May 21, 1997
Prepared by
The Department of
Audio-Visual Services
(a Campus Network Services Department)
Copyright © 1997, Case Western Reserve University
INTRODUCTION
1.0 MULTIMEDIA AT CASE WESTERN RESERVE UNIVERSITY
2.0 FUNCTIONAL DESCRIPTION
2.1 DESIGN CONCEPT
2.2 LOCAL INPUT
2.3 MEDIA RETRIEVAL
2.4 TWO-WAY INTERACTIVE
3.0 ARCHITECTURAL AND INTERIOR DESIGN CRITERIA
3.1 GENERAL CLASSROOM CHARACTERISTICS
3.2 CLASSROOM SHAPE
3.3 CLASSROOM SURFACES AND FINISHES
3.4 WALL CONSTRUCTION
3.5 WINDOWS
3.6 DOORS
3.7 CEILINGS
3.8 SEATING REQUIREMENTS
4.0 MECHANICAL SYSTEMS
5.0 LIGHTING SYSTEMS
6.0 ELECTRICAL SYSTEMS
REFERENCES
The primary mission of every educational institution is to provide instruction. Since most conventional instruction takes place in a classroom, it is imperative to recognize its importance to the total learning environment experienced by the students. However, classrooms have historically suffered from a lack of attention, both in original design as well as construction. Students should have a classroom learning environment that allows them to see anything presented visually, to hear any audible presentation and to be physically comfortable. All of these factors are fundamental and equally important in designing an environment that is conducive to learning.
The requirements for audiovisual presentations are undergoing a dramatic change from an audio-visual supported environment to an electronic based media environment. Joining the traditional use of slide, film, chalkboard and overhead transparencies are televised instruction (one-way audio and video, or one way video with two way audio), computer based display of information from both on and off-campus resources (digital text, digital images, digital sound), media retrieval, distance learning (two-way audio and video with interactive digital information sharing) and 3D modeling. This change in requirements is expected to continue into the future as the change in computer based information, digital communications and digital technology continues.
Designing a multimedia based facility which accommodates information and presentation technologies to meet today's needs and future needs requires careful planning and organization. It requires the close collaboration of architect, mechanical engineer, electrical engineer, lighting designer, audio-visual specialist, information technologist and instructor. Infrastructure design for "multimedia classrooms" must address requirements for A/C power, HVAC systems, cable distribution, ceiling heights, structural support, noise control, lighting, ergonomics and interior room acoustics. It is imperative that careful planning for technology become an integral part of the building's architectural design process in order to provide an infrastructure that will not only accommodate current technologies but one which can adapt to the rapid evolution of information and presentation technologies well into the future.
The guidelines put forth in this document are not intended to be neither static nor stand-alone. They are not intended to establish rigid standards for the design, construction or renovation of multimedia classrooms. They are general guidelines that will need to be adapted to specific applications and within specific projects early in the planning process. These guidelines are aimed at creating instructional spaces that are adequate for current requirements yet fully adaptable to the needs of the future.
Case Western Reserve University's Multi-Media Information System (MMIS) is more than simply installing audio-visual equipment into the classroom. It is part of the University's approach to an "electronic learning environment" in which instructors, as well as students, are given access to information resources which are available beyond the four walls of the traditional classroom. It can enhance the educational process by incorporating all senses into the learning experience. Architecture, acoustics, electrical and mechanical systems, as well as the media system itself, must all be optimized in order to achieve a quality learning environment. Temperature and humidity should be stable and comfortable. The room should be acoustically sound and free from distracting noise and outside disturbances. Lighting should be appropriate for each use and easily controllable. Electrical systems should be appropriately designed and rated for use with electronic media. The projected images should be large enough and bright enough for everyone in the room to see without experiencing fatigue. Special control systems are an important component of each facility and are designed to greatly reduce the complexity of system operation. This allows the instructor to concentrate on his or her presentation instead of being distracted by a series of complex equipment control functions.
The evolution of the multimedia classroom here at CASE has resulted in the development of a building block approach to system design and implementation (See Figure 1). Each "block" is designed to add an additional level of functionality to the overall system. They are built upon a foundation consisting of the system infrastructure (cabling, distribution and routing systems), the control system and information displays. Communication beyond the classroom is made possible utilizing the University's fiber optic communication network known as "Campus Network".
The first level of operation provides presenters the ability to connect portable media to the local system and present information within the classroom. This type of classroom is known as having local-input capability. The second block allows the user to access and control media from a remote location and is known as media retrieval. The third provides for two-way audio and video communication with any number of remote locations and is referred to as two-way interactive.
Figure 1 - Multimedia "building blocks"
2.2 LOCAL INPUT
The "local-input" component is the most basic configuration of a multimedia classroom and is made up of five basic components (See Figure 2). These components provide the foundational elements for every classroom system: the presentation display(s), faculty workstation, audio system, control system and document camera.
Current presentation technology offers a variety of display options. Audience size, room lighting, cost and informational content are all factors that determine the appropriate display technology for the application. The MMIS model at CASE, requires two independent video display systems, each with the ability of simultaneously displaying two distinct sources. Each display should be of the multi-synchronous variety that allows for the connection of both baseband (NTSC) and computer-based video information. These sources will be connected within each classroom to a specially designed input panel that is located within a custom designed faculty workstation.
The faculty workstation is an essential component in each room. This workstation or "teaching station" is a specially designed presentation console that serves as the central control point for all of the system's operational functions. It houses the system control interface, a pair of multi-sync video monitors and offers multiple connecting points for the output of both computer and composite video devices. The console can also house a number of computer systems (with Campus Network access) which can be permanently installed for use within the classroom. Most workstations are designed with an integrated document camera which not only serves as a functional replacement for the traditional overhead projector, but offers the ability to display overhead transparencies, pages from a reference text, hand written notes, pictures, photographs, x-rays and even three-dimensional objects. The surface of the console has been designed with a special writing and display area for use with the document camera that in most installations is mounted in the ceiling directly above the workstation.
Figure 2 - Local Input
The workstation can also house a pair of multi-sync preview monitors which allow the instructor to view the images that are being shown on the main information displays without having to turn around. These monitors also eliminate the need to bring in a separate computer monitor should the presenter be using his or her own computer system. Full system control is made available to the instructor via touch panel technology that simplifies the operation of the entire system by offering an intuitive, visually based, control panel for the presenter. The touch panel is designed to greatly reduce the complexity of system control that allows the user to concentrate on his or her presentation instead of being distracted by a series of complex equipment control functions.
The design also includes a high quality audio system that is capable of speech reinforcement (when necessary) as well as the reproduction of a wide variety of audio sources that may be connected to any of the available system inputs.
Figure 3 - Media Retrieval
The second component of the CASE multimedia classroom is the addition of media retrieval capability (See Figure 3). This extended capability allows the room to be connected to a central Media Center which houses additional VCR's, slide to video converters, film to video converters, laser disc players, cable television receivers, satellite downlink receivers, microwave receivers, and video CODECs. Users’ access and control these devices from a series of additional menus, which are added to the room's touch panel, which communicate directly with the devices in the Media Center. This information is then transmitted over the university's fiber optic cabling infrastructure and imaged on the displays within the room.The third component of the design is the addition of two-way audio and video interactivity for video teleconferencing (See Figure 4). With the addition of specially designed cameras and microphone systems, instructors, as well as students, are able to interact with participants across campus, on the other side of the city, the state, or even the other side of the world.
Figure 4 - Two-way Interactive
The instructor camera is a fully automated camera system which "tracks" the movements of the instructor around the room. The camera can also be remotely operated if necessary. The instructor wears a wireless lapel microphone in order to provide for the best possible audio quality.
An additional camera and a specially designed microphone system are added within each classroom in order to provide quality audio and video images of the students within the room. This is accomplished with cameras that are electronically linked to the students' microphone system. This link allows the cameras to track the active microphone and provide "face-to-face" interaction with each student. The student camera and microphone system can be remotely operated if necessary.
An additional display is also which allows the instructor to view the remote site(s) as part of the local audience. This display is usually installed in the back of the room, near the instructor camera which allows the instructor to maintain "eye contact" with the remote site.
Along with the ability to receive information from outside of the classroom, (which is included in the media retrieval component), transmission capabilities are now added which provide an "outgoing" communication path. This communication path also utilizes the university's fiber optic infrastructure and transmits outbound information back to the Media Center for redirecting within the University's intranet of multimedia rooms, or off-campus using any number of available transmission methods.
Special Note: The architectural and interior design criteria noted in this section are intended for educational spaces which accommodate fewer than fifty persons. For educational facilities which accommodate more than this number, additional considerations, other than those listed, must be made.
3.1 GENERAL CLASSROOM CHARACTERISTICS
a. Classrooms should be concentrated on the lower floors of buildings. This provides the students, disabled students in particular, with better access and allow support services to be provided more conveniently.
b. Classrooms should be located away from noise-generating activities taking place either outside or within the building. Classrooms shall be located away from loud machinery, vending machines, offices, labs and traffic areas as well as outside traffic noise.
c. The size of the classroom should be designed to accommodate the programmed number of occupants as well as provide for additional support space. The support space must take into consideration both the set-up and use of audio-visual equipment, access for the disabled, an instructor workstation, circulation and empty floor space needed to keep the students from being seated too close to a chalkboard, projection screen, or video monitor.
d. In order to accommodate an information display large enough to display images of adequate size, it must be placed high enough from the floor to provide unobstructed sight lines. The front wall and ceiling (including structural members) should be designed at a height and width, which is large enough to accommodate the proper installation of appropriately, sized and number of displays.
e. There shall be no columns in any classroom. Columns placed within the room's interior space severely hamper room arrangement and student viewing of the instructor and visual aids.
f. The front wall of the room behind the instructor area should have no protrusions (structural or otherwise) into the room so that chalkboard, markerboards, projection screens or information displays can be installed across the entire wall of the instructor area.
g. There should be no decorative elements such as paintings or other artwork located within the classroom.
h. The overall noise criterion of less than 30 is required. The maximum sound level shall not exceed 35dBA.
a. A rectangular shaped room is best.
b. The ideal room dimension ratio is 1(H): 1 1/2(W): 2 1/2(L).
c. The length of the room should not exceed its width by more than 50%.
d. The instructor area and information displays should be located on the narrow wall of the room. Rooms wider than they are deep usually present unacceptable viewing angles for information displays and for information written on the chalkboard/markerboard.
3.3 CLASSROOM SURFACES AND FINISHES
a. The front wall (i.e. the wall at the sending end of the classroom), should be hard surfaced (e.g., drywall, masonry or wood) with no special acoustical shaping or treatment.
b. The front three-quarters of each sidewall should be constructed of hard (acoustically-non absorbent) materials (e.g. drywall, masonry or wood). These walls can be painted or vinyl-surfaced, but should not employ fabric covering or any other acoustically absorbent finish.
c. Install acoustically absorbent finish on the rear one-fourth of the sidewalls in order to absorb useless reflections and to dampen standing waves, which reduces the room's "boominess".
d. Install acoustically absorbent material on the rear wall.
e. Ceilings should be of light color and of nonreflective material.
f. Painted surfaces should be light in color (preferably light blue or beige for good video reproduction) and should be a durable finish to allow washing.
g. Acoustically absorbent surfaces should be light in color, preferably light blue or beige, for good video reproduction.
h. In general, black or white surfaces should be avoided.
i. The classroom floors shall be carpeted with an anti-static, high traffic, commercial grade carpeting with no padding.
j. The reflectance values of paints, vinyl coverings, laminates and other finish materials should be selected to enhance ambient illumination and the illumination at work surfaces. The following values are recommended:
Ceilings 70% - 90%
Walls 40% - 60%
Floors 30% - 50%
Desktops 35% - 50%
Chalkboards 20% - 30%
a. Walls shall be mechanically isolated from the building structure and shall be isolated at the top and bottom with a Neoprene seal or equivalent.
b. Walls shall go from slab to slab in order to reduce noise paths into the room.
c. Three layers of 5/8" drywall shall be used on all interior face of walls and two layers of 5/8" drywall shall be used on all exterior face of walls.
d. Drywall seams should be staggered and each layer shall be taped and mudded individually.
a. Large window areas provide light control and exterior noise problems and should be minimized.
b. All window treatments shall be opaque and capable of eliminating all outside light from reaching the information displays. Window treatment shall be installed with channels in order to provide a light-tight abutment to the window frame.
c. A motorized window shading system, which can be integrated, with external audio-visual control systems (e.g., AMX, Crestron) shall be installed for each window.
a. Doors shall be located in the back of the classroom in order to minimize disruption.
b. Doors shall be 2" thick sound-rated or at a minimum solid core to prevent noise from entering the room.
c. Doors shall be equipped with acoustically rated compressive seals.
d. All doors shall be a minimum of three feet wide and shall be equipped with a vision panel made of shatterproof glass and tinted to reduce light transmission. The area of the glass shall not exceed 100 square inches and shall be doubling paned with acoustically rated seals.
e. Because ventilation louvers permit sound transmission, doors shall not contain louvers.
a. A minimum 9-foot ceiling height shall be utilized for rooms with less than 20 people. For rooms with a capacity between 21-49 persons a minimum ceiling height of 10 feet shall be used.
b. Soffits shall be avoided as they can cause unwanted acoustical reflections.
c. The surface of the ceiling must be designed to accommodate the required acoustical properties of the room. The area of the ceiling to be acoustical tile is a function of ceiling height. A 9-foot ceiling height calls for 40% - 50% of the total ceiling area to be acoustic tile. A ceiling height of 10 feet calls for 50% - 60% of the ceiling to be tiled.
d. The acoustical tile shall be arranged in the form of a U around the perimeter of the room, with the opening at the front and the remainder of the ceiling a hard material such as drywall or plaster.
e. Ceiling tiles with a Noise Reduction Coefficient (NRC) of .55-.65 and a minimum Sound Transmission Coefficient (STC) of 40 shall be used.
f. Access hatches must be installed in the ceiling wherever drywall or plaster is used to facilitate access to the entire ceiling cavity.
a. For preliminary planning purposes, 20 square foot per student should be used. This will allow for seating, circulation, media equipment, and space requirements to meet accessibility standards and adequate lecture space.
b. Tables should be permanently attached to the floor.
c. The room layout should allow for a minimum of 4 feet between each row of tables. This allows sufficient room for walking and for moving chairs in and out of position.
d. Seating arrangements should allow for 2-1/2 feet on center between each student.
e. The room layout should allow for 8 to 10 feet from the instructional wall to the edge of the first row of tables.
f. The room layout should allow for a 4 to 5 foot center aisle.
g. The room layout should allow for no more than 10 people maximum in a row of adjoining tables.
h. The room layout should allow for 7 feet from the rear wall to the edge of the last row of tables.
i. The room layout should allow for 4 to 6 feet from the sides of the table to the sidewalls.
j. Tabletops shall have a non-glare, medium shade surface. Light colors on table tops cause reflections and eyestrain and are difficult to keep clean. Dark surfaces also cause eyestrain, especially when white paper is used on the tabletop.
k. Modesty panels or front panels for the tables should be used.
l. Table or student workstation depth should be between 24 and 30 inches.
a. Classrooms shall be maintained in accordance with the general building specifications regarding temperature and humidity.
b. System components (fans, ductwork and diffusers) shall be selected to meet the sound criteria of NC 20 to NC 25
c. Projection booths, rear projection rooms and control rooms shall be equipped with separate HVAC systems or zoned independently of the classroom.
a. All classrooms must have a minimum of four lighting zones. These zones include ceiling recessed VDT parabolic luminaries for the room's general student area. One zone for the faculty workstation, one zone for the demonstration and lecture area and one for the chalkboard or markerboard. Each zone shall be independently controllable via its own separate switch.
b. General guidelines for the selection of light fixtures should include the use of recessed lamps in sharp cutoff luminaries or shielded to provide controlled lighting with minimal light spill on information displays and to avoid shining light directly in the instructor's or student's eyes.
c. The lighting temperature of all lamps shall be specified at 3200°K.
d. The switching of the lighting system shall be low voltage to allow for interfacing to an external audio-visual control system (e.g., AMX, Crestron).
e. Switching controls shall be located near the room entrances and on the front wall near the instructor's workstation.
a. Any audio-visual system requires clean, high quality ac power to operate correctly and reliably, with the lowest possible hum and noise. A conservative number of ac power circuits shall be dedicated exclusively to the audio-visual systems.
b. A true isolation transformer is required, specifically designed for technical system power, with isolated secondary windings. The shield of this transformer shall be tied directly to the technical system ground at the distribution panel - not to the transformer case, which is tied to building ground.
c. All circuits for the system shall be taken from the same phase, with a dedicated distribution panel for all audio-visual classroom circuits.
d. An isolated, insulated ground of #00 AWG copper shall be provided in a separate conduit, from building ground at the transformer case to the multimedia classroom panel ground buss and from the panel ground buss to the equipment rack(s).
e. All audio, video and control electrical circuits should be fed from "clean" legs of the transformer free of high inductive loads. There shall be no elevator motors, compressor motors, blower motors, etc. on the side of the power transformer that feeds the media equipment.
f. Electrical boxes must be staggered and shall not be placed "back to back" on any interior room surfaces.
REFERENCES
Allen, Robert. et. al., Design of General Purpose Classrooms and Lecture Halls,
Penn State University: Classroom Improvements Committee, 1991.
Ballou, Glen, Handbook for Sound Engineers: The New Audio Cyclopedia, Second Edition, Indiana: Howard W. Sams Publishing, 1987; SAMS a Division of Macmillan Computer Publishing, 1991.
Burnor, Dave, "Conference Room Design," Video Systems, January 1992, pp. 20-24.
Davis, Don and Carolyn, Sound System Engineering, Indiana: Howard W. Sams & Co. Inc., 1975.
Davis, Gary and Jones, Ralph, Sound Reinforcement Handbook, Wisconsin: Yamaha Music Corporation, 1987.
Dixon, Fred L., Facilities and Systems Design For Communications, Paper presented at the International Communications Industry Association Conference (INFOCOMM), January 1993.
Kerstetter, John P., "Designing Classrooms for the Use of Instructional Media: A Planning and Specifications Checklist," Media Management Journal, Fall 1986, pp. 25-28.
Terlaga, Kory L., Training Room Solutions, Connecticut: Howe Furniture Corporation, 1990.
Dickens, Janis L. and Tanza, David J., Classroom Guidelines for the Design and Construction of Classrooms at the University of California, Santa Cruz, 1996.
Mullins, Thomas and Hopkins Roberta, "Facilities Planning in the Electronic Age," Sound & Communications September 23, 1996, pp 22 - 27.