New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Computers in Education
As many colleges race to build the next generation of technology enhanced learning spaces, there is a huge missing piece to the puzzle and it is not money or funding. This paper will look at the first year of a multi-year, multi-phase project at [name removed] which has embarked upon the journey to build the classroom of the future. Our focus will be from lessons learned the first year of the project from instructors and student input through focus groups, surveys, and classroom assessments. Surprisingly, the lessons learned assert that the biggest obstacles to building the classroom of the future does not depend on the technology or the cost but the need for a much deeper understanding of the needs of the instructors’ teaching needs. We will look at how a divide between traditional information technology (IT) and faculty has created a huge misconception and misunderstanding of the needs in the classroom. The key to fixing the issue involves focusing on the basics of the design process itself and how something as simple as a light switch can make a world of difference in whether the classroom of the future meets with success or failure. In an environment where everyone wants to simply scale up their classrooms by investing in new costly equipment and materials, we may actually need to first scale them down in order to solve the design issues. Only then can we successfully scale them up to a standardized solution in terms of budget, usability, and technologies that can be replicated across campus. Our findings this first year will highlight the areas that seem to be the biggest overlooked concepts when designing for the classroom of the future on campuses today.
Espinoza, P. A., & Pitcher, M. T., & Perez, O. A., & Gomez, H., & Anaya, R. H., & Lugo Nevarez, H. E., & Hemmitt, H. (2016, June), WORK IN PROGRESS: The Missing Piece to the Classroom of the Future – The Ability to Scale Down to Scale Up Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27043
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2016 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015