smart classrooms

What we learn from making [Walsh at gse.harvard.edu]

On 06/15/2015, in engineering, learning ecosystem, learning spaces, love of learning, maker movement, pedagogy, smart classrooms, student-related, by Daniel Christian

What we learn from making — from gse.harvard.edu by Bari Walsh
New insights, new tools help educators expand the possibilities of maker-centered learning

Excerpt:

What are the real benefits of a maker-centered approach to learning? It’s often described as a way to incubate STEM skills or drive technical innovation — and it is probably both of these. But as a new report from Project Zero’s Agency by Design concludes, the real value of maker education has more to do with building character than with building the next industrial revolution.

In a white paper [PDF] marking the end of its second year, Agency by Design (AbD) finds that among the benefits that may accrue along the maker ed path, the most striking is the sense of inspiration that students take away — a budding understanding of themselves as actors in their community, empowered “to engage with and shape the designed dimensions of their worlds.”

For some related resources, see:

Apps and websites for makers and creators — from graphite.org

Learning Spaces: The importance of having standards

On 06/11/2015, in A/V -- audio/visual, flipping -- inverted learning, IT in HE, leadership, learning spaces, smart classrooms, strategy, vision/possibilities, by Daniel Christian

How to create an AV standards document — from campustechnology.com by Mike Tomei
Defining standards will help prevent audiovisual support headaches and keep your institution on the path to its strategic goals.

Excerpt:

Audiovisual technology is becoming increasingly complex and important in today’s classrooms. And with higher education IT departments being tasked with the design, installation and support of instructional AV systems — areas in which IT staff may or may not have expertise — it’s extremely important to develop, define and enforce AV system design/technical standards on campus.

The easiest way to do so is to create a comprehensive audiovisual design and technical standards document that can be referenced by all the parties involved with classroom AV installations. The goal of this document is to standardize AV installations across the institution, as well as streamline the design and construction process for these systems. A standards document will also help your IT department make progress toward the institution’s audiovisual strategic goals.
…
Many readers from state schools will recognize this scenario: A different audiovisual design consultant and systems integration firm are chosen for each project, based on the lowest bid. You end up with a revolving door of AV professionals installing equipment on your campus. They have very limited knowledge of your existing classroom systems, and what direction you’re trying to go in with new installations. This is a great reason to have an AV standards document written and ready to hand to these individuals at the beginning of a project.

…it’s all the more important to develop an audiovisual design/technical standards document that all parties can rely on.

Why campus infrastructure standards are so important — from blog.infocommblog.org by Greg Brown

Excerpt:

And here’s a excerpt from part one, to help set the scene: “Most colleges and universities have some assemblage of ‘classroom standards.’ Many of them are poorly thought out, incomplete, and not as effective as they could be….For the sake of discussion, I’m going to break standards down into four areas to make their respective advantages and disadvantages easier to illustrate. In actuality, what you have on campus will (ideally) be a mix of all four areas — a combination of four types — compiled as one under the bailiwick of ‘campus standards.’”

The next group of standards I want to talk about I’m calling campus infrastructure standards. What I am referring to here are your building infrastructure items. Where do you need power, conduit, or data? What type of lighting zones or switching do you expect in rooms? Is there a particular lighting system you use or a particular interface your control system requires? What do you need from the building systems in order to build the teaching space? Where do you need it?

Classroom standards: The good, bad, and ugly — from blog.infocommblog.org by Greg Brown

Excerpt (additional emphasis DSC):

In addition, consider some current hot topics like active learning and flipped classrooms — where those terms undoubtedly mean completely different things to everyone at the table — and it’s clear why the responsible campus will want to steal a march and spell out some teaching-space-design ground rules in advance.

…

The four areas I will divide standards into — again, just for the sake of illustration — I call: industry standards, campus infrastructure standards, classroom design standards, and classroom equipment preferences.

Classroom design standards: Spelling out ‘look and feel’ — from blog.infocommblog.org by Greg Brown

Excerpt:

For part three, let’s talk about what I am calling classroom design standards. These are the parts of classroom standards that speak most specifically to the “look and feel” of the teaching space. These are the guidelines that address types of equipment (in general terms), where those items should be located, and how they operate. Here we lay out the look and function of the room from the perspective of an end user. What does an instructor expect in the room and how are they are going to use it?

This information would typically include: How many projectors are there? Do you use monitors instead? What sort of writing surfaces, and how many? Is there a formal instructor’s lectern or console? Where is it? What sort of equipment will it be equipped with? What about podcasting or webcasting?

Also, see:

Revealing statistics highlight campus video boom — from ecampusnews.com by
Survey reveals video plays an increasingly large role in instruction.

Excerpt:

Using video for remote teaching/learning is now commonplace in higher education (66 percent), while flipped classrooms are becoming a widely used form of pedagogy (46 percent).

Seventy percent of institutions use webcasting for various purposes including teaching (47 percent), training (42 percent) and broadcasting live events (42 percent).

Everything you need to know from today’s Apple WWDC Keynote — from techcrunch.com by Greg Kumparak

Excerpts:

The Next Version Of OS X — Apple announced OS X 10.11, or “OS X El Capitan”.
iOS 9
Siri is getting smarter
Split Screen iPad Apps: Perhaps the biggest feature of all, and something that has been rumored for ages: the iPad is getting split screen apps. You’ll now be able to run two apps at once, side by side. (Split screen iPad apps are limited to the latest/most powerful iPad hardware: the iPad Air 2)
Picture in picture video
CarPlay goes wireless
Swift 2: Apple also announce Swift 2, the second iteration of their new programming language.
watchOS 2
Apple Music: As long rumored, Apple is launching a Spotify/Rdio competitor. It’s $9.99 per month, or $14.99 on a family plan (with support for up to 6 accounts)

The Apple Watch just got a lot more useful — from fastcompany.com by John Paul Titlow
Apple’s WatchOS 2 is here and it will let developers build native, much more capable apps.

Excerpt:

If you had your doubts about the Apple Watch, Cupertino just made it much more interesting. At the Worldwide Developers Conference this morning, Apple announced WatchOS 2, a new version of the watch’s operating system that lets developers build native apps for the device.

Watch OS 2 will also ship with a number of new features, like the ability to set photo watch faces, reply to email, take FaceTime audio calls, use Apple Pay’s new virtual loyalty cards, and get mass transit directions.

Apple introduces “News”: An old idea with big potential — from fastcompany.com by John Paul Titlow
WWDC 2015 Update: Apple just unveiled News, a Flipboard-Style news aggregation app that will ship with iOS 9.

Excerpt:

Apple is now a Flipboard competitor. When iOS 9 ships in the fall, it will include a new app called News, a newspaper, magazine, and blog aggregator that will feel very familiar to anyone who’s ever used Flipboard, Pulse, or one of the many other apps of this nature. The new app was unveiled by Apple’s vice president of Product Marketing, Susan Prescott, this afternoon at the company’s Worldwide Developers Conference.

Apple Maps in iOS 9 adds public transit, local business search — from cio.com by Marco Tabini

Kevin shows some of the great things developers can do with the new version of WatchKit.

“More evidence that active learning trumps lecturing” [Weimer] plus other resources re: active learning

On 06/03/2015, in A/V -- audio/visual, active learning, engineering, higher education, learning hubs & pods & microschooling, learning spaces, mathematics, pedagogy, science, smart classrooms, smart/connected TV, STEAM-related, teaching & learning, technology (general), by Daniel Christian

Excerpt from More evidence that active learning trumps lecturing — from facultyfocus.com by Maryellen Weimer

The June-July issue of The Teaching Professor newsletter highlights a study you don’t want to miss. It’s a meta-analysis of 225 studies that compare STEM classes taught using various active learning approaches with classes taught via lecture. “The results indicate that average examination scores improved by about 6% in active learning sessions, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning.” (p. 8410) Carl Wieman, a Nobel-winning physicist who now does research on teaching and learning, describes the work as a “massive effort” that provides “a much more extensive quantitative analysis of the research on active learning in college and university STEM courses than previously existed.” (p. 8319) And what does he make of these results? “The implications of these meta-analysis results for instruction are profound, assuming they are indicative of what could be obtained if active learning methods replaced the lecture instruction that dominates U.S. postsecondary STEM instruction.” (pp. 8319-8320) That’s a long way from the guarded language usually found in commentaries on scientific results.

Also see:

3 key trends in campus AV technology — from campustechnology.com by Dennis Pierce
With active learning environments on the rise, new AV systems support classroom collaboration.
.
Why blogging is key to the future of higher ed — from campustechnology.com by Michael Hart
A massive experiment at Virginia Commonwealth University involving 7,000 blogs could lead to a new view on how college students learn.
Excerpt:
Using these blogs and other forms of social media, students could communicate with one another and with their teachers, and do much of their coursework online. At the same time, faculty members began to participate in intensive face-to-face Online Learning Experience training sessions, followed by an additional online component that could introduce them to a broad range of connected learning ideas and tools.

For learning space designers: “Smart glass and the internet of things will make your office less stuffy”

On 05/28/2015, in 21st century, learning spaces, smart classrooms, by Daniel Christian

From DSC:
For learning space designers — keep your eyes on the innovations occurring with smart glass.

Smart glass and the internet of things will make your office less stuffy

Excerpt:

Smart-glass windows transform from transparent to opaque, and every shade in between, in seconds.
…
It’s now taking that technology a step further. Last week, at the American Institute of Architects convention in Atlanta, the company showed a prototype of smart glass that can work not only in sections, but in shapes. So instead of just rectangular or square blocks of light, you could instantaneously adjust your window for beams slanting through triangles, diamonds, and trapezoids, each independently controlled for the desired tinting. A tinted window, then, could have one non-tinted triangle letting in a sunbeam in the middle.

From DSC:
Learning is messy. Teaching & learning is messy.

In my experience, teaching is both an art and a science. Ask anyone who has tried it and they will tell you that it’s not easy. In fact, it takes years to hone one’s craft…and there are no silver bullets. Get a large group of Learning Theorists together in the same room and you won’t get 100% agreement on the best practices for how human beings actually learn.

Besides that, I see some issues with how we are going about trying to educate today’s learners…and as the complexity of our offerings is increasing, these issues are becoming more apparent, important, visible, and costly:

Professors, Teachers, & Trainers know some pieces of the puzzle.
Cognitive Scientists, Cognitive Psychologists, and Neuroscientists know some other pieces of the puzzle.
Learning Theorists and Instructional Designers know some other pieces of the puzzle.
Learning Space Designers know some other pieces of the puzzle.
And yet other specialties know about some other pieces of the puzzle.

But, in practice, how often are these specialties siloed? How much information is shared between these silos? Are there people interpreting and distilling the neuroscience and cognitive science into actionable learning activities? Are there collaborative efforts going on here or are the Teachers, Professors, and Trainers pretty much on their own here (again, practically speaking)?

So…how do we bring all of these various pieces together? My conclusion:

We need a team-based approach in order to bring all of the necessary pieces together. We’ll never get there by continuing to work in our silos…working alone.

…

But there are other reasons why the use of teams is becoming a requirement these days: Accessibility; moving towards providing more blended/hybrid learning — including flipping the classroom; and moving towards providing more online-based learning.

Accessibility
We’re moving into a world whereby lawsuits re: accessibility are becoming more common:

Ed Tech World on Notice: Miami U disability discrimination lawsuit could have major effect — from mfeldstein.com by Phil Hill
Excerpt:
This week the US Department of Justice, citing Title II of ADA, decided to intervene in a private lawsuit filed against Miami University of Ohio regarding disability discrimination based on ed tech usage. Call this a major escalation and just ask the for-profit industry how big an effect DOJ intervention can be. From the complaint:

Miami University uses technologies in its curricular and co-curricular programs, services, and activities that are inaccessible to qualified individuals with disabilities, including current and former students who have vision, hearing, or learning disabilities. Miami University has failed to make these technologies accessible to such individuals and has otherwise failed to ensure that individuals with disabilities can interact with Miami University’s websites and access course assignments, textbooks, and other curricular and co-curricular materials on an equal basis with non-disabled students. These failures have deprived current and former students and others with disabilities a full and equal opportunity to participate in and benefit from all of Miami University’s educational opportunities.

Knowing about accessibility (especially online and via the web) and being able to provide accessible learning materials is a position in itself. Most faculty members and most Instructional Designers are not specialists in this area. Which again brings up the need for a team-based approach.

Also, when we create hybrid/blended learning-based situations and online-based courses, we’re moving some of the materials and learning experiences online. Once you move something online, you’ve entered a whole new world…requiring new skillsets and sensitivities.

The article below caused me to reflect on this topic. It also made me reflect yet again on how tricky it is to move the needle on how we teach people…and how we set up our learning activities and environments in the most optimal/effective ways. Often we teach in the ways that we were taught. But the problem is, the ways in which learning experiences can be offered these days are moving far beyond the ways us older people were taught.

Why we need Learning Engineers — from chronicle.com by Bror Saxberg

Excerpt (emphasis DSC):

Recently I wandered around the South by Southwest ed-tech conference, listening to excited chatter about how digital technology would revolutionize learning. I think valuable change is coming, but I was struck by the lack of discussion about what I see as a key problem: Almost no one who is involved in creating learning materials or large-scale educational experiences relies on the evidence from learning science.

We are missing a job category: Where are our talented, creative, user-centric “learning engineers” — professionals who understand the research about learning, test it, and apply it to help more students learn more effectively?
…
So where are the learning engineers? The sad truth is, we don’t have an equivalent corps of professionals who are applying learning science at our colleges, schools, and other institutions of learning. There are plenty of hard-working, well-meaning professionals out there, but most of them are essentially using their intuition and personal experience with learning rather than applying existing science and generating data to help more students and professors succeed.

Also see:

Why you now need a team to create and deliver learning — from campustechnology.com by Mary Grush and Daniel Christian
Excerpt:
“Higher education institutions that intentionally move towards using a team-based approach to creating and delivering the majority of their education content and learning experiences will stand out and be successful over the long run.”

Addendum on 5/14/15:

Thinking different(ly) about university presses — from insidehighered.com by Carl Straumsheim

Excerpt (emphasis DSC):

Lynn University, to further its tablet-centric curriculum, is establishing its own university press to support textbooks created exclusively for Apple products.

Lynn University Digital Press, which operates out of the institution’s library, in some ways formalizes the authoring process between faculty members, instructional designers, librarians and the general counsel that’s been taking place at the private university in Florida for years. With the university press in place, the effort to create electronic textbooks now has an academic editor, style guides and faculty training programs in place to improve the publishing workflow.

7 collaboration opportunities beyond the display [Heinze]

On 05/13/2015, in A/V -- audio/visual, collaboration, corporate / business world, corporate universities / corporate training, higher education, K-12 related, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning spaces, productivity / tips and tricks, smart classrooms, technology (general), vendors, web-based collaboration, by Daniel Christian

7 collaboration opportunities beyond the display — from avnetwork.com by Carolyn Heinze

Excerpt:

Traditionally—as in just a couple of years ago—collaboration was relatively limited to the display: from their laptops, participants in a meeting space could throw up documents and images onto a main display for everyone to see and, eventually, annotate. The prevalence of BYOD and scattered workforces brought mobile into the mix, enabling those who couldn’t physically attend a session to collaborate remotely, transforming smartphones and tablets into, if not primary, but secondary displays. As professionals grow increasingly comfortable incorporating these tools into their workflow, the concept of collaboration has expanded past the display and into the nitty-gritty of how organizations operate.

Dr. Eric Mazur – Active Learning Speech @ Auburn University’s EASL Classroom

On 05/01/2015, in active learning, adjunct faculty, attention, education technology, engagement / engaging students, interactivity, learning, learning ecosystem, learning spaces, mobile technologies, participation, pedagogy, smart classrooms, student-related, teaching & learning, tools, by Daniel Christian

From DSC:
What applications and implications might this type of setup mean for libraries? For classrooms?

PressPad Lounge: new digital press corner that utilizes iBeacon technology — from talkingnewmedia.com by D.B. Hebbard

Excerpt:

The idea behind PressPad Lounge is that the service allows a business to turn a space into a reading zone, allowing those with mobile devices to access digital publications for free.

Also see:

Excerpt:

With PressPad Lounge, people visiting your venue are able to install the magazine app of their choice, and read every issue for free while remaining PHYSICALLY within your venue.

Whether it’s a hotel lobby, a shopping mall, restaurant or a booth, PressPad Lounge enables a slick marriage of digital publishing with location marketing. People located within the range of the reading zone will be able to read magazines on their mobile devices, for free.

New from Educause: Higher Ed IT Buyers Guide

On 04/16/2015, in A/V -- audio/visual, accessibility / UDL, analytics, assistive technologies, Bring your own device (BYOD), cloud-based computing / apps / other cloud-related, CMS/LMS, colleges, communications, community colleges, content development, aggregation, repositories, data related items, digital learning, digital textbooks, digital video, distance education, e-books, e-publishing related items (EPUB and more), education technology, educational games / serious games, elearning, emerging technologies, funding / grants, higher education, IT in HE, learning ecosystem, learning spaces, library / librarians, media/film, mobile learning, mobile technologies, multimedia, online learning, online media, open courseware and systems, productivity / tips and tricks, smart classrooms, social media, student-related, technology (general), telecommunications, training / L&D, universities, vendors, videoconferencing, by Daniel Christian

New from Educause:
Higher Ed IT Buyers Guide

Excerpt:

Quickly search 50+ product and service categories, access thousands of IT solutions specific to the higher ed community, and send multiple RFPs—all in one place. This new Buyers Guide provides a central, go-to online resource for supporting your key purchasing decisions as they relate to your campus’s strategic IT initiatives.

Find the Right Vendors for Higher Education’s Top Strategic Technologies

Three of the Top 10 Strategic Technologies identified by the higher education community this year are mobile computing, business intelligence, and business performance analytics.* The new Buyers Guide connects you to many of the IT vendors your campus can partner with in the following categories related to these leading technologies, as well as many more.

View all 50+ product and service categories.

More info about iBeacon technology [King]

On 03/25/2015, in education technology, emerging technologies, learning spaces, library / librarians, machine-to-machine communications, mobile learning, Near Field Communication (NFC), smart classrooms, user experience (UX), by Daniel Christian

More info about iBeacon technology — from DavidLeeKing.com

Excerpt:

Resources, ideas, questions, & more regarding the topic of learning spaces

On 03/17/2015, in active learning, collaboration, communications, higher education, K-12 related, learning, learning ecosystem, learning hubs & pods & microschooling, learning spaces, participation, pedagogy, smart classrooms, vendors, by Daniel Christian

Below are some resources, ideas, questions, and more regarding the topic of learning spaces:

Per Jeanne Narum (Principal, Learning Spaces Collaboratory and Founding Director, Project Kaleidoscope), we’ve been asking the following key questions for several years now:

What do we want our learners to become?
What experiences make that becoming happen?
What spaces enable those experiences?
How do we know?

The Learning Spaces Collaboratory

NOTE:
Be sure to see The LSC Guide: Planning for Assessing 21st Century Spaces for 21st Century Learners

Derek Bruff’s Learning Spaces gallery

Active learning increases student performance in science, engineering, and mathematics – a meta-analysis of 225 studies

Abstract
To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ? 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.

Building Community with FLEXspace: The Flexible Learning Environments eXchange — from educause.com by Lisa Stephens

Key Takeaways

FLEXspace is a large-scale community solution to capture detailed information, images, and video of learning environment exemplars.
The ELI Seeking Evidence of Impact principles encouraged further development of FLEXspace.
Discussions are underway on how to leverage and combine the Learning Space Rating System and FLEXspace.

Seven Principles for Classroom Design: The Learning Space Rating System — from educause.com by Malcolm Brown

Key Takeaways

The Learning Space Rating System tool enables scoring a classroom’s design to see how well it supports active learning.
If the design meets the criteria for a specific credit, a point or points are added to a compiled score.
The higher the score, the better the design for active learning.

Steelcase Education

Herman Miller Education

Gordana Latinovic’s Learning Spaces on Pinterest

Kelley Tanner’s Learning Spaces on Pinterest

Greg Swanson’s Learning Spaces on Pinterest

Bill Duncan’s Learning Spaces on Pinterest

The SCALE-UP Project
The primary goal of the Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) Project is to establish a highly collaborative, hands-on, computer-rich, interactive learning environment for large-enrollment courses.

Microsoft’s Productivity Future Vision – some sharp innovations here!

On 02/27/2015, in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, Augmented Reality (AR), business, collaboration, communications, convergence, corporate / business world, corporate universities / corporate training, creativity, digital audio, digital learning, digital photography, digital storytelling, digital textbooks, digital video, distance education, education technology, elearning, emerging technologies, engagement / engaging students, future, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, interaction design, interactivity, interface design, internet, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning spaces, machine-to-machine communications, Microsoft, mobile learning, multimedia, Near Field Communication (NFC), new media literacies, online learning, online media, online tutoring, participation, platforms, presentations, productivity / tips and tricks, programming, second screen apps, smart classrooms, smart/connected TV, social learning / networks, tablets, technologies for your home, technology (general), telecommunications, telepresence, trends, ubiquitous learning, user experience (UX), user interface design, using teams, vendors, videoconferencing, vision/possibilities, visualizing information, web-based collaboration, workplace, by Daniel Christian

Example snapshots from
Microsoft’s Productivity Future Vision

Combine these concepts into a multitouch, interactive “video wall” or Smart TV-related apps: Some incredible opportunities for collaborative learning!

On 02/16/2015, in 21st century, 24x7x365 access, A/V -- audio/visual, business, collaboration, communications, communities of practice, corporate / business world, corporate universities / corporate training, Daniel S. Christian, distance education, education technology, elearning, emerging technologies, future, game-changing environment, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), hybrid learning, ideas, innovation, interactivity, internet, K-12 related, learning, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning spaces, mirroring and/or multiple devices, mobile learning, multi-touch, multimedia, online learning, online media, participation, platforms, productivity / tips and tricks, project-based learning, second screen apps, smart classrooms, smart/connected TV, streams of content, teaching online, technologies for your home, telepresence, television, training / L&D, web-based collaboration, workplace, by Daniel Christian

From DSC:
Check out some of the functionality in these solutions. Then imagine if these solutions were in the size of an entire wall in a classroom or in a corporate L&D facility. Whew!

Some serious opportunities for collaboration would arise for remote learners –as well as those located in the face-to-face setting
What new affordances would be present for those teaching in K-12, higher ed, or trainers working within the training/learning and development fields? Conversations/discussions would be recorded — to be picked up at the next session. In the meantime, learners could review the discussions at their own pace.
What if all of this were possible in your future Smart/Connected TV?
I’m also talking here about a vendor that could offer solutions that K-12 systems and institutions of higher ed could afford; some of the solutions below have much of what I’m envisioning here, but are out of the price range. Or the product is multitouch and fairly large, but it doesn’t offer the collaborative features of some of the other products here.

Ideum’s touch walls come close to what I’m talking about in this posting. If they could add some functionality for seeing/bringing in/collaborating with remote learners — as found in Mezzanine — then that would be great!

Also see:

Also see bluescape — but these excellent, innovative solutions are out of the price range for most K-12 and higher ed institutions:

Learning Spaces – Lernwelten: The largest international database on learning space development and global trends.

On 02/13/2015, in adult learning, colleges, community colleges, higher education, homeschooling/homeschoolers, K-12 related, learning spaces, library / librarians, research, smart classrooms, universities, vision/possibilities, by Daniel Christian

“Learning Spaces – Lernwelten”. New database to view global trends for the first time! — by Professor/Dr. Richard Stang for the Learning Research Center at Media University Stuttgart; the database is curated by Stefan Volkmann

Excerpt:

Database structure:

1 Facet between introductory, visually inspiring, and theory & research materials

2 Physical Spaces & Institutions – schools, universities, libraries, adult education, etc.

3 Digital & Hybrid Spaces

4 Design and Architectual Aspects

4.2.4 Information Technology Integration

4.2.4.2 Mobile Devices

4.5 Service Design

5 Organizational, practical and methodic aspects

5.1 Policy & Strategy

5.2 / 5.3 organisational & cooperation structures

5.4 Project Cycle & -Management

5.5 Stakeholder-driven Innovation

6 Learning types and demographic change

7 Stakeholders – Learners of all ages, teachers, practitioners, designer, and decision makers

8 Languages – especially English, German, and Scandinavian

9 Countries and Regions

Also see:

Learning Spaces database released — from designinglibraries.org.uk
Media University Stuttgart, Germany, has released the largest international database on learning space development.
Excerpt:
From academic to public libraries, from schools to adult education – digital environments fuse with physical learning landscapes, and offer learners, as well as institutions themselves, unforeseen possibilities. However, realising this very potential requires radically new measures in project management, organisational structures and stakeholder interaction. The database will address all these issues by providing the most current and comprehensive range of resources on learning spaces, visions and trends.

Addendum 2/13/15:

The article therein mentions:

FLEXSpace
and
The Learning Space Rating System

Learning Ecosystems

Learning Spaces: The importance of having standards

Some of the announcements from Apple today

For learning space designers: “Smart glass and the internet of things will make your office less stuffy”

More info about iBeacon technology [King]

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