Skip to the content of the web site.

Staff & Administration • Library Documents

UW Library's Report on
Lab Functionality Requirements


March 23, 1999

Contents:

  1. Design principles and overview
  2. Hardware
  3. Software
  4. Electrical requirements
  5. Furniture
  6. Physical environment
  7. Floor plan concept
  8. Sources consulted

Group members:
 Jane Forgay, Anne Fullerton, Shabiran Rahman, Melanie Watkins

1. Design principles and overview

Staff at UW Library are excited by the possibilities the LT3 lab will bring to its users and we look forward to conducting many sessions in this facility. The points below convey how library staff see the lab's design and use. We have based our design recommendations on UW librarians' experiences teaching in UW computer labs, advice from librarian colleagues who currently run such a classroom, and the published literature on the topic (for an annotated bibliography see section 8). In the accompanying tables and floor plan we have listed more specific design and equipment requirements. As Dr. Nancy Allen, English professor, Eastern Michigan University, states in her paper on electronic classroom design: "The important point is that the room design, in both the way that the room is equipped and the way that it looks, should reflect the teachers' ... pedagogies and the students' needs" p. 235.

Activities:

All of these are relayed best when users can actively do the steps instead of watching how they are done.

Lab layout

Comfortable, informal atmosphere:
Rosewood wall, windows, colourful posters, plants ...

Computer workstations:
We propose a 'U' shaped configuration of 20 workstations arranged around three walls. The instructor's workstation is at the top of the 'U'. Each workstation table would be long enough for two people to share a computer and for note-taking. The monitors would face the centre resulting in the students facing the wall. This set-up enables the students to work independently but still allows them to consult with partners and neighbours. With the CPUs against the walls, humming from the machines as well as the radiation that is emitted through the backs of the computers are directed away from the room's activity. The 'U' means that the instructor has a full view of all the monitors and tell who is having trouble and provide one-on-one assistance. See the floor plan that is included in this report as an attachment.

Keeping their attention
An instructor can get the full attention of students by having them swivel around in their chairs to face the front; either to watch the instructor or to view a demonstration provided through the overhead projector. With their backs to the monitors, students aren't tempted to continue to work at the keyboard.

Group-work tables

The centre of the 'U' provides an ideal space for group discussion or paper work away from the terminals. Chairs and tables that can be easily moved make it possible to "customise" this area in an instant with little effort to achieve a collaborative setting for students or colleagues.

The 'U' arrangement offers the greatest flexibility of all the configurations we examined. It allows the instructor to make use of any number of teaching and learning styles. Nancy Allen emphasises: "[The] visual message conveyed by this physical arrangement is that in this space people work alone on their projects, gathering together when discussion involves the entire class or particular group needs" p. 234.

Policies of use/operations

2. HARDWARE SPECIFICS RATIONALE
a) 21 PCs (including instructor's) Pentiums, sound & video cards, cd-rom drives  
b) 21 colour monitors 20 @ 17", 1 @ 20" The 20" monitor would be available for users with low vision or for other times when a larger monitor would be preferred.
c) 2 Left-handed mice that can plug into the pc Have on hand.
d) Colour scanner    
e) 2 networked printers 1 b/w, 1 colour; mechanism for sending print jobs to any printer on campus To accommodate programs that basic printers can't support.
f) CuCme   Allows for inclusion of remote students or instructors, e.g., teaching the circulation module of TRELLIS to staff here and at UG, and WLU.

3. SOFTWARE SPECIFICS RATIONALE
a) Classnetâ„¢  
  1. Allows instructor to demonstrate, monitor, and interact.
  2. b) Classnetâ„¢ is the system used in other labs on campus (IST sites, ML 109).
b) "Scholar's workstation" Netscape, Voyager, Telnet, Adobe, programs required for government publications/EDS web pages, bibliographic software, SPSS, Microsoft Office, Anti-virus, security software … Security software that will re-set any changes during a session to the default setting
c) Networked scheduling program (e.g., Outlook, Synchronize, other?) Allows for automatic booking of the lab and lets everyone check on availability, guarantees block bookings.
d) Screen reader/magnification software The station with the 20" monitor should have this adaptive technology  
e) Annotation software Allows you to remotely draw on parts of the screen just as you might on an overhead projector to focus student attention on a specific section of the page.  

4. ELECTRICAL SPECIFICS RATIONALE
a) Stationary and portable telephones   Re portable: Instructors can call for technical help and communicate while at whichever workstation is faulty. From the Simon Fraser University library lab coordinator: "Telephone necessary for immediate assistance re systems problems, crashes or other electronic dilemma-which happens more than occasionally mid-class."
b) Overhead lighting - with switches near main door and at instructor's station strong ceiling lighting (anti-glare) with options to turn off over portions of the room and to dim Gives the instructor immediate control of lighting.
c) Ceiling-mounted projector   Allows for demonstrations.
d) VCR that can be viewed through the projector  
e) Overhead transparency projector on movable cart    
f) Plenty of outlets (#?) network connection/power sources for laptops, etc. Should be able to accommodate PCs and Macs These should be put down the centre of the room. For laptop users with their own software/configurations can make use of the lab.
g) microphone and speakers Wireless Heard over the noise of the CPUs and air handling system
h) large clock Mounted on one of the side walls  
j) slide projector optional  

5. FURNITURE SPECIFICS RATIONALE
a) Stand up table for instructor on wheels, adjustable height, room enough for notes Flexibility in room use and the height of the instructor.
b) 19 tables with keyboard and mouse trays that slide under the table top 4' x 3', matt finish (no glare), easy to clean, hardwearing. This size allows for two people to work together using one pc but with room for note-taking.
c) 1 adjustable table electronically adjustable for wheelchair users  
d) tables for group work e.g., 4' x 2 ½ ' lightweight (# to be determined) For the centre of the room for sessions that involve group work, use of print resources.
e) ergonomically designed chairs campus standard, with wheels  
f) 20 stackable chairs with arms, comfortable, lightweight, easy to slide To allow for a class size of 40 with two per workstation, but light enough so they can be effortlessly moved out of the way if not needed.
g) whiteboard Large, wall mounted Dust-free, illustrate concepts on the fly (e.g., Boolean searching)
h) lockable cabinet wardrobe-size For supplies e.g., phone, pointers, extra flip chart paper, markers, brochures...
i) 2 projection screens ceiling mounted One for transparency display, one for PC screen display
j) free standing flip chart/whiteboard easy to move  
k) extra table 4' x 2 ½' - on wheels or lightweight To have near instructor's station or at the door for handouts....
l) High chair for Instructor    
m) cable cradle for each table   Keeps wires off the floor

6. PHYSICAL ENVIRONMENT SPECIFICS RATIONALE
a) carpeted floor indoor/outdoor variety with underlay, anti-static Reduces sound.
b) noise buffers What ever it takes to keep computer noise down and acoustics optimal  
c) coat area Industrial-strength hooks, rails, hangers, knapsack storage Winter coats and backpacks.
d) i) heavy blinds/curtains
ii) window film covering		 i) must block out all day light and be easy to open/shut
ii) gives visual access to outside while cutting down on the glare		 Natural lighting is desirable for group work but not for computer work. Must be easy to switch when necessary.
e) 2 entrance/exits with locks with windows and blinds 2 exits allow for quicker evacuation of the room.
f) third door To LT3 offices/with window with blind  
g) 2 pointers Laser and wooden  
h) Water fountain/cooler    
i) paper recycling bins    
j) pencil sharpener    
k) heating/cooling/ventilation    
l) good acoustics   Again, from the SFU library lab coordinator: " the "hum" of the lights, the projector and individual computers, and air circulation (not air conditioning) impairs vocal sound dispersal, particularly if librarian soft-spoken or doesn't project well."
m) bulletin boards On the side walls  

7. FLOOR PLAN CONCEPT SPECIFICS RATIONALE
Computers around 3 walls of the room with monitors facing in. Tables for non-computer work in the centre
  1. See the floor plan provided courtesy of Ron Watkins, Kitchener Architectural Technologist.
  2. 'U'-shaped configuration of computer stations with instructor's station at the top and tables for non-computer.
  3. size of the instructor's station, printer table, cabinet to be determined
  4. # of tables in the centre and the directions they face also to be determined.
  1. Allows for demonstrations and presentations without the computers causing a distraction to students
  2. Keeps the noise of the CPUs against the wall.
  3. Allows for users to do group (non-computer) work in the centre of the room.
  4. Use of print resources in combination with electronic.
  5. Easy to provide one-to-one assistance.
  6. Collaboration among students.
  7. Instructor can see all monitors easily.
  8. Keeps radiation waves from the computers to the wall.

8. Sources consulted

Articles

Adalian, Paul T., Hoffman, Irene M., Rochman, Ilene F., Swanson, Judy. "The Student-centered electronic teaching library: a new model for learning." Reference Services Review. Fall/Winter, 1997, 11-22.
Describes the classroom developed at Cal Tech in 1991 and the new one created in 1996. Both are the u shaped design we have proposed. Includes a good description of the purposes of an e-classroom (collaborative learning etc) and a sample Information Competence curriculum.

Allen, Nancy. "Designing an electronic writing classroom." IEEE Transsactions on Professional Communications, v. 39 (4), December 1996, 232-238.
Outlines 4 phases of the classroom design process - establishing a plan, developing a room design, working within budgets and maintaining a smooth running computerised classroom. The author gives suggestions based on sound instructional goals and critiques three basic floorplans.

Conway, Kathryn. Master Classrooms: Classroom Design with Technology in Mind.
http://www.unc.edu/cit/iat-archive/publications/conway/conway1.html
Outlines the features of an e-classroom and recommends the best solutions for lighting, image projection etc. Based on the experience of University of North Carolina.

Hinchliffe, Lisa Janicke. "Resources for Designing Library Electronic Classrooms." MC Journal: The Journal of Academic Media Librarianship, v 6 (1), Spring 1998.
http://wings.buffalo.edu/publications/mcjrnl/v6n1/class.html
Bibilography of current articles on all aspects of designing e-classrooms.

Vasi, John, and LaGuardia, Cheryl. "Creating a library electronic classroom." Online, September/October 1994, 75-84.
Describes the library e-classroom built at UC Santa Barbara and offers good discussion of furniture and equipment. Good section on how the room is used and maintained and suggestions of things they wish they'd included.

People

Wallis, Kendall (McGill University) Email correspondence re: Simon Fraser University library lab
Date: Mon, 15 Mar 1999 12:15:39 EST5EDT; From: Kendall Wallis
To: affuller@library.uwaterloo.ca; Subject: Re: electronic classroom
A good list of advantages and disadvantages of SFU's current classroom.

Watkins, Ron, Architectural Technologist, Kitchener, ON
Put our ideas into a workable floorplan.

Sites

Electronic Classroom Furniture Systems
http://www.electronicclassroom.com/
Commercial website for a company which builds furniture and cable management systems for e-classrooms. Included floor plans for various designs.

Louisiana State University
http://www.lib.lsu.edu/classroom/schedule/index.html

Includes equipment and software descriptions and policies and procedures for room use.

Northwestern University Smart classrooms.
http://www.at.nwu.edu/ctg/classrooms/
Documents the management, location and use of their many e-classrooms on the campus. An online video for using an e-classroom is in preparation. Links to other e-classrooms (smart classrooms) at other universities also included.

Purdue's Electronic Classroom
http://thorplus.lib.purdue.edu/library_info/departments/ugrl/lec/index.html
Provides good description of their classroom and the issues around mounting the monitor below the desk surface. Good list of what they wished they had included in the design - better overhead projector, wallboard for writing, adjustable instructors workstation etc.

Return to UW Library Documents

Web version created by on May 21, 1999
Coordinator, Library Communications and Web Management
Last Updated: November 16, 2006