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Hi, this is Mike Leiboff for
mediaineducation.com.

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Today, we will take a brief look
at the classroom of the future.

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What will it be like?

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Judging by recent classrooms being built
across the country, it may be possible to

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identify several trends that can
help us answer this question.

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It would have multiple
electronic display surfaces.

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Some would be large projected images,

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using dedicated
ceiling-mounted projectors.

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The images projected onto these
screens would be used to engage

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larger groups of students or
the entire class.

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Other displays would be wall-mounted
flat panels, 42 inches or larger.

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The orientation of which could
be shifted from side to side.

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Groups of students would utilize these
screens to display computer-based

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materials within smaller workgroups.

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A good portion of the perimeter walls
would be made up of writing surfaces.

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They might even be magnetic to enable
them to be used as tack surfaces.

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Traditional court board surfaces
would also be available for

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the display of longer-duration
wall-mounted projects.

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The furniture would be sturdy but
lightweight, movable and

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reconfigurable to accommodate
workgroups of various sizes.

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Chairs would be comfortable and on wheels.

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And the room would be sized to allow for
comfortable circulation and

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a certain messiness, even chaos,
during the classroom project activities.

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The teacher's workstation
would be mobile and small.

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Most of the time, instructors would be
wanderers, listening in on discussions,

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moving around the room and
guiding students forward.

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The floor would be covered with
a sturdy carpet material and

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designed with a grid of power and
data receptacles.

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Though maintenance of floor boxes might
be more demanding the, trade-off for

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flexibility is well worth it.

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Though the entire building would
have wireless network connectivity,

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an extensive array of hardwired outlets
would be furnished to provide connectivity

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to support ultra-high-bandwidth
multimedia applications.

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Wall outlets would provide power for

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recharging purposes as well as to
support various portable equipment.

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The lighting would be zoned such that
fixtures closest to the projection screen

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could be turned off independently
of the other fixtures.

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Indirect lighting would provide
a comfortably soft illumination and

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be daylight balanced.

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Room sensors would automatically
extinguish lighting when the room is not

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occupied.

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The HVAC, or heating, ventilating,
and air conditioning system,

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would be quiet and independently
controlled from within each room.

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The acoustics of the room would ensure
that the space would not be too hard or

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reverberant.

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And would be well isolated to ensure
that exciting or overly enthusiastic

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learning activities in one room
would not disturb adjacent classes.

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Though the school might
not assign laptops,

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one to the student,
a mobile cart of laptops would

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be available to support computer-aided
learning activities where necessary.

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There would be fixed work surfaces along
a portion of the periphery of the room.

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On them, students would assemble projects,
use the document camera, printer,

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or desktop computers dedicated to
the room, laminating machines.

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Or other equipment used to support
the production of multimedia materials.

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Remote control of the room's
audiovisual technology would be

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controlled from a wireless
tablet computer.

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Using it, teacher or
student could surf the web,

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access network multimedia,
control display device, etc.

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All of the audiovisual equipment
would be IP connected and allow for

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central monitoring, control,
remote technical support.

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This would, among other things,

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help to limit the head count needed
to support advanced technology.

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The room would be designed with
an enclosed equipment niche,

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which would provide access to
the technology when necessary and

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hidden from view when appropriate.

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Rear access to the equipment would
facilitate periodic maintenance and

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servicing.

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The room would have a dedicated PC, DVD
player, provisions to receive cable and

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satellite, as well as
Internet-based video programming.

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And the display systems
would have connectivity for

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personal video devices,
such as the video iPod.

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Ceiling speakers would be used to
provide the sound from any recorded or

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live program material.

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Dedicated video origination capabilities,
consisting of cameras located in

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the front and rear of the room, would be
used to capture classroom activities.

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These activities could be recorded
digitally for later viewing,

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distributed anywhere in the building, or
used for distance learning activities.

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Also, video conferencing would allow
collaboration with field teams and

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remotely located groups.

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Guest lecturers would also
participate this way, as well.

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All the classrooms would
be interconnected so

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that any room could serve as
an overflow area for any other space.

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The degree to which permanent
storage was provided within the room

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would depend on the particular
requirements of classes being held there.

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Hopefully, storage would not be
the forgotten trade-off in the inevitable

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building value engineering exercises that
accompany every new building project.

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There can and should be no single
vision of the classroom of the future.

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The ideas here will get you started.

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And remember, future flexibility for

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any classroom lies not within the specific
technology or equipment choices made,

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but in the basic room geometry,
sizing, juxtaposition.

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And base-building infrastructure,
which includes power, conduit,

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connectivity, pathways, etc., provided in
the bricks and mortar of the building.

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This has been Mike Leiboff,
thanks for watching.

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For more videos like these,
please go to mediaineducation.com.

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