Learning Space Guidelines v1.1.
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Workbook contents About these guidelines 5 Section 1: Types of learning space 7 Section 2: Generic Guidance for all Learning Spaces Access to spaces Signage Daylight control and ventilation Air handling and/or air conditioning Lighting Wi-fi Clocks Acoustics and noise Assistive listening systems 9 9 9 9 10 10 13 13 13 14 Section 3: AV Facilities and Teaching Station Audio visual facilities Teaching Station design Controls for the Teaching Station Resident PC within Teaching Station Support for mobile
Section 6: Small Lecture Theatres (< 50 capacity) The purpose of small lecture theatres Technology in small lecture theatres Layout of small lecture theatres Projection/ writing in small lecture theatres 33 33 33 33 33 Section 7: Large Lecture Theatres The purpose of a large lecture theatre Seating Student working surfaces IT and power provision for students Teaching Stations in large lecture theatres Microphones in large lecture theatres Projection/ writing in large lecture theatres Electronic Voting Sys
About these guidelines These guidelines have been produced to help those who are requesting, specifying, designing, supplying, installing, maintaining facilities and environments in UCL’s learning spaces.
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Section 1: Types of learning space There are a variety of types of learning space within UCL. Below are the three main categories of teaching space as described by Estates with additional sub-categories within those. Lecture Theatres – these spaces have fixed furniture Large Lecture Theatres – these spaces accommodate in excess of 50 students, generally have a raked floor and are arranged with fixed seating facing the front.
Non-space facilities – these are not specific spaces but instead facilities that support student learning and are located within spaces that may or may not be learning focussed. Technology touchdown points – these are facilities for students to use their own portable/mobile technology in conjunction with University provided services. These are also sometimes referred to as ‘Perch Points’.
TASK Section 2: Generic Guidance for all Learning Spaces All learning spaces should be as accessible to learners as is reasonably practicable. It is recognised that much of the UCL estate comprises historic and often listed buildings that may make achieving universal accessibility difficult or impossible for certain locations. Where there are accessibility issues for certain spaces this should be recognised in listings of spaces (e.g.
2.04 Air handling and/or air conditioning 2.05 Lighting If the space cannot be adequately naturally ventilated to maintain a comfortable learning environment then a mechanical air handling system and/or air conditioning may be required. Controls for air conditioning are notoriously complex and therefore clear instructions should be produced and positioned alongside the controls.
above: recessed feature lighting Lighting controls should be available in close proximity to the entrance in all learning spaces. For larger spaces secondary controls in proximity to the teaching facilities are required so that the lighting can be optimised by the lecturer for different sections of the session. above: example of unlabelled lighting control Ideally a range of lighting levels and dispersement patterns should be selectable by the user of the space.
1 BOARD/SCREEN PRESENTER 5 LEARNERS 2 BOARD/SCREEN PRESENTER LEARNERS 6 LEARNERS 3 BOARD/SCREEN PRESENTER 7 LEARNERS PRESENTER BOARD/SCREEN PRESENTER LEARNERS BOARD/SCREEN PRESENTER BOARD/SCREEN LEARNERS LEARNERS 4 BOARD/SCREEN PRESENTER BOARD/SCREEN OFF PRESENTER LEARNERS above: example signage for the programmable lighting control shown on the previous page Controls and switching should permit separate control of the lighting above projection and writing surfaces in relati
Wi-fi network connectivity should be viewed as a basic requirement of any learning space regardless of whatever other technology is present in the room. When provisioning wi-fi, in addition to ensuring the system design provides guaranteed 100% coverage within the space, the capacity of the system should be designed to accommodate a number of concurrent connections that is 5x the maximum number of people expected to occupy the space at any one time.
a standard to pass onto architects and designers of our learning spaces. On a practical level sources of noise such as metal waste/recycling bins and vending machines should not be located immediately outside the entrances to learning spaces. For larger learning spaces it is desirable to have entrances that comprise of two sets of part-glazed doors with a sound suppressing lobby in between.
The selection of appropriate microphone types is covered in Section 3.08. Reference Every space that has an induction loop installed should have the international standard signage displayed so that users are aware of its existence. At present induction loop systems are only installed in the larger lecture theatres at UCL.
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Section 3: AV Facilities and Teaching Station The audio visual facilities within learning spaces will need to vary dependant upon the intended function, size and physical layout of the space. It is desirable to standardise the user interface and operation method of audio visual facilities across all spaces so that teaching staff can gain confidence in how to use the facilities and know that once they’ve mastered the facilities in one space that this is transferable across spaces. 3.
The interface design should follow best practice for touch controlled devices (e.g. smartphones). above: example control panel design A ‘Blank Screen’/‘Show Screen’ control should be provided to blank the main projection/display. This control should not blank the image on the teacher’s display so that is possible to use the facility to prepare upcoming materials out of view of the class. 3.
In addition to the resident PC there should be the facility to connect a portable computer, tablet device or video device to the teaching station for display onto the presentation surface(s). Connections offered should include: VGA 3.05 Support for mobile devices HDMI 3.5mm jack plug audio input for laptop audio Ethernet RJ45 network connections Suitable length VGA and HDMI male-to-male leads should be securely tethered to the teaching station as should the 3.5mm stereo jack plug audio lead.
above: illustration of visualiser with recessed into worktop 3.07 Video playback Expectations of both students and staff are that regular use of video materials will feature in many teaching interventions. Increasingly replay of video material will be accomplished via streaming, stored content on USB storage connected to the PC, or a portable device connected to the teaching station. Certain video material may however only be practically or legally available on physical optical media.
Microphones in teaching spaces provide signal input to some or all of the following: Assistive listening system e.g. induction loop (see Section 2.09) 3.08 Microphones Vocal sound reinforcement LectureCast (see Section 3.12) If any of the above three systems are present in a teaching space then a suitable microphone system should be deployed.
(usually built into the audio equipment) longer cable runs and easier multiple loudspeaker installation designs can be achieved. The drawbacks of this type of system include potential degradation of sound quality if the transformers are not of suitable quality and the inability to adjust the relative sound levels between the different loudspeakers (although some can be adjusted at time of installation by using different transformer tappings).
Where it is most appropriate to utilise a data/video projector as the primary display technology care should be taken to ensure that: for ceiling-mounted projectors that the stability of the image will not be effected by footfall in the room above nor its proximity to other services such as HVAC 3.
3.10 Projection specifications Reference Association of Educational Technology Managers (Australia) “AETM Design Guidelines for Tertiary Teaching Spaces: 2nd Edition” http://www.aetm. org/uploads/media/ AETM_Audio_Visual_ Design_Guidelines_2nd_ Edition.PDF The dimensions of the projected image in learning spaces should be proportional to the viewing distance. The specification given by the AETM guidelines is that the furthest viewing position should be no more than 5.
en seated eye height taken as 1270mm AFFL and 150mm in front of seat back 3 5º x ma to e scr top e tr n cen scree x to º ma or 15 measure min viewing distance to calculate viewing angles TASK 1200mm (if not UST) above: illustration of maximum screen viewing angles The table below gives example screen sizes for use with a UST projector (based upon NEC UM330W): board/screen size image size (16:10) image base from floor max distance of viewer lens/board distance 1400 1000 1400 875 1000
Display panels with a soft screen surface should be avoided because of the risk of accidental or intentional damage. 3.12 LectureCast LectureCast is the UCL lecture capture and replay service. If the space is equipped for LectureCast there will be a number of considerations needed to ensure that recordings made in the space are of maximal use to students.
Section 4: Small Classrooms (< 10 capacity) These spaces are defined as having movable furniture, flat floors and range in capacity from accommodating 4 students up to 9 students. 4.01 The purpose of a small classroom TASK Small classrooms are used by staff and students on more specialised modules or where a larger cohort is taught in subdivided groups. They are also commonly used for tutorial and post-graduate supervision meetings.
of the classroom should be such that it is possible to freely walk around the class without disturbing students already seated. 4.05 Projection/ writing in small classrooms In most small classrooms there is not sufficient space for any type installed data projector. Therefore the recommended electronic display technology for small classrooms is the large format LCD display. A vitreous enamel dry-erase whiteboard should be provided in small classrooms.
TASK Section 5: Classrooms These spaces are defined as having movable furniture, flat floors and range in capacity from accommodating 10 students up to 80 students. Classrooms are intended to support a different teaching methodology to that employed in lecture theatres. The following teaching and learning methods are suited for classroom spaces: Inquiry-based learning Problem-based learning 5.
Suitable microphone models are specified in Appendix 3: UCL standardised equipment list be positioned between 1000mm and 1500mm from the wall/board surface so that the pickup area is biased in favour of the presenter rather than the audience. These microphones should have balanced signal cables to minimise the possibility of cable induced noise and should be phantom powered (48V) by the equipment within the rack. Suitable microphones are available in white finish to minimise their visual conspicuity.
and a number of manufacturers make boards to this specification. In these circumstances an Ultra-Short Throw (UST) data projector should be mounted above the board. The size of the combined function board will typically be 1920mm x 1200mm mounted 1000mm from the floor. If space, and height permits then a larger board, up to the maximum 2400mm x 1500mm supported by the UST projector, should be specified.
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Section 6: Small Lecture Theatres (< 50 capacity) TASK UCL is atypical in the sector in that it has seven smaller capacity, i.e. less than 50 people, teaching spaces with fixed position seating. These spaces are booked as ‘Lecture Theatres’ but it can be assumed that a wider range of teaching methodologies takes place in them than what would normally be categorised as ‘lecturing’.
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Section 7: Large Lecture Theatres These spaces are defined as having fixed seating and vary greatly in capacity. Larger examples often have raked floors to improve the view and audibility for students. There have been significant shifts in what is recognised as good teaching practice and nowhere is there more controversy and resistance to change than in the conception of the large lecture.
7.02 Seating The traditional layout of the audience seating in large lecture theatres is long, single rows with one row of seats per tier in raked spaces. Rows are either straight or curved with the intention of keeping the individual seats orientated to the teaching focus of the space. Seats either have a fold-out note-taking surface or are behind shallow fixed desking. In future consideration should be given to alternative layouts. Reference Iowa State University case study: http://net.educause.
TASK above: example lecture theatre layout to support small group work Even in lecture theatres where seating is laid out in conventional rows, consideration should be given to improving sight lines by staggering the seat positions between rows. Lecture theatre seating should be of high quality and be comfortable for extended occupancy periods. Upholstery should be chosen for durability and longevity.
7.04 IT and power provision for students IT provision for students in lecture theatres is minimal but as per Section 2.06 the Wi-Fi infrastructure in the space should be designed to accommodate a number of concurrent connections of 5x the maximum number of people expected to occupy the space at any one time. Students have specified that they value access to power sockets in learning spaces.
TASK In large lecture theatres there should be four wearable microphones provided. The logic for providing four microphones is that there is less chance of finding the internal batteries of both microphones depleted and the provision of multiple microphones better supports team teaching and/or passing a microphone to students for discussion activities.
Notwithstanding the technological solutions outlined above, and the likelihood that one of those will become the future recommendation, the most common solution currently utilised in large lecture theatres is column-mounted boards in front of a projection screen. This solution has proved reliable and is an acceptable current solution for refurbishments of lecture theatres.
Section 8: Computer Cluster Rooms These spaces are defined as having desktop PCs. Computer cluster rooms are intended to support some or all of the following three functions: TASK taught sessions that include a significant element of IT usage by students providing computer and associated facilities for selfdirected use by students to support their learning 8.
above: example of a ‘hexagon table’ cluster room layout above: example of a ‘jagged edge table’ cluster room layout The example layouts given here are not shown as templates to be reapplied but instead as examples that suited the particular usage contexts, needs and dimensions in those spaces and may provide inspiration for future work. 8.04 Design of computer workstations Reference http://www.hse.gov.uk/ pubns/priced/l26.
Learning Spaces Guidelines Dimensions h1 Work table/desk type Height of work surface Type A Type B Type C Type D Fully Adjustable Fully selectable Fixed height Limited adjustable or limited selectable e Minimum range 650—850 Minimum range 650—850a 740 ± 20 -allow Min Max +allow yes 680 760 yes Minimum range 950—1250 Minimum range 950—1250 1050 ± 20 -allow Min Max +allow yes 1000 1180 yes Sit/Stand Minimum range 650—1250 N/a N/a Minimum range 680—1180 At the front, t1
f1 h1 t2 t1 Below is key information from BS EN 527-1:2011. 500 600 g1 above: BS EN 527-1:2011 seated posture 8.05 Computer considerations The choice of computer form factor should be considered in respect to both the aesthetics of the space and the possible negative impact of locating the base unit and security cage under the desk.
TASK As more students bring their own portable devices onto campus the University should consider how these students would benefit from facilities to support their use of these devices. It has been observed that many students choose to use their own devices within computer cluster rooms which can be attributed to the following reasons: 8.
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Learning Spaces Guidelines Board 1000mm from floor (regardless of board size) Title: UCL standard classroom v2 Scale: 1:50 at A3 Date: 23/05/2014 Vitreous Enamel Projection Board 1920mm x 1200mm If space permits proportionally scale up board NEC UM330W on included wall mount Ecler Audeo 103 loudspeakers Plan Front Teammate Trainer Pro with Ergo monitor arm (and UCL customisation for visualiser) UCL supplied and installed PC and monitor Wolfvision VZ-8 Light v4 visualiser Power socket outlet and 40
Appendices and Further information: 48 Title: UCL standard teaching station Scale: not to scale Date: 20/05/2014 Lockable half-height door Supplier to provide connections: Display Port to swticher USB extensions to desktop connection plate, IEC 6amp power Cat 5 network cable UCL supplied and installed Dell OptiPlex 9020 Small Form Factor PC Wolfvision VZ-8light v4 visualiser UCL specification Teammate Trainer Pro teaching lectern with recess for visualiser All other rack equipment as per specificatio
Appendix 3: UCL standardised equipment list Equipment category Make and model Comment Amplifiers and mixers Extron XPA 1002 Power amp Extron XPA 2001 Power amp Extron DMP-64 Extron DMP-128 Blu-ray player Yamaha BD-A1020 Control systems Crestron TSW-750 Touch panel 7” Crestron TSW-1050 10.
Equipment category Make and model Comment Unicol Pole Top-Tec 105-SUMP-2 Unicol Double Swing Arm Unicol Xactmatch Tilting Plasma / LCD Mount Unicol VS1000 Plasma stand Speakers Ecler Audeo 103 Ecler Audeo 106 Ecler Audeo 108 Ecler Dacord H206i Ecler Dacord T208i Ecler IC8 Switcher Extron DVS 605 A Extron IN 1608 Extron IN 1608 SA Visualiser Wolfvision VZ8 Light v4 Appendices and Further information: 50 Learning Spaces Guidelines
Appendix 4: Example teaching station user instructions Document camera Problems or Faults: Call AV Service Desk on 46677 or send an e-mail to servicedesk@ucl. ac.uk PC monitor Control panel Writing area Laptop cable Video player PC AV: Quick Start Guide To turn on the AV equipment: Ensure the laptop is displaying via its external output. On most laptops this is indicated by a symbol on one of the function keys at the top of the keyboard. On Window laptops it is most commonly FN+F5 or FN+F8.
Accessing your files on the PC Using a USB flash drive After logging into the PC, plug your USB flash drive into a USB port on the PC. A message will appear stating that ‘Your device is ready to use’. You may then get a pop-up box which will give you a few options. You will need to select the option ‘Open folder to view files’. However if the USB icon is hidden you will need to select the arrow to show hidden icons. The following box will pop up.
Appendix 5: Cluster room PC installation guide Information Systems Division Desk Standards for Teaching and Learning Spaces (cluster rooms) Desk Types Standard Desk The standard desks used in most of the existing Teaching and Learning spaces have the following dimensions: Height: 700mm Length: 700mm Width: 1000mm Thickness: 20mm These desks can be used against a wall or as part of a group free standing within the room.
Security Cages and Monitor Brackets Mini Tower Cages Mini Tower cages are used in most of the existing learning and teaching spaces. Dalen Product Name : 418-UCL04 Dalen Product Price £150.00 Dimensions : 510mm length x 520mm height x 230mm width Ultra Small Form Factor Cages Ultra Small form factor cages are used in new teaching and learning spaces and are preferred as they use the desk space more effectively.
Monitor Brackets Monitor Only The standard monitor only bracket that is used on all desks they both height adjustable and tilt capable. Dalen Product Name: 485V3-SR-SK Uni FS Brckt with Tilt Swivel Height Adjust Product price: £77.00 All-‐In-‐One PC The Endo 82 arm should be used for new and existing spaces that will use the all-in-one PC solution. The All-inOne solution saves on space as there is no need for a separate PC.
All-‐in-‐One Security All-in-One PC’s should be fitted with a VESA bar and padlock for security as shown. Dalen Product Name: 492-VESABAR Vipa VESA Bar Product price: £16.
Trunking -‐ Power and Data Presentation Above the table for mini towers or Ultra Small Form Factor PC’s and All-‐in-‐Ones Ideally trunking should be 60mm above the desk with power situated behind the monitor bracket with 1/2/4 Data points situated to the left of the power socket as shown. Below the table for mini towers or Ultra Small Form Factor PC’s and All-‐ in-‐Ones For Ultra Small PC’s Trunking should be 60mm below the table .
Things to Avoid Data and Power presentation to avoid Data and power all presented at one end of a row of desk or benching should be avoided. Although this can be cheaper there are several problems with this: 1) 2) 3) 4) Power extension blocks are needed to get power to all tables. These usually have to be fixed to the desks, either to the table by screws or to the back of the desk with cable ties. These can often fall off or come loose. Longer power and data leads are needed.
Other relevant UCL guidance UCL Fire Safety Technical Notes & Mandatory Instructions http://www.ucl.ac.uk/estates/maintenance/fire/documents/ Further information Association of Educational Technology Managers (Australia) “AETM Design Guidelines for Tertiary Teaching Spaces: 2nd Edition”: http://www.aetm.org/uploads/media/AETM_Audio_Visual_Design_Guidelines_2nd_Edition.
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