Room 127 Dwinelle Hall Test Kitchen First Year Review

Room$127$Dwinelle$Hall$Test$Kitchen!

First&Year&Review&!

Alex%Miglio,%Brenda%Farmer,%Gina%Gaiser,%Kevin%Chan,%Mike%Ray,%Owen%McGrath,%&%Tim%Gotch%%

UC%Berkeley%Educational%Technology%Services%

December%2012%

127%Dwinelle%Hall%Test%Kitchen%–%First%Year%Review% % %

Page%2%

Introduction%............................................................................................................................%3

Design%Goals%............................................................................................................................%3

Renovation%Process%.................................................................................................................%3

Test%Kitchen%Physical%Environment%.........................................................................................%4

Test%Kitchen%AV/IT%Configuration%............................................................................................%4

Room%Users:%Fall%2011%.............................................................................................................%5

Room%Users:%Spring%2012%........................................................................................................%5

Key%Observations%–%Physical%Environment%..............................................................................%6

Key%Observations%–%Room%Configuration%................................................................................%7

Key%Observations%–%Student/Instructor%Engagement%..............................................................%9

Key%Observations%–%Portable%Writing%Surfaces%........................................................................%9%

Key%Observations%–%AV/IT%Display%Technologies%................................................................ ...%10

Wireless%Technologies%...........................................................................................................%12

Webcasting%............................................................................................................................%12

Video%Conferencing%...............................................................................................................%13%

Key%Observations%–%Room%Control%System%............................................................................%13%

Key%Observations%–%Room%Support%.......................................................................................%14

Next%Steps%................................................................ ................................ .............................%15

127%Dwinelle%Hall%Test%Kitchen%–%First%Year%Review% % %

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Introduction!

In%2011,%Educational%Technology%Services%(ETS)%created%an%experimental%classroom%in%Room%127%

Dwinelle%Hall,%with%funding%from%the%Campus%Committee%on%Classroom%Policy%and%Management%

(CCCPM).%%The%so%called%Test%Kitchen%was%designed%as%a%space%for%exploring%active%learning%

classroom%arrangements,%with%a%special%focus%on%identifying%design%features%that%can%someday%

be%implemented%more%widely%throughout%general%assignment%(GA)%classrooms.%%In%terms%of%

pedagogy,%the%term%active%learning%covers%a%wide%range%of%methods%including:%collaborative%

learning,%problem_based%learning,%project_based%learning,%and%more.%For%our%purposes,%what%

these%methods%have%in%common%is%more%student%engagement%and%participation%than%might%

typically%be%found%in%traditional%classroom%interaction%patterns.%

So%far,%the%Test%Kitchen%has%already%been%used%by%more%than%a%dozen%UC%Berkeley%instructors.%

This%report%reviews%initial%set_up%as%well%as%operational%aspects%of%the%Test%Kitchen's%first%year.%

The%report%offers%detailed%observations%on%various%ways%in%which%the%Test%Kitchen%has%allowed%

instructors%to%explore%innovative%teaching%practices%in%either%short%term%or%semester_long%

engagements.%The%documented%experiences%of%classes%using%the%Test%Kitchen%over%the%past%year%

are%already%helping%ETS%staff%begin%to%understand%some%specific%ways%in%which%GA%classrooms%on%

campus%could%be%outfitted%to%allow%for%more%active%learning.%%In%addition,%the%first%year’s%

experiences%have%allowed%ETS%staff%to%understand%some%of%the%new%approaches%that%will%be%

required%in%order%to%support%these%kinds%of%active%learning%classrooms%at%scale.%%%

Design!Goals!

The%Test%Kitchen%is%meant%to%be%a%classroom%where%instructors%can%experiment%with%innovative%

teaching%arrangements.%%In%order%for%it%to%support%such%explorations,%certain%goals%were%used%in%

designing%the%physical%and%AV/IT%environments%in%order%to%support%learner_centered%

instructional%methods.%Active%learning%classrooms%make%it%easy%for%instructors%to%engage%their%

students%through%the%integrated%use%of%media%and%collaborative%learning%activities.%The%room%

should%facilitate%diverse%sizes%and%groupings%of%students,%creating%a%flexible%and%supportive%

environment%for%a%class%to%transition%easily%from%large%to%small%group%activities.%Examples%of%

design%elements%that%can%enable%instructors%to%move%their%classroom%teaching%beyond%the%

traditional%lecture%include:%an%open%floor%plan,%moveable%furniture,%portable%writing%surfaces,%in_

floor%cable%outlets,%and%prevalent%display%technology.%

Renovation!Process!

After%several%months%of%design%and%planning,%ETS%undertook%the%renovation%of%Room%127%

Dwinelle%Hall%in%the%summer%of%2011.%Because%the%room%had%previously%served%as%a%tele_

conferencing%classroom,%some%demolition%and%material%removal%was%required,%particularly%the%

fixed%bench%seating,%presentation%area,%and%acoustic%coverings.%%%

The%following%is%an%overview%of%the%renovation%process%that%occurred%during%summer%of%2011:%

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• Physical%Room%Renovation%

o Material%Removal:%%floor%carpet,%fixed%tables%and%presentation%furniture,%old%A/V%

equipment,%theater_style%lighting%fixtures,%south%acoustical%wall.%

o Floor%Coring:%concrete%holes%created%in%five%floor%locations%for%infrastructure%

(power%&%data).%

o Window%repair%

o Painting%of%south%wall%

o Installation%of%new%carpet%tiles%

o Delivery%&%assembly%of%furniture;%chairs,%tables,%podium,%Huddleboards%

Test!Kitchen!Physical!Environment!

The%initial%phase%of%renovation%concluded%in%time%for%Fall%2011%classes.%At%this%point,%the%Test%

Kitchen%did%not%yet%have%a%full%AV/IT%complement.%However,%the%basic%physical%set_up%was%

complete.%%The%renovated%space%met%the%major%design%goals:%open%floor%plan,%reconfigurable%

furniture,%and%portable%writing%surfaces,%and%basic%data%display.%Given%that%the%people%and%

furniture%move%freely%in%the%space,%special%consideration%had%been%given%to%the%placement%of%

electrical%outlets%in%order%to%provide%AC%power%for%users'%computing%equipment%(e.g.,%laptops)%

wherever%they%may%set%up.%%During%the%renovation%phase,%five%holes%were%cored%into%the%

concrete%floor%in%a%distributed%pattern%around%the%room.%In%addition%a%central%floor%monument%

provided%cabling%outlet%for%both%video%and%data.!The%following%is%an%overview%of%the%physical%

environment:!

• Furniture:%32%chairs,%1%instructor%chair,%16%tables,%4%Huddleboard%sets%w/wall_mounted%

rails,%and%2%podiums%_%all%on%casters%

• Lighting:%Lutron%system%with%twelve%pre_existing%grid%fluorescent%lighting%recessed%

fixtures%

• Finishes:%

o Wall%_%pre_existing%acoustic%panels%with%wooden%chair%rail%

o Ceiling%_Pre_existing%dropped%ceiling%with%mineral%fiber%tile%

• Floor:%Carpet%tiles%by%Shaw,%Anderson%Carpet%&%Linoleum%Sales%

• Window%treatment:%

o 2”%Levolor%Blinds,%Burris%Window%Shades%

o Manual%Bead%Chain%&%Clutch%Blackout%Shades,%Burris%Window%Shades%

• Entry%Doors:%Existing%wood%doors,%added%lever%hardware%for%accessibility%%

• Internet%Connectivity%_%Students:%AirBears;%Instructor%can%use%AirBears%or%ethernet%

connections%located%in%center%floor%monuments%and%A/V%rack%

• Electrical%Power%_%Five%floor%monument%style%electric_power%outlets%

Test!Kitchen!AV/IT!Configuration!

The%full%AV/IT%system%for%the%Test%Kitchen%was%installed%prior%to%Spring%2012%in%a%second%phase%

of%work%during%the%winter%break.%The%following%is%an%overview%of%the%AV/IT%environment:%

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• 1080p%flat%screen%displays%(LCD)%suspended%from%ceiling%mounts%

• Computing%devices%–%installed%Mac%Mini,%instructor%MacBook%Pro%&/or%PC%laptop%upon%

request%

• Wireless%laptop%and%tablet%display%_%Apple%TV%and%Apple%Airport%express%

• Control%interface%–%AMX%touch%panel;%iPad%running%AMX%wireless%control%

• Speech%Reinforcement%–%2%wireless%lavalier%microphones%

• Audio%capture%of%lecture%and%students%utilizing%wireless%microphones%and%6%“choir%mics”%

suspended%from%the%ceiling%

• Video%capture%capability:%3%Sony%SD%cameras%

• Video%media%playback%capability:%Panasonic%Blu_ray%and%installed%computer%

Room!Users:!Fall!2011!

Inaugural%use%of%the%Test%Kitchen%began%in%August%2011,%only%days%after%the%physical%renovation%

and%clean%up%were%completed.%The%following%courses%and%trainings%made%use%of%the%Test%Kitchen%

during%Fall%2011:%%

• College%Writing%R1A,%Prof.%Sim%Chiang%

• ETS%Seminar%_%Awakening%the%Digital%Imagination,%(enrollment%consisted%of%faculty,%

instructors,%academic%support%staff,%library%representatives%and%ETS%staff)%

• ETS%Fall%Faculty%Orientations%

• ETS%AMX%programmer%training%for%engineers%

Room!Users:!Spring!2012!

With%the%AV/IT%systems%installation%completed%in%phase%two%of%the%renovation,%the%Test%Kitchen%

was%ready%for%its%first%full%complement%of%academic%classes%in%Spring%2012.%The%following%courses%

and%trainings%made%use%of%the%Test%Kitchen%during%Spring%2012:%%

• Sociology%185,%co_taught%by%Prof%Michael%Burawoy%&%Laleh%Behbehanian%(ETS%provided%

lecture%capture%and%video_conferencing%via%Skype%for%this%unique%'global'%course)%

• East%Asian%Languages%105,%John%Wallace%

• Freshman%Seminar,%team%taught%by%Vice%Provost%Cathy%Koshland,%Director%Derek%Van%

Rheenen,%Chancellor%Emeritus%Carl%Pister%

• College%Writing,%Jane%Hammons%

• Seminar:%Awakening%the%Digital%Imagination,%Bobby%White%

• Visiting%Scholars%Program,%Sarah%Nathe%

• ES21AC,%Victoria%Robinson,%project_based%usage%for%3%weeks%

• ETS%Trainings,%meetings,%orientations%and%dept%tours%

• SACUE,%Student%Advisory%Committee%on%Undergraduate%Education%

• New%Faculty%Orientation%on%bSpace%

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Key!Observations!–!Physical!Environment!

ETS%staff%members%took%careful%note%of%the%day_to_day%experiences%of%the%classes%and%trainings%

using%the%Test%Kitchen.%Informal%surveys%and%interviews%also%provided%more%summative%

feedback%from%room%users%at%the%end%of%term.%%The%following%are%some%key%observations%about%

experiences%with%the%physical%environment%during%the%first%year.%

Aesthetics/Ambience:%A%great%many%comments%have%been%made%about%the%“feel”%of%the%

learning%environment,%adding%carpet%tiles%compared%to%most%tile/linoleum%floors%in%GA%

classrooms,%portable%writing%surfaces,%colorful,%adjustable,%and%comfortable%chairs%and%the%

mobility%of%all%furniture%was%key.%%Students%‘felt’%the%difference%when%entering%the%classroom.%

“Students%loved%the%environment%in%all%ways%but%particularly%they%seemed%relaxed%and%very%

interactive%because%of%the%fluid%nature%of%the%room.”%

a)%Environment%

• It%was%noted%that%the%room%environment%including%the%ability%to%adjust%lighting,%open%

windows%for%fresh%air%and%natural%light,%all%played%a%role%in%the%student%interaction%and%

focus%issues.%

• With%the%added%‘extra’%space%planned%into%the%design%and%layout%of%the%learning%

environment,%instructors%notice%how%easy%it%is%to%move%around%the%room%and%engage%

with%everyone.%

b)%Lighting%Options/Scenes%

• Natural%light%was%obtained%by%uncovering%3%large%windows%overlooking%Strawberry%Creek%

and%the%redwoods.%%Glass%panes%were%replaced%and%frames%refurbished.%

• Faculty%commented%about%and%used%often,%the%wireless%iPad%for%lighting%controls,%on/off%

and%dimming%the%room%environment.%

c)%Furniture%

• Students%that%have%space%for%laptops,%texts%and%other%materials%they%need%or%want%on%

hand,%work%more%efficiently%and%are%also%clearly%more%comfortable%(tables%vs.%small%

chairs%with%tablet%arms).%

• Flexibility%and%efficient%furniture%that%is%mobile%is%a%huge%factor%in%facilitating%discussions%

and%exercises%that%would%not%have%happened%in%a%standard%GA%classroom.%

• Depending%on%the%class%size,%the%ability%to%‘nest’%furniture%was%very%important%rather%

than%having%furniture%in%the%way%for%smaller%sized%classes.%%We%often%found%tables%and%

chairs%neatly%pushed%to%the%sides%of%the%room%for%this%very%reason.%

• Having%all%furniture%on%wheels/casters%was%a%requirement%for%engagement%in%the%

learning%space%keeping%flexibility%always%in%mind.%%Further%was%the%need%to%have%chairs%

that%swivel,%allowing%students%to%move%from%side_to_side%w/o%having%to%move%their%

whole%chair.%

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Key!Observations!–!Room!Configuration!

Room%configurations%changed%frequently%across%classes%and%sometimes%within%a%class.%%The%

built_in%flexibility%allowed%instructors%to%be%creative%in%adapting%their%room%set_up%to%the%

activities%planned%for%each%session.%As%a%result,%there%is%no%“one%size%fits_all”%room%configuration%

for%the%various%classes%taught%in%127.%Nor%is%there%a%standard%room%configuration%that%is%required%

to%reset%at%the%end%of%each%class.%%The%instructor%has%the%option%of%entering%the%learning%space%

earlier%than%they%would%in%a%traditional%classroom.%In%practice,%the%set_up%time%needed%before%

class%to%arrange%the%room%averages%about%10_15%minutes,%less%if%the%instructor%requests%students%

to%help.%

Figure%1.%Sociology%185%video_conference/seminar%layout.%

Figure%2.%Seminar%style%layout%used%by%instructors%Koshland,%Van%Rheenen%and%Pister.%

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Figure%3.%Full%class%seating%for%32%students:%video%viewing%&%white%board%activities%

Instructor:%John%Wallace,%EAL%105.%

Figure%4.%Student_led%room%set_up%for%EAL%105.%

The%following%are%some%key%observations%about%room%configurations%tried%out%during%the%first%

year.%

• A%number%of%instructors%reported%that%the%pre%set_up%time%provided%a%social%opportunity%

between%the%students%and%instructor%arranging%the%room:%

“I%engaged%the%students%in%figuring%out%what%the%best%configuration%would%be%for%the%various%

things%we%might%do%in%class%.%.%.%they%had%an%archive%of%arrangements%to%refer%to%and%would%

suggest%based%on%past%experience%and%what%had%worked%best.”%

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• If%the%class%was%fully%enrolled%(32%students)%and%the%class%met%for%50%minutes,%it%took%too%

much%time%to%reconfigure%the%room%more%than%once%–%better%to%have%an%hour%&%a_half%or%

more,%to%fully%take%advantage%of%re_setting%the%room%for%different%activities.%

• Smaller,%seminar_style%classes%typically%arranged%the%room%in%a%‘square’%configuration%so%

that%everyone%faced%each%other%for%ease%of%discussion%and%collaboration.%

• Presently%we%allow%a%30_minute%pass%through%before%the%start%of%each%class.%%This%allows%

time%for%the%students%to%ask%questions%after%class,%while%also%providing%the%next%

instructor%time%to%come%in%and%set%up%their%classroom%environment%and%test%media%

sources.%

• Some%instructors%learned%to%map%out%their%room%configurations%based%on%the%activity%

taught,%would%either%draw%the%configuration%or%display%it%on%a%monitor,%and%then%the%first%

students%to%arrive%would%configure%the%room/furniture.%

o “%.%.%.%as%a%total%experience%the%mobility%of%the%furniture%was%a%huge%factor%in%

facilitating%discussion%and%not%just%discussion,%but%made%some%exercises%possible%

that%I%have%never%been%able%to%do%before.”%

o “Having%efficient%furniture%that%can%be%moved%easily%and%“sized”%for%an%activity%

beats%scooting%desks%together%and%moving%them%apart%any%day.%When%students%

have%space%for%laptops,%texts%and%other%materials%they%may%need%or%want%on%

hand,%they%work%more%efficiently%and%are%also%clearly%more%comfortable.”%

Key!Observations!–!Student/Instructor!Engagement!

The%following%are%some%key%observations%about%how%students%and%instructors%interacted%during%

the%first%year.%

• With%the%added%‘extra’%space%planned%into%the%design%and%layout%of%the%learning%

environment,%instructors%notice%how%easy%it%is%to%move%around%the%room%and%engage%

with%everyone.%

• In%a%typical%general%assignment%(GA)%classroom,%the%technology%is%located%in%the%front%

corner%of%the%room%forcing%the%instructor%to%be%tethered%to%their%laptop.%The%Test%

Kitchen%allowed%the%instructor_student%engagement%to%be%centered,%equal%distance%to%all%

students%and%wirelessly.%

• More%than%one%instructor%noticed%the%difference%in%engagement%among%students%when%

working%in%small%groups:%

“I%would%say%they%(students)%definitely%paid%more%attention%and%seemed%more%

accountable%for%good%responses%and%engagement%with%each%other%in%127.”%

Key!Observations!–!Portable!Writing!Surfaces!

The%Huddleboard%portable%writing%surfaces%proved%to%be%very%popular.%The%following%are%some%

key%observations%about%how%students%and%instructors%made%use%of%them.%

• Both%Instructors%and%students%used%the%portable%white%boards%in%virtually%every%class.%

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• Huddleboards%are%lightweight,%also%easy%to%move,%use,%and%hang%in%different%parts%of%the%

room.%

• The%use%of%the%Huddleboards%varied%from%putting%up%notices%to%working%in%small%groups%

and/or%reporting%and%presenting%back%to%the%class.%%

• Conversations%took%place%in%small%groups%either%‘huddled’%at%the%boards/stand%or%using%

the%portable%boards%directly%at%their%tables%–%often%using%more%than%one%board%at%a%time.%

• Of%note%was%the%observation%that%students%took%“ownership”%of%their%content/boards%

and%felt%freer%to%add/edit%comments.%

• Most%instructors’%felt%that%they%had%to%learn%“how_to_use”%the%huddle%boards%and%

observed%more%student%collaboration,%“I%could%watch%students%as%they%built%their%ideas%

rather%than%just%hear%the%result%(as%when%they%would%answer%a%small_group%question%or%

so%on).”%

• “The%Huddleboards%were%very%useful%for%small%group%activities,%allowing%these%small%

groups%to%report%back%to%the%larger%group%quite%effectively.%%They%are%also%easy%to%move,%

use%and%hang%in%different%parts%of%the%room.”%

• “%.%.%.%using%the%Huddleboards%for%group%work%students%can%literally%group%around%the%

board,%hold%conversations%that%don’t%leak%over%onto%the%next%group.%Sometimes%students%

used%more%than%one%board%and%could%pull%forward%and%push%back%the%board%that%was%

most%or%least%relevant%to%the%presentation%of%their%findings%or%discussion.”%

• “Simple%technology%at%its%best,%white%boards%that%can%be%taken%to%tables%and%hung%on%

walls!%Brilliant.”%

• “Watching%them%work,%which%is%possible%when%they%are%huddled%around%a%white%board%

with%everyone%writing%and%erasing%and%compromising%on%final%language,%etc.,%gave%me%

insight%into%how%they%work%with%material.”%

• “Students%will%sometimes%get%up%and%modify%their%written%comments,%erase%something%

or%add%to%it.%They%did%this%on%their%own,%in%part,%I%think%because%of%proximity%and%also%the%

comfort%level%of%the%room.%They%didn’t%have%to%walk%to%the%front%of%the%classroom%as%they%

would%for%a%chalkboard.”%

• “I%don’t%think%I%have%used%these%nearly%as%well%as%I%wanted%to,%but%I%loved%trying%and%

would%definitely%try%to%hone%my%skills%on%building%exercises%around%these%white%boards.”%

• And%most%notably:%“The%Huddle%board%can%remain%in%their%(students)“group%space,”%so%

what%is%written%on%it%has%more%permanence%and%students%seem%to%take%some%ownership%

of%the%work%they’ve%done.%A%chalkboard%at%the%front%of%the%room%seems%always%to%belong%

to%the%teacher,%no%matter%how%it%is%used.”%

Key!Observations!–!AV/IT!Display!Technologies!

As%the%experiences%during%Fall%2011%confirmed,%AV/IT%technology%is%not%a%fundamental%necessity%

for%active%learning.%Still,%the%rich%and%varied%use%of%technology%during%Spring%2012%revealed%

interesting%ways%in%which%media%use%can%interweave%with%active%learning%activities.%%[The%AV/IT%

system%installation%was%completed%in%time%for%Spring%2012.]%The%following%are%some%key%

observations%about%how%students%and%instructors%used%the%AV/IT%display%technology.%

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• Instructors%often%used%more%than%one%laptop%for%display%__%their%own%and/or%any%

combination%of%the%room’s%laptops,%installed%computer%or%student's%computer.%

• Many%of%the%end_users%displayed%multiple%presentations%in%class%on%more%than%one%

monitor.%%There%appears%to%be%a%trend%towards%wanting%to%display%different%images%at%

the%same%time.%

• For%some%classes,%additional%portable%a/v%equipment%was%brought%in,%specifically%a%

document%camera%(requested%as%a%permanent%addition),%a%large%screen,%projector%on%an%

A/V%cart,%and%an%HD%video%recorder%used%by%the%instructor%to%review%her%teaching%

practice/performance.%%

• Room%control%was%a%toss%up,%both%AMX%and%iPad%were%used%equally%though%in%the%Web%

capture%class,%one%has%to%use%the%AMX%control%panel%to%set%up%camera%angles%and%for%

confidence%monitoring%–%this%is%not%possible%on%the%iPad.%%

• The%location%of%the%two%ceiling_height%monitors%came%up%more%than%once%in%conversation%

with%both%the%instructor%and%students,%the%preference%was%to%lower%the%monitors%for%

better%viewing%angles/site%lines.%%%

• Observed%at%certain%times%of%the%day%and%depending%on%the%weather,%(south%facing)%

sunlight%washing/reflecting%off%wall%mounted%monitors,%laptops,%as%well%as%reflections%

from%the%overhead%lights%on%the%whiteboards%and%laptops.%

• Other%sightlines%were%experienced%when%viewing%the%two%large%monitors%on%stands%

especially%when%trying%to%read%subtitles%and%having%32%students%in%the%room.%%Moving%

chairs%around%helped%with%this%issue%but%it%may%continue%to%be%a%problem.%Adjustments%

were%made%throughout%the%semester%on%an%as%needed%basis%to%improve%sight%lines%for%

various%activities.%

• Comments%from%instructors%came%up%who%like%having%the%option%of%one%large%data%

projection%display%(in%addition%to%the%4%large%monitors).%

• At%least%two%of%the%classes%required%students%to%bring%laptops%or%mobile%devices%for%

interaction%and%collaboration%in%the%class.%

• Project%work%_%Wikipedia%Assignments:%%The%instructor%broke%her%class%up%into%groups%and%

met%on%three%Fridays.%%Instruction%included%the%uses%of%Wikipedia,%how%to%edit%and%add%

content%_%used%all%monitors%but%needed%to%increase%font%in%order%to%read%from%the%

Internet%site.%

o “Sometimes%I%had%a%student’s%computer%hooked%up,%along%with%mine,%and%then%used%the%

in_class%computer%to%just%expose%a%steady%Twitter%stream%as%a%background.%Very%useful.”%

o “%.%.%.%we%always%had%our%bSpace%site%(learning%management%system)%projected%onto%the%

screens%to%make%certain%that%the%class%was%all%on%the%same%page%with%assignments,%

resources%and %the %use %of%foru m s.”%

• Hybrid%courses%_%a%few%classes%used%popular%social%media%network%sites%to%deliver%

information,%chat%and%communicate%outside%of%class%time.%Blogs,%Twitter,%Facebook%and%

others%were%used%to%connect%and%collaborate%with%sister%courses%being%taught%on%other%

campuses%and%in%other%countries.%%

127%Dwinelle%Hall%Test%Kitchen%–%First%Year%Review% % %

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Wireless!Technology!

• About%half%of%the%instructors%gravitated%toward%the%iPad%for%room%control.%%It’s%wireless,%

and%instructors%enjoy%not%being%tethered.%

• Wireless%Internet%access%was%successful%for%all%end%users%who%taught%this%year%aiding%in%

all%respects%to%the%flow%of%instruction%for%teaching%and%learning.%

• Observed%instructors%trying%out%the%wireless%keyboard%and%mouse%sometimes%for%the%

first%time%–%range%limits%to%about%15’.%

• The%Test%Kitchen%allowed%the%instructor%to%be%centered,%equal%distance%to%all%students.%

• A%couple%of%instructors%have%piloted%displaying%a%Mac%laptop%wirelessly%using%AppleTV.%

This%has%added%a%fourth%computer%option%for%some%who%are%using%multiple%displays.%It%

adds%to%the%flexibility%of%the%room%and%ease%of%set%up.%

Webcasting!

• One%class%was%webcast%in%Spring%2012,%while%cameras%and%system%were%in%place,%capture%

agent,%post%production%workflow%and%programming%needs%were%not%tested%and%reliably%

working%prior%to%the%start%of%classes.%We%had%to%change%the%process%and%method%of%

capture%to%be%able%to%post%the%class%in%a%timely%manner.%

• For%this%type%of%activity,%webcasting,%we%had%to%have%staff%involved%to%control%the%camera%

shots%and%monitor%signals.%

• Although%we%hoped%that%webcast%records%could%be%operated%by%the%instructor%or%

someone%in%the%class,%this%class%was%too%complex%to%expect%someone%new%to%do%the%

video%recording.%Four%students%from%the%class%were%trained,%and%each%operated%the%

system%for%several%classes.%For%consistency,%it%was%determined%that%one%person%should%do%

all%of%the%camera%work%to%ensure%smooth%operations.%ETS%provided%a%staff%person.%The%

trained%students%assisted%with%the%Skype%connect%and%audio.%

Video!Conferencing!

• “Skype”%mode%on%AMX%makes%collaboration%easy.%The%two%large%monitors%lend%

themselves%to%video%conferencing__far%site%and%materials%on%one/near%site%on%the%other.%

Three%cameras%cover%all%areas%of%room.%Camera%presets%allow%for%quick%camera%changes%

based%on%room%configuration.%Using%Skype%from%installed%computers%allows%for%hard%

wired%connection%that%is%more%reliable%and%stable.%Ceiling%microphones%pick%up%

participants'%talk%within%the%room.%

• The%Polycom%video%conferencing%unit%is%antiquated,%but%ties%in%well%with%the%standard%

definition%quality%of%video%technology%currently%installed%in%the%room.%During%the%first%

year,%only%Skype%was%utilized%for%this%purpose.%It%proved%quite%adequate.%

• More%reliable%video_conferencing%tools%might%be%worth%consideration.%Using%Skype%can%

mean%that%you’re%susceptible%to%dropped%connections.%%

• Blackout%shades%on%the%windows%were%used%for%the%Skype%class.%

127%Dwinelle%Hall%Test%Kitchen%–%First%Year%Review% % %

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• “On%Wednesdays%we%Skyped%in%people%from%all%over%the%world.%They%appeared%on%two%

screens%and%we%(the%class)%were%on%the%other%two%screens.”%_%Sociology%185%participant.%

Key!Observations!–!Room!Control!System!

Easy%automated%control%of%classroom%AV/IT%systems%has%been%a%major%focus%of%ETS%support%and%

services%in%the%general%assignment%classrooms%over%the%past%decade.%The%Test%Kitchen%presents%

an%ongoing%opportunity%for%ETS%to%look%at%the%control%requirements%of%the%future%classrooms%

where%the%display%options%might%greatly%increase.%The%following%are%some%key%observations%

about%user%and%support%experiences%with%the%control%system%during%the%first%year:%

• For%such%an%unprecedented%room%with%its%array%of%display%technology,%a%traditional%and%

thorough%needs%assessment%process%was%not%possible%prior%to%the%initial%technology%

implementation.%%Instead,%ETS%treated%the%control%system%programming%more%as%a%work_

in_progress.%Program%development%proceeded%iteratively%in%response%to%user%needs%and%

experiences%during%the%semester.%This%agile%approach%sometimes%led%to%timing%issues%in%

terms%of%testing.%Nevertheless,%the%control%system%matured%well.%%

• With%an%interest%in%how%such%technologies%might%someday%be%taken%to%scale%on%campus,%

ETS%was%determined%to%leverage%the%types%of%technology%that%is%already%in%place%on%

campus.%Unlike%personal%computers,%control%system%hardware%can%be%expected%to%last%a%

decade%or%more.%Any%large%scale%effort%to%modernize%the%classroom%to%a%state_of_the_art%

active%learning%space%will%need%to%be%based%on%some%amount%of%re_use%of%existing%

infrastructure.%

o Recycled%technology%was%utilized%in%many%cases%in%the%Test%Kitchen.%

! The%AMX%NI_3000%controller%was%5%years%old%

! A%recycled%standard%definition%camera%system%was%employed%

! An%older%Polycom%video%conferencing%system%was%installed%

• iPad%control%was%a%new%frontier%in%terms%of%control%systems%programming.%Providing%

secure%access%to%controllers%from%tablets%is%key%area%of%interest%for%ETS.%This%first%

experiment%with%wireless%control%in%the%Test%Kitchen%has%been%very%valuable.%Someday%

we%hope%to%support%tablet%and%even%smart%phone_based%wireless%room%control%on%

campus.%

o Issues%have%persisted%with%iPad%control,%namely%loss%of%power%due%to%users%failing%

to%charge%the%unit%and%loss%of%connectivity%with%the%AMX%wireless%access%point%

(WAP).%

o Because%the%camera%preview%is%not%available%on%the%iPad%control%panel,%camera%

controls%are%limited%to%push_button%functionality%without%visual%feedback.%The%

system%has%been%programmed%with%the%capability%to%show%cameras%on%the%

installed%monitors%to%facilitate%camera%control,%but%certain%situations%preclude%

users%from%utilizing%this%feature.%The%wired%12_inch%controller%is%the%obvious%

alternative.%

• The%experimental%nature%of%the%room%led%to%much%trial_and_error%when%it%came%to%

finalizing%the%initial%build%of%the%control%system.%Many%weeks%were%spent%changing%basic%

and%advanced%functionality.%Iterative%testing%led%to%extensive%tweaking%and%extended%

127%Dwinelle%Hall%Test%Kitchen%–%First%Year%Review% % %

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support%needed%in%the%room%until%users%were%comfortable%and%the%system%was%fully%

stable.%

• GUI%design%was%created%with%a%similar%aesthetic%to%the%GUI%designs%currently%deployed%

across%campus.%Functionality%is%drastically%different%because%of%the%nature%of%the%room.%

o There%are%many%changes%possible%in%the%future,%including%implementing%a%GUI%

design%that%utilizes%the%room’s%floor%plan%as%basis%for%control.%

Key!Observations!–!Room!Support!

The%following%are%some%key%observations%drawn%from%ETS%staff%experiences%in%supporting%the%

Test%Kitchen%classes.%

• Fall%2011,%the%first%semester%of%use,%required%more%hands_on%support%than%originally%

planned%for%however%this%was%due%to%two%‘edge_case’%classes.%%One%that%was%captured%

and%webcasted,%the%other%requiring%more%set_up/down%time%because%of%a%fully%enrolled%

class%of%32%students%and%the%instructor%experimenting%with%different%room%set_ups.%

• ETS%has%dedicated%support%staff%available%for%the%start%of%each%class%for%the%first%3_4%

weeks%of%the%semester.%%Most%classes%were%self_supporting%after%two%weeks.%

• Year%one,%the%identified%staff%technologist%from%ETS%(Gina%Gaiser),%communicated%each%

semester%with%the%ETS%engineers,%post_production%staff%related%to%capture%&%delivery%

modes,%and%AMX%programmer%for%end_user%control%panel%requirements.%

• For%webcasting,%ETS%had%to%have%staff%involved%to%control%the%camera%shots%and%monitor%

signals.%%

• Many%of%the%end_users%were%displaying%multiple%sources%in%class%on%more%than%one%

monitor.%%This%appears%to%be%a%trend%as%a%few%of%the%instructors%coming%into%the%program%

for%Fall%2012%are%also%requesting%the%ability%to%display%more%than%one%source%at%a%time.%

• ETS%provides%mandatory%room%orientations%for%instructors%prior%to%the%start%of%the%

semester%for%those%teaching%in%the%Test%Kitchen%that%includes%furniture%use%&%layouts,%

Huddleboard%usage,%window%treatment%options,%technology,%security%issues%and%room%

guidelines.%

• Maintenance%including%cleaning%and%room%checks,%technology%repairs,%replacement%&%

installation,%must%be%scheduled%and%a%requirement%of%the%new%learning%space%for%optimal%

performance.%

• Currently,%ETS%hires%students%to%do%testing%and%cleaning%once%a%week%(i.e.,%approximately%

25%hrs./semester).%

• Only%abbreviated%testing%was%possible%before%the%start%of%Spring%semester%after%the%

installation%of%AV/IT%equipment.%%Lesson%learned:%anytime%changes%are%made%to%the%

AV/IT%or%room%control%systems,%thorough%testing%must%be%done.%

• The%first%year%required%more%hands_on%support%than%perhaps%originally%planned%for.%%We%

had%dedicated%support%staff%available%for%the%start%of%each%class%for%the%first%3_4%weeks%of%

the%semester.%%Going%forward,%it’s%our%desire%to%have%the%instructor%‘conducting’%his%or%

her%own%class%more%independently.%

127%Dwinelle%Hall%Test%Kitchen%–%First%Year%Review% % %

Page%15%

• We%scheduled%two%‘edge’%case%classes%Spring%semester.%One%of%those%classes%truly%

pushed%the%limits%of%the%installed%technology.%The%other%taught%us%a%lot%about%the%impact%

of%a%fully%enrolled%class%(i.e.,%32%students)%with%an%instructor%who%applied%active%learning%

principles%that%required%flipping%the%room%within%a%50%minute%window%of%class%time.%For%

the%latter,%ETS%recommends%1%½%_%2%hr%class%when%enrolling%32%students%and%applying%

active%learning%principles.%

• For%now,%we%confirmed%the%need%to%have%a%30_minute%window%between%classes%allowing%

instructors%time%to%reconfigure%the%room%and%test%their%media%sources.%%Scaling%this%

principle%out%into%GA%classrooms%will%not%work%however;%we%have%a%10_minute%pass%

through.%%What%is%recommended%for%instructors%who%are%familiar%with%student_centered%

learning%is%to%adopt%creative%ways%to%plan%their%curriculum%and%use%their%students%to%help%

set%up%the%room.%%Instructors%soon%learn%the%advantage%to%doing%this.%

Next!Steps!

During%Fall%2012%semester,%Dwinelle%127%is%seeing%use%by%instructors%from%East%Asian%Languages,%

College%Writing,%Classics,%Mechanical%Engineering,%Physics%and%Theater,%Dance%&%Performance%

Studies.%%%The%following%are%some%of%the%areas%on%which%ETS%will%focus%attention%for%Fall%2012.%%

• Instructors%who%have%applied%to%use%the%room%are%requesting%early%access%time%in%the%

room%to%become%more%familiar%with%it%before%the%semester%start;%testing%out%various%

room%layouts,%become%familiar%with%the%furniture,%Huddleboards%and%technology.%%We%

are%encouraging%them%to%schedule%accordingly%with%us.%

• Instructors%new%to%active%learning%are%very%interested%in%gleaming%more%from%other%

experienced%faculty%who%have%taught%in%the%“test_kitchen.”%ETS%will%look%for%ways%to%

build%interaction%and%community%between%old_timers%and%newcomers.%

• ETS%is%partnering%with%the%new%Center%for%Teaching%to%plan%joint%meetings%(e.g.,%brown_

bag,%panel%discussion)%focused%on%best%practices%and%real%experiential%applications%of%

student_centered%learning.%

• ETS%hopes%to%provide%mock_up%room%layouts%for%instructors%to%help%them%see%the%range%

of%possibilities.%

• ETS%will%continue%the%mandatory%room%orientations%prior%to%the%start%of%the%semester%for%

those%teaching%in%the%Test%Kitchen.%

• Maintenance%(including%cleaning%and%room%checks,%technology%repairs,%replacement%&%

installation)%will%be%scheduled%and%made%into%a%more%formal%requirement%of%the%new%

Test%Kitchen,%for%optimal%performance.%

• ETS%staff%will%continue%to%observe%classes%throughout%the%semester%and%document%best%

practices.%

• ETS%plans%to%continue%to%update%the%room’s%technology,%as%needed.%Possible%areas%

include:%%

o Install%HD%video%technology%

o Upgrade%the%video%conferencing%unit%

o Wireless%note_taking%technology%(e.g.,%LiveScribe)%

127%Dwinelle%Hall%Test%Kitchen%–%First%Year%Review% % %

Page%16%

o Find%better%wireless%video%technologies%

o Install%a%data%projector%and%wall_mounted%screen%

ETS%will%also%continue%to%share%successes%and%lessons%learned%with%our%partners%and%with%the%

campus%community%at%large.%The%ETS%Staff%in%Action%page%(http://ets.berkeley.edu/staff_in_

action)%on%our%web%site%was%recently%created%as%a%new%venue%where%we%can%get%out%the%word%

quickly%about%the%dynamic%participation%of%our%staff%in%a%wide%range%of%efforts%and%

collaborations%such%as%the%Test%Kitchen.%Check%it%out.%%