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Notes and Observations

• Students participated actively in the class.
  - a student uses the wireless keyboard and mouse to compose an email from the class on the panel
  - the instructor offers a student to try it herself as she asks a question regarding a feature of the software,
  - a student group collaborates spontaneously on a challenge that ocurrs during development of the class panorama,
  - two students try simultaneously to get a model to work with different approaches on each of the panels
  - students share their projects at different stages with the whole group, often to point out a problem and ask for advice
  
  
• It is difficult to conceptualize how wireless devices and laptops control which computer or screen and where files are actually located.
  The concept that there is only one device that can be used to control a computer and that the data reside on that same computer that is being directly controlled. The concept of displaying data on a different swcreen is more common.
  On several occasions the wireless mouse and keyboard get passed around, even though the laptops could excert the same control over the front panels.
  On another occasion asks a student the instructor if he wants to take over. Instead of using the wireless keyboard and mouse in front of him the instructor walks over the the laptop, which the student had used to control the application on the big panel.
  Laptops are also used when files need to be moved around, which is not completely transparent for some technical limitations in this room.
  One student says: "just moving files around is what we do a lot"
  
  
• Familarization with classroom lasts several weeks.
  As the course progresses the rigid class structure tends to break up.There are moments, when parallel work ocurrs, everyone walks around, sits, talks, points, kneels. Technology starts to become more transparent. Students work together and alone. When a problem ocurres they regroup and discuss.
  It also appeard as if they developed more of a sense of ownership. This may be important for the activities and eventually for the value of the equipment for the learning outcomes and processes. The feeling of ownership probably evolves the more familiar users are with the equipment, the more files they have loaded on "their" computers.
  It shows in:
  - the ease of handling the equipment and furniture
  - the configuration of the look and feel of the laptops with their own background images
  - eventually in the creation of new ideas about how to use the equipment
  
  
• The technology environment, which is geared towards supporting collaboration, challenged traditional (lecturing) teaching style and eventually led to changes in the way the class was taught.
  
  
• Mobile, flexible, comfortable furniture was among the most appreciated components of the room

Role of the Academic Technology Specialist (ATS):

as "enabler" (provide support to run the class)

• training for instructor and students
• immediate troubleshhooting
• acquisition, configuration, installation, testing of hardware and software
  

as "catalyst" (create opportunities for innovations in learning)

• change room setup, experiment with different configurations
• continuous interaction, debriefing throughout course with instructor
• modeling the use of the equipment

Some Learned Lessons:

• plan technology "into" assignments
• 'lab time': issue of accessibility of material, equipment, digital projects, etc.
• be aware that different attitudes and comfort levels with technology among students may cause inequalities