all let me say that I love that we
finally have the smart classrooms!
·
Nice idea BUT !!!!!!!!
·
The classrooms are GREAT and make learning much
easier and fun! It is wonderful being able to show students websites or
to complete homework solutions on the computer occasionally.
·
It's
amazing.... I've been teaching 45 years and this I wish I had years ago.
My problem is not having a workshop or some sort of OJT to learn the full
potential -- right now I'm learning as I go...and
when I get up to speed... I'll be able to illustrate lectures so easily with all
the stuff on the web...
·
The money was well spent. I hope other
classrooms will be soon to follow.
·
I've had them at other campuses, they are highly
appreciated. Anything that keeps the rhythm of the lecture going without
having to stop to adjust and move things around is better for the student to
not lose the focus of the lecture.
·
The smart classroom technology is a big assist,
especially the ability to display broadband Internet images and manage
PowerPoint programs.
·
I am thrilled to have equipment in the
classroom,
·
"Does the smart classroom significantly add
to the teaching-learning experience? " That is a complicated
question. Yes, technology, use of multimedia in teaching/learning in the
classroom does significantly add to the teaching-learning experience. So
even though the current smart classroom approach presents more problems and is
configured to support traditional lecture type classes, we, as faculty and as
an institution, should not throw out the concept --- just rethink it ---
and include faculty in the conversation!
·
I wish to express my gratitude to the technology
committee for the installation of the smart classroom.
·
I believe that the smart classrooms are a
wonderful idea. I don't currently teach in any of the new smart
rooms.
·
If one can get it to work, it appears it
will be easy and useful.
·
I have used the smart classrooms in both the AC
and CB buildings. I have been quite happy with them and have not had a problem
of any kind. I cannot imagine not having
them!!!!! They have changed my life and it has enhanced the viewing experience
for my students.
·
I think these smart classrooms have some real
potential--and I am excited by that potential
·
I think they're great!!
·
I've
found it very useful being able to go live on the web during class time and
display the imagery on the big screen. Using PowerPoint has clear
advantages over printing multiple overheads.
·
I
enjoy having the technology available in my classroom. I have used it several
times, to demonstrate Excel worksheets, publisher website functions, and
to search for articles/news on the web.
·
Smart
classrooms are, overall, an important improvement in our ability to provide
information and critical thinking for our students.
·
We have found that this classroom significantly
adds to the quality, clarity, and creativity of our instruction, and we have found
the equipment easy to use.
·
I teach Dance History. I Love the Smart
Media! Having the projector and screen show such a large image is
wonderful. Although nothing beats a live performance this is pretty
close. We are closer than we would be if we were sitting in the front row of
the theatre.
·
I have
been using the equipment in LC-22 for almost every class I teach this
semester. I have had no problems with the equipment whatsoever and
it really is an asset in the classroom! It is very easy to use and
especially fits well with the type of course I teach this semester which
focuses on computer legal software; with the addition of the equipment, I can
easily demonstrate the featured software to the students and if students have
questions while at their computer stations, I can easily go over the software
from my podium so that all students can benefit with a visual
demonstration. I also believe that the smart classroom works well with traditional
lecture classes because faculty can use multimedia to emphasize points to
enhance the students' educational experience; sometimes a picture is worth a
thousand words! All of the students benefit by being able to visually
follow along while I lecture or show demonstrations of the various software
that is emphasized in the course I teach.
·
I was
very happy to see my classroom set up as a smart classroom - the addition of
the smart classrooms is a great benefit to both students and faculty!!
·
This
is my first semester experience with smart classrooms. It has enhanced my
classroom and the students have given me some very positive feedback on the
presentations. I am supporting that all classrooms across the campus be set up
as smart classrooms.
·
I think they're great!!
3.2 Equipment
3.2.1 Internet
Connection
·
The system is not hooked up to the Internet.
This is because the room’s Internet wire was originally dropped on the other
side of the room. While this is unfortunate, it is something that installers
should have noted during installation and something that should have been
remedied BEFORE the start of school. This has not been a hindrance for me,
however, because I use my Mac laptop and there is an Apple Airport Base
station within range of the classroom. But if I were trying to use the supplied
computer I’d be out of luck.
·
It doesn't have a network connection since one
was not present in the room (this is a new room). I will run the wires and get
it on the network this week.
·
The equipment is great. My ONE COMPLAINT
was that originally the podiums were not connected to the Internet. That apparently
wasn't included in the original bids. This wasn't discovered until after
the installation was completed, so it was an afterthought. For obvious
reasons, Internet connectivity is a MUST for the classrooms.
3.2.2 Podium
Construction/Design
·
The fold-down wing on the podium side is poorly
engineered. The one in BC-47 has already broken off. Hardware is not robust
enough for this application.
·
Surface area of podium top is barely adequate.
·
The podium is made cheaply out of cheap particle
board which will come apart, just watch...... (my extra side shelf has already
fallen off due to inadequate screws....)
·
The doors to the cabinet enclosure is not
durable in room CB 104 and CB 105. Both have broken hinges.
·
The mouse can fall into the cabinet very easily.
This is a big problem if you do not have a key
·
The slide-out control panel above the keyboard
is well-designed and easy to use.
·
Sometimes the podium seems crowded if I want to
have a notebook or textbook open at the same time as I'm using the projection
equipment. It would be nice to have some additional flat (or slightly inclined)
surface available at the same height as the desk of the podium.
·
broken wheels on the cart;
·
The cart's construction is substandard, to say
the least. A back wheel has already been broken off -- before we even got
to use the equipment! This happened the second week of class and the
wheel still has not been repaired.
·
Finally,
the cabinets in the CB building use hinges that were designed for kitchens, not
for the frequent use of
instructors. They frequently are detached from the cabinet, making
for a safety issue with doors that can't be kept closed, etc.
·
RE: podium design and location, the location is
fine, I wish the podium surface was bigger to fit notebooks on etc. also the equipment inside the cabinet is too low; you have
to squat down to see it to fast frwrd or rewind
etc. All in All I think the smart class is
wonderful and would rather have it than not, deinately!
·
I also
find it very helpful that the computer is housed in the same position at the
front of the room for easy connection. The design of the podium fits
well; there is enough space for my notes and I especially like the flat screen
and retractable keyboard tray so that when I am not using the equipment, it
doesn't get in the way. I also noticed that there is an extension to
expand the space if need be which is a good feature.
·
I forgot to mention that the pull out tray that
holds the keyboard in the CB 104 & 105 does not pull out enough to access
the keys at the top of the keyboard.
3.2.3 Auxiliary Connections
·
An AC power outlet should be available on the
podium for plugging in laptop to save batteries. I tried to use the plugging
strip inside the podium but it is already filled with other plugs. The wall
outlets in some rooms are too far away.
·
the power supply cannot be generically changed
out as it specifically has a cord that comes out of the power supply that
powers the projector.
·
Those of us who have laptops need to be able to
plug them in to the Internet without having to carry around cords and unplug
the desktop computer provided to get connected. A second Internet plug should
be available on the podium top. Or better yet, wireless access points should be
available instead.
·
For
some of the kiosks, hooking up a laptop requires pulling the CPU out of the
cabinet and unhooking wires at the back, then hooking up your lap top.
The process is reversed when you get ready to leave the classroom. This
is really an impediment to using the equipment.
3.2.4 Screen
·
One other small note: The screen is large and
heavy and retracts quickly if you are not careful. A person using the slim cord
attached to close the unit could easily get burned or cut should the screen
retract too quickly. An electronic retracting system would have been wiser. A
thicker cord with knots or some kind of incremental stop system in the hand
would be a safer alternative.
·
Probably the most annoying is that the screen is
mounted too low in the classroom, and not everyone- especially in the back of
the classroom can see it. (I will have Norm make the change when
things settle down,- if ever---
·
Many
instructors provide emphasis to their instruction by writing key words on the
board. The time it takes to write these terms allows time for the
students to take notes.
Unfortunately, there is usually only one screen, for the projector,
and it is located in the middle of the front of the classroom. We need to
have several screens, one for the
projector and one for other purposes. Neither should be located in the
front of the door providing access to the room, as is the case in the CB
building.
·
Our one complaint is that there is currently no
convenient way to lower the
screen; there is no cord to pull it down, nor is there a switch to lower it
automatically. We have had to ask a tall student in our class to stand on a
chair, reach up, and grab the screen so that we can pull it down.
3.2.5 Lighting
·
We need dimmer switches in the classrooms so
that the students can take notes more easily
·
That classroom is SS310 --- a room in which the
lights cannot be dimmed. This means that those who teach in the evening
and who wish to use the technology will either have to leave the lights on ---
which comprises the effectiveness of the video or put everyone in the dark
which compromises any ability to have an interactive conversation among
students and instructor.
·
Also, we need split lighting for the evening
classes for the same reason. All instructors with the systems have
expressed the same sentiments.
·
However, we still need blinds so we can view the
crisp image that the system provides.
·
In the
CB building we need to rewire the room lighting so that the front bank of
lights can be turned off while leaving lights on in the back. Projected
images appear markedly washed out compared to color overheads (I've done direct
comparisons using the same images).
·
The
instructor needs to be able to control the intensity of light at the front of
the room, on the white boards. In the CB building there is no such
control. We need to be able to turn these lights off, without turning all
lights off in the classroom, if necessary. Therefore that bank of
lights needs to be on a separate circuit. This is especially true when
using the projectors that we have.
·
One of
the things we find in equipment set up classrooms is that the rooms do need to
have the lighting circuits redefined. We want one bank of lights on the
back of the room on one switch and the rest on a second switch. This
allows us to turn off all but the back lights which provide light to the
classrooms to see to take notes while still being able the projected images.
3.2.6 Sound
·
The sound quality is good and the clarity of the
projector is OK but not great.
·
The only issue so far is the sound level when
using the dvd/vcr.
·
I have
also had problems in controlling the volume when playing VHS tapes. The
two volume controls seem to cancel each other out.
3.2.7 Projectors
·
The projectors do not have enough lumen output
and the image is fuzzy; students to the sides can not see a clear image.
·
For
simply showing videos, the old setup we had in the LH building with
wall-mounted monitors was superior to using the projection system.
·
What I
find exceptionally helpful is the position of the projector suspended from the
ceiling. Last semester, I had to rely on a projector that was on a cart
(which was cumbersome and difficult to move) and due to the configuration
of the classroom, the projector usually blocked a student's view of what
was being presented and the image displayed was not as good as it could
have been because the projector could not be placed in the center of the
room (it was off to the side).
3.2.8 Software
Standards/Consistency
·
The software version on the computer is not in
harmony with the software version in the lab we are using. Cynthia
pointed this out.)
·
The
only problem I have experienced concerns using QuickBooks. Although I have a
QuickBooks icon on my desktop, I receive a "restricted access" error
message when I attempt to use the program. I have sent a message to Computer
Services and hopefully they can rectify the situation.
·
One of
the systems did not have a newer version of Windows media player and could not
play the streaming video I wanted to play.
3.2.8 Misc.
·
The buttons on the podium in ss214 are not
working.
·
When I did get it going and used it in a class,
I wanted to turn the projector off (but keep my computer on) and then go back
to the presentation. But turning the power off turned off the
computer. Oops!
·
My biggest complaint about the setup is that the
instructor cannot dark the screen and continue to use their computer.
Shutting off the projector shuts off the power to the computer. So if you
stop to do a group project or something else, you must leave the projector
running even when you don't want it.
·
I question if the system cools down. It
seems to be an automatic cutoff when the projector off switch is used.
·
I would like to have a clicker so I could move
the screens as I walk around class.
·
My video was stuck in the machine.
·
In addition, we could use a proper video
distribution box. We use a LVD player, and to have it project we have to delve
into the podium and steal a cable from the VCR. Don't misunderstand--the
projector and screen are awesome; we just could have configured it better for
our purposes than the installers did.
·
I have
found that the VCR's in the CB building frequently do not work properly.
Norm Nyugen has been most helpful in getting things in working order.
However, if my personal VCR had this much trouble I would take it back to the
store!
·
I
really appreciate the fact that now when I need to use
the equipment, it is already in place and all I have to do is turn it
on.
3.3 Location
of Podium/Equipment
·
The carts are placed in a position that gets in
the way for those not using it. I constantly trip on the cord cover and
because the cart is stationary I can't use that space for other activities...suggestion
- place the carts to the side of the room, not the center.
·
The placement of the podium is an obstruction,
to the students and to Me! What were 'they' thinking?
·
The monitor on the podium top blocks the view of
the screen for many students. I've noticed that many instructors lay it down to
get it out of the way. Solutions include moving the screen and/or podium
slightly.
·
For me, what would make it more useful is to
have the screen in one of the front corners of the room rather than
directly in the middle. If it were off to the side, I would be able to
leave formula's, problems, etc. on the white board that they could refer as we
did things on the screen.
·
The equipment is satisfactory, but the location
interferes with the classroom instruction; the podium should be off to one
side, rather than in the middle of the room.
·
The lecterns (not podiums) are in the
wrong place (mostly blocking the screen)
·
It seems to me that the podium concept
reinforces the traditional teaching methodology of "I lecture; you listen,
take notes, and parrot back." I wonder is other configurations of
the smart classroom might have offered a better approach. At other
campuses, I have seen the equipment in a desk at the front of the room.
The equipment is secured in that desk and a a desk allows for more by the
instructor (and students) in the classroom itself.
·
Additionally, the aluminum covers that are
protecting the wiring into the podium are a hazard -- I've tripped many times
over them and students in wheelchairs have extreme difficulty in getting over
them.
· I am less than thrilled with the smart classroom in SS 315. We were not consulted as to where the podium was going to be set up. Its location is a major handicap to the flow of stude