Technological Challenges: Designing Large Compressed Video and Multimedia Classrooms.
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| Title: | Technological Challenges: Designing Large Compressed Video and Multimedia Classrooms. |
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| Language: | English |
| Authors: | Hart, Russ A., Parker, Roger |
| Peer Reviewed: | N |
| Page Count: | 42 |
| Publication Date: | 1996 |
| Document Type: | Reports - Descriptive Speeches/Meeting Papers |
| Descriptors: | Classroom Design, Classroom Environment, Design Requirements, Distance Education, Educational Facilities Planning, Lighting Design, Multimedia Instruction, Spatial Relationship (Facilities) |
| Abstract: | Designing a distance learning classroom requires integration of educational goals and philosophy with technology and ergonomics. The technological challenge and key to designing effective distance learning and multimedia classrooms is creating an environment in which the participants--students, and teacher--may easily interact with instructional materials. Based on the experiences of California State University, Fresno (CSUF) and California State University, Hayward (CSUH), the design challenges and solutions for large compressed video and multimedia classrooms are illustrated. Various options for facilities accommodating from 48 to 184 students are examined for the inclusion of state of the art control systems with multimedia capability. General design considerations include: site and spatial relationships, imaging, lighting, acoustics, mechanical systems, and electrical and communication systems. It is essential that planners determine the optimum mix and configuration of teaching facilities prior to beginning any classroom project. An appendix provides a list of equipment for the two interactive CSUF classrooms described, as well as the video network designs, floor plan, and equipment layout. In addition, a packet of information on the CSUH distance learning classroom design is included. (Contains 12 references.) (AEF) |
| Entry Date: | 1996 |
| Accession Number: | ED392402 |
| Database: | ERIC |
| Abstract: | Designing a distance learning classroom requires integration of educational goals and philosophy with technology and ergonomics. The technological challenge and key to designing effective distance learning and multimedia classrooms is creating an environment in which the participants--students, and teacher--may easily interact with instructional materials. Based on the experiences of California State University, Fresno (CSUF) and California State University, Hayward (CSUH), the design challenges and solutions for large compressed video and multimedia classrooms are illustrated. Various options for facilities accommodating from 48 to 184 students are examined for the inclusion of state of the art control systems with multimedia capability. General design considerations include: site and spatial relationships, imaging, lighting, acoustics, mechanical systems, and electrical and communication systems. It is essential that planners determine the optimum mix and configuration of teaching facilities prior to beginning any classroom project. An appendix provides a list of equipment for the two interactive CSUF classrooms described, as well as the video network designs, floor plan, and equipment layout. In addition, a packet of information on the CSUH distance learning classroom design is included. (Contains 12 references.) (AEF) |
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