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                      ( http://www.abs.gov.au )

There was greater use of these technologies in capital  cities, as shown in Table 5, although the difference is not great.

Table 5.  Regional differences in Internet  usage - June 2000

                                                                                                                     (ABS 1, 2000)

The industries that were the most intensive users of the Internet , including the Web , to facilitate business  processes comprised mainly those listed in Table 6.  The statistics do not include the use of e-mail  or information  searches on the Internet.

Table 6.  Use of the Internet  to support business  processes - June 2000

(ABS 1, 2000)

Table 7.  Businesses using the Internet  for ordering goods and services - June 2000

The commercial  world is often one of the first places  to examine the benefits of new methods and technologies, much earlier in fact than the education sector.  The same is the case with electronic or
'e'-everything.  It therefore makes sense to learn from the experiences of similar developments in related industries.  The retail industry  is one example where 'clicks and bricks' has been examined and exploited, with varying results.  The initial introduction of online  competition required conventional stores to emulate the entrants and adopt online technology .  “We'd rather cannibalise ourselves than have someone else come and do it” (Stuart, 2000).  But business  fundamentals apply even in the online world: the high cost  of running award winning web sites is one instance of the costs that need to be contained in a highly competitive environment .

The initial hyperbole of the obsolescence of conventional bricks and mortar stores in the online  era has been replaced by a more mature view: online stores are now going full circle, adding bricks and mortar to web presence (Stuart, 2000).

One of the lessons learned in the e-commerce  world is that the successful clicks and mortar business  should be seamless to the customer .  To maximise performance:

·        Everything must work  perfectly

·        The store should know the customer 's preferred channels. In the VET  context, providers  need to be aware of the preferred learning technologies of individual students

·        Strong customer  call centres  are required to provide excellent customer service

·        Superior data  mining applications  need to be installed to furnish current and accurate product and customer  information .

Synergies  will then appear between the online  and physical  components of the operation.  While information  provided online usually advertises the availability of goods at the physical store, in the case of one retailer the web remains the company's main retail channel; stores are simply for customer  convenience and to steer them to the site.

There are many lessons to be learned from the business  world, where companies are finally beginning to recognise the competitive advantage  of leveraging their physical  locations through their online  initiatives (resulting in “clicks and mortar” or “clicks and bricks”)  (Creighton and Buchanan, 2001).

The necessity to provide vocational  education and training in a cost -effective manner, and the evolution of an increasingly competitive environment , requires providers  to adopt a sound business  approach to the provision of services.  When considering the deployment of both physical  and online  infrastructure , it is essential that providers focus on the primary business they are addressing.  In the US  “ colleges are … not in the campus  business but in the education business” (Creighton and Buchanan, 2001).

Corporate  Training

Citing a United Kingdom Green Paper, Marcus Evan (2001) has observed that lifelong learning  and workplace  training are key components in the modern development of business , large or small.  According to a US Conference Board Survey, “a quarter of the CEOs surveyed identified the shortage of key skills as a challenge facing their organisations. The Conference Board tracked some of the workplace education programmes and found that these were instrumental in turning skills into profit. … With technology  advancing on a daily basis few workplaces  are exempt from the impact of these technologies. From simple to complicated technology, a training programme that introduces the benefits and “how to” aspect of technology can help workers become more productive more quickly”  (Evans, 2001).

Corporate  training departments are responding to these changes in the economic  and social  environments and are examining how technology  can be exploited to support them.  In 1998, the American Society for Training  and Development published the 1998 Learning Technology

Research Report.  In this report, the authors restate principles of special relevance to training from Don Tapscott in The Digital Economy:

·        Increasingly, work  and learning are becoming the same thing.

·        Learning is becoming a lifelong challenge.

·        The new media can transform education, creating a working-learning infrastructure  for the digital economy.

The ASTD report goes on to identify four key developments in learning technologies to support these principles.  Each development is described in detail and expert opinions are given regarding the potential impact:

·        The Internet  – communication  and linkage

·        Intelligent Tutoring Systems  – addressing individual needs and differences

·        Object-based Learning  – organisation  and access  to information  and instruction components

·        Voice Recognition  Technology – new options for user interface

The authors close with:

“Although classroom  training will remain a necessary vehicle for creating learning, it will increasingly be augmented with, and in some cases replaced by, electronic means of learning.”

A recent survey was sponsored by TAFE  Frontier in Victoria and Online Learning  Australia to examine the state of online  training in Australia, the first of its kind to be conducted in here.  In the course of their conduct of that survey about online learning , they also collected some important findings about the general state of training in public and private organisations in this country.  The response distribution of the survey was 73% private sector , 27% government sector (TAFE frontiers, 2001).

§         38% of the respondents indicated they would be increasing their training expenditures in the following year (2002), with the likelihood to be higher in the private sector , of which 83% were in wholesale trade, 66% in agriculture, 57% in construction, and 50% in accommodation , transport & storage, education, health & community  services.

§         Those private sector  groups indicating a decrease in their training expenditures were: utilities (33%), transport and storage (19%), finance and insurance (17%), and culture and recreational (14%)

§         Plans to use online  systems in training delivery is set to more than double over their current practices, with driving factors nominated highest as cost , accessibility , speed, consistency, and improved learning outcomes.

§         Those moving toward online  delivery or already using it most often describe a whole of organisation  view to operation and planning  as opposed to a department or smaller unit level, and see it as part of the strategic issue of the organisation

§         There is a mix of internal development and operation versus external contracting for provision of the programs, with TAFE  and educational institution being lower on the list of those external agencies that would be sought out for assistance in developing and delivering the programs.

This mix of factors shows that private and public agencies in Australia are increasing their training and that the growth is in online  delivery, including multi-media  and teleconferencing  methods.  Students who come from VET  programs that already have developed the ability to learn using these methods will be a step ahead for continuing their learning in the private sector  training programs, a lifelong learning  benefit.  Some work  is to be done to develop the relationships of TAFE  and educational institutions  with the workplace , and to 'sell' their ability and knowledge  in online and technology  supported learning.

VET  facilities  in Australia

VET  providers  are as varied in themselves as the education sector is generally.  There are the TAFE  Institutes in the States and Territories providing educational access  in urban, suburban, regional and rural  settings.  There are private providers with publicly accessible commercial  training programs, providers embedded in specific companies and industries, and group training companies. 

VET  is taking place in community  settings (e.g. neighbourhood houses in cooperation with ACE), and learning centres  that may be owned by TAFE  or jointly owned/run with other sectors (e.g. Learning Network Queensland  that is predominantly higher education). There is VET in schools  and VET in universities .

VET  providers  may have multiple campuses ranging from large, modern, high-tech to very small, run-down with poor technology  infrastructure . Staff may have several workplaces  – different campuses but also training in the workplace  for enterprise clients which has implications for the quantity and kind of spaces they need.

If you can imagine a setting for vocational  education and training, there is probably at least one if not multiple examples of that somewhere in this country.  This diversity in itself is a challenge for developing coherent views about the implications of technology  on educational facilities . And it is this variety that makes for such a rich opportunity for using the technologies to enhance the educational process.

VET  is experiencing difficult funding  consistency.  Choices must be made in times of tight resources  where the environment  includes long travel times to campuses, trade-offs of technology  versus or in conjunction with physical  facility solutions, and a great need to plan with all these trade-offs in mind.

E-learning 

By incorporating new technology , features can be introduced that improve the quality of teaching  and learning.  Information and communication  technology (ICT ) allows access  to new media and content .  Most strikingly, the Worldwide Web  constitutes a vast resource of information  to inform the learner about a wide variety of topics, particularly in technical areas.  There are, moreover, ingenious ways to use the Web to enhance the learning experience (Creighton and Buchanan, 2001).

ICT  may more effectively communicate information  involved in teaching  and learning. For example, the use of video  allows the student  to repeat difficult or complex portions of a lecture or demonstration to increase their comprehension of the material presented.  Similarly, videoconferencing technology  can be used to enable a guest lecturer or demonstrator to present material on which he or she is an expert or has particular experience. These techniques can increase the time spent in meaningful discussion.  In addition, instructor time can be utilised more efficiently, and less accommodation  may be required for teaching staff .

ICT  also enables information  (in the format of documents like this report, worksheets, or designs) to be shared between students  in the same space, different buildings within the same institute or elsewhere.  It therefore fosters project working, collaborative  working and team teaching —all of which can be independent of location.

Computers can redefine not only how you teach but what you teach (Nair, 2000).  The use of ICT  may be more appropriate to the actual subject content , such as courses in information  technology  or media production techniques where the ability to use computers  and electronic presentation technology is a core skill to be acquired.  The use of video  technology can allow manual activities to be displayed to remote students  in a much more understandable way than the study of static printed diagrams.  If interactivity is added, simulation of physical  work  activities can be used as a cost -effective instructional tool.  Going further, the actual installation  of ICT is itself a source of practical knowledge  which can be incorporated into the curriculum .  In summary, it is necessary to go beyond infrastructure  and facilities  and seek to integrate technologies fully into teaching  practice (Louis, 2000), seeking innovative ways of enhancing instruction and learning.

In addition to the qualitative aspects of ICT  capability, the introduction of ICT has quantitative implications.  As enrolment demand grows, or at least fluctuates, ICT can be deployed to ensure overall targets and commitments are met. For example, learning can be offered via ICT for access  within provider facilities  and for off-site access in the form of online  courses for remote learners .  This strategy  reduces the need for additional bricks and mortar and therefore can result in significant cost  savings.  The key driver of these savings is the substitution of learning via physical  attendance at the institute, by online learning  from home or the workplace , at least part of the time.  In assessing the overall effectiveness of this strategy, it is necessary to account for any additional costs incurred at the remote locations.

The new technology  should not widen the gap between privileged and underprivileged students  (Louis, 2000).  Rather, the deployment of ICT  can improve access  by economically, geographically or physically disadvantaged  groups.  In order to achieve equity of access within provider facilities , ICT should be widely available throughout appropriate buildings, rather than in dedicated computer rooms. Of course, ICT can also be used to link different provider facilities, thereby facilitating access by achieving economies of scale, especially in rural  areas where resources  are spread thinly.

The potential for after-hours use of provider facilities  by the local community  is also relevant to the deployment of ICT . In some cases, it may make sense to incorporate community technology  centres into provider facilities. It might be necessary to adjust the capabilities of the equipment to recognise the skills base of the users.

The use of ICT  enables providers  to respond more effectively to rapid changes in market demand and move into new fields; corporate training would be a relevant example.  In a similar manner, ICT can be used to counter the entry of other commercial  competitors into the market. However, in implementing counter-strategies it is important not to divert or prejudice the existing goals and objectives of the institute.  It is also advisable to conduct a thorough strategic analysis to understand the sources of the provider's competitive advantage  in the new area of business .

Challenging assumptions about change and planning

Change  is a common theme when technology  is the topic: the implications of change, how to handle the changes in an organisation ; and the benefits and challenges that accompany the ‘new' circumstances.  Introducing technology into teaching  and learning is no different from other considerations of change.  What is different about ‘change' in today's world?

Strategies to bring about change to teaching  and learning through the integration  of technology  need to recognise that the environment  itself is changing. Jilk (2001) has pointed out that there have been shifts in the world that impact any educational design  process, including facilities  design.  These shifts are movements:

·        from an industrial age to an information  age

·        from national society  to global society

·        from minority/majority focus to diversity focus

·        from linear change to waves of change

·        from resource growth to resource stability

·        from some wanting education to all wanting education (Jilk, 2001).

These shifts have had an impact on the rate at which we must manage our planning . 

“In the past, we planned for two years for programs we expected to last for five. Our next generation of learning products and experiences will have more in common with the patterns and cadences of software  development than with traditional curriculum  development. These products involve rapidly developed prototypes that anticipate new learner needs, then continuously improve themselves in response to evaluative feedback. Five years from inception, an expeditionary learning experience will be dramatically different than when first introduced. It will have spawned waves of derivative products, services, and experiences” (Norris, 1998).

Strategic approaches vary in other ways.  We see pilot projects across entire systems, the  ‘Let a Thousand Flowers Bloom' model, characterised by individual faculty  initiatives.  The goal is that these numerous experiments would provide knowledge  in order “to create a sustained, strategic push toward an ‘e-campus ' – a campus that harnesses the best attributes of a physical  campus and the greatest strength of technology ” (Creighton and Buchanan, 2001). Alternatively, Erhmann (1997) states in his realistic evaluation of employment of new technology in education: “ If such strategies (for campus deployment) emerge from independent choices made by faculty members and students , the cumulative effect can be significant and yet still remain invisible. (Unfortunately, the converse can also be true. We may be convinced that we have implemented a new strategy  of teaching  across the curriculum , and yet be kidding ourselves.) As usual, there is no substitute for opening our eyes and looking.”

It is important for those charged with building  and managing facilities  to be aware of the type or types of approaches that are being used in their organisation .  Pilots may not bear fruit.  External change may move the goal posts and lead to new opportunities or decisions.   The requests presented today may not be the needs of the future, even in the near term.

“Traditional strategic planning  methods work  for building  dormitories, but they do not work for building information  technology . IT strategic planning  must be adaptive to change and must be able to change continuously as new developments in technology arise” (Fox, 1998).  If Fox is correct, there may be conflict between the change paradigms employed by diverse groups and interests within institutions.  Facilities developers and managers may have a different mind-set from the IT professionals.  Both may be right from their own perspectives, but not from the perspective of the collective needs of the institution.  How, then, can they achieve balance?

Fox also argues that “This learning infrastructure  does not necessarily require more money, but it does require genuine strategic thinking. The current planning  strategies are not outcome based. Productivity must be measured, and the strategic planning  process for technology  must allow self correction and adaptation to new directions in technology” (Fox, 1998).  Although the comment about not needing money may not be substantiated by other findings, the emphasis on adjustment of the planning process itself in response to the new circumstances outlined by Jilk (2001) is certainly valid.

According to Twigg (1999), only by changing the questions that are being asked and being prepared to consider a redesign of the system will technology  be applied and integrated in an affordable and sustainable way.

“Containing costs—and making use of new technologies to help contain costs—requires a fundamental shift in thinking. It requires one to challenge the fundamental assumption of the current instructional model: that faculty  members meeting with groups of students  at regularly scheduled times and places  is the only way to achieve effective student  learning. Rather than focus on how to provide more effective and efficient teaching , colleges and universities  must focus on how to produce more effective and efficient student learning.  Faculty are only one of many resources  that are important to student learning. Once learning becomes the central focus, the important question is how best to use all available resources—including faculty time and technology —to achieve certain learning objectives” (Twigg, 1999).

Fox agrees:  “This debate regarding strategic planning  for technology  is not innovation  versus tradition, but adaptation versus stagnation” (Fox, 1998).  The affordability  and sustainability  of institutions is dependent upon openness to taking a hard look at how planning and design  is done.

Another way to think about change is transformation  – moving from one state to another in perception, function or actuality.   In her paper, “Conditions for Transformation: Infrastructure Is Not the Issue,” Carole Barone (2001) summarises Twelve Campus Conditions for Transformation, most of which are procedural, attitudinal, and organisational rather than technological.  She states, “…the only way to transform gracefully is to ensure that the process is institution-wide.”  A key aspect is that the people in the institution are ready to change.  A tool for determining that readiness has been developed and can be accessed at Conceptual Framework for Distributed Education and the Institutional Readiness Topology (see http://www.educause.edu/ready/ ).

Even when a change in thinking occurs, and new facilities  using the latest technologies are infused into the program, results can vary within and among institutions.  Uniformity is not assured.  Across the Tasman, Brimblecombe (2000) observes that

“Every polytechnic and institute of technology  in New Zealand is making some use of new information  technology and Internet -related concepts such as e-mail , discussion list servers, browsers, web pages, chat, intranets and associated new media forms are now recognised throughout the sector. However observation indicates that current developments incorporating effective use of new information technology and media to support course delivery and provide learning opportunities are still somewhat uneven. In addition, at management level some institutions may still not view such use of new technology as crucial in a strategic sense, or have a visible plan to manage its long-term development” (Brimblecombe, 2000).

This does not mean that the work  should be put in the “too hard basket”.  It does mean that expectations need to be managed as well as the process itself.

In the university sector, questions are being asked about the sustainability  of multi-mode delivery, where technology -delivered options are being provided at the same time as traditional face to face lectures (Hagel, 2001).  The comparison made is the traditional distance education  with the traditional campus  based programs. Hagel argues that “universities  need to start making the hard choices so that their resources  and capabilities are focused on achieving defendable product-market positions.”  Should a similar debate be held in the VET  sector as well?  Yes it should.  Remembering that it's not only about ‘product-market positions' but about education, current research indicates that both students  and teachers  consider that some face to face group contact is desirable—and is even essential in the early stages of study— for students inexperienced in e-learning and for students with low literacy/ study skills.

General Planning and Design  Considerations

New Philosophy affects the Environment; new Environments influence the Philosophy

“Winston Churchill is reported to have observed that ‘We shape our buildings and afterwards our buildings shape us'”. (Jamieson et al 2000)

The new technologies and their associated environments are influencing a re-examination of the pedagogy  that is taking place in our institutions.  This examination has “…become the catalyst for fundamentally rethinking how the on-campus  teaching  and learning process is conducted. Critical questions concerning the pedagogical  process, architectural assumptions and the role of educational technologies need to be addressed”  (Jamieson et al, 2000).

Deconstructing the educational process exposes the assumptions upon which it is based. The RMIT Faculty of the Constructed Environment has developed a model that deconstructs the components of their program by: mode of engagement of the learners; the facilities  available/required; and the subjects. It then reconstructs them into a range of flexible  delivery/access  options, putting the teaching  staff  in the middle of the process to determine the specifics in each category (Hough, McNaught and van Schaik, 1998). Bester (1999) describes a similar analysis of the new pedagogy  requirements in open learning and community  based settings in South Africa.

As the educational paradigm  is revealed and rethought, the administrative support structures that are required to support the types of learning environments needed are also open for consideration.

“Learning environments cannot evolve without the adaptation of practical educational applications  strengthened by strong administrative systems. To achieve this, there should be a philosophy in higher education of delivering computing services as a public utility, such as electrical services or telephones. In order to accomplish this philosophy, in order to make decisions that will create a collaborative  learning environment , the two sides of education must meet: the fiscal and managerial must meet with the academic  and philosophical” (Fox, 1998).

One of the philosophical shifts being made is to student -centred programs, away from programs designed around the teacher or content . Student-centred (or learning-centred ) designs give greater attention to individual learning styles  in format and pace, as well as interest, need and order. Learning is a more active process, rather than passive listening and restatement of information  from lectures. Activities are often problem-based and unique. These considerations are increasing the need for flexibility  within our institutes (SCUP, 1998).

It is a challenge to move to that level of flexibility . Blending face to face and technology  enhanced is one approach that is taken to move through and accommodate the changes in the institution.

“Blended learning  provides a model for gradual design  and implementation of Web -enhanced environments, addressing the campus  theme of enriching education through technologies. Its success as a strategy  for change stems from its pedagogical  value in interactive student  learning, as well as its alignment with the campus mission and student needs in an information  age of advanced telecommunications ” (Morgan, 2000).

To accomplish this blend, the entire instructional process is reconsidered:

“These arrangements in turn affect the processes involved in conducting each aspect of the interchange: preparation of inputs [instructional materials], access  to the inputs during the teaching  and learning process [access during the teaching process in traditional environments, access to the same and extended information /ideas during follow-up and practice activities outside the traditional classroom ], modification and addition of new information/creations by the learners in subsequent meetings and for assessment purposes, that is, the outputs of the learning activity” (Butler, 2001).

To support the teachers  in this shift, new services are required to enable teachers to meet the new needs.  “As the tools systematically replace older forms, the center (for teaching  and learning) can show how the tools might replace or complement previous methods and how they can generate new uses” (Marcinkiewicz, 2001).

Eventually, the effects on students  and their activities are incorporated into the process as well. “The changes in teaching  practices highlight the needs of students introduced to this new technology  supported environment , including forming a project, evaluating online  information  sources, and preparing reports for presentation using modern technologies.” (Chaffee, 2001). Comprehensive help desk support is essential, by telephone as well as on the web. This may increase numbers of technical staff  and have implications for facilities  planning .

Butler (2001) reports this change from blending on a volunteer basis followed by a requirement of all students  in subsequent subjects.

“My original intent was to encourage student -centered learning in my large class. But traditional methods of doing this took too much time, and my department was not able to fund more student assistants. Had I not found ways to use modern technology  to achieve these goals, I would have been forced to abandon my plans” (Butler, 2001).

Norris (1998) identifies “four elements that will revolutionise our capacity to engage in perpetual learning:

·        “a new breed of fused-use facilities , 

·        ubiquitous information  and communications technology  (ICT ) infrastructure , 

·        new “expeditionary” approaches to program development, and 

·        the emergence of a new generation of “learning agents” serving individuals and organisations (Norris, 1998).

In his paper about the philosophical change from a “teaching ” focus to the “learning” college, Terry O'Banion, Executive Director of the League for Innovation in the Community College, states that “the ubiquitous application of information  technology  to every facet of the educational enterprise will create monumental change that gives the appearance of a revolution” (O'Banion, 1998).

Jamieson (2000) lists seven design  principles to support reaching the new learning philosophy:

New Design  Principles:

Principle 1: Design  space for multiple uses  concurrently and consecutively

Principle 2: Design  to maximise the inherent flexibility  within each space

Principle 3: Design  to make use of the vertical dimension in facilities

Principle 4: Design  to integrate previously discrete campus  functions

Principle 5: Design  features and functions  to maximise teacher & student  control

Principle 6: Design  to maximise alignment of different curricula activities

Principle 7: Design  to maximise student  access  to, and use and ownership of, the learning environment

As these design  principles are put into practice and new facilities  are available, no longer will teachers  and students  encounter barriers when incorporating the new learning paradigms, and hopefully they can expect a result of “success breeds success”.

Flexibility  and modularity

The Flexible Learning Framework  is an acknowledgment by the VET  sector that we no longer live in a world of static boxes, either in our organisations, our spaces, or our information . The speed at which new knowledge  and information is generated, new products come on the market, and therefore changes are made to our curriculum  and methods is increasing. Flexibility  and modularity  in our physical  spaces are important concepts when designing for today and tomorrow.

The instructional environments and roles of teachers  are changing. These changes impact on the physical  spaces in which they are working.

“To some degree, teachers  will move from being composers to being conductors, assembling materials and motivating students  more than writing new scores from scratch. While this disaggregation of education allows consumers to pick a variety of learning experiences and customise course timing, content , and interface, it also makes packaging, continuity, and assessment difficult. It is important that higher education institutions preserve their critical role in programmatic sequencing of courses and assessment, even as their other “middleman” role of overall educational broker is reduced” (Klingenstein, 1998).

The forms and sizes of student  learning groups are changing. An OECD report (Louis, 2000) has observed that the flexibility  is across the education program generally, and the facilities  must be able to accommodate that variability.

“Another point worth stressing is the importance of adaptable, modular space, in particular to facilitate working in small groups and providing individual tutoring for some students ; this will also encourage teamwork on the part of teaching  staff . For while the new ICTs will not “do away” with teaching, the challenge for the school is to go beyond infrastructure  and facilities  and seek to integrate these technologies fully into teaching practice; emphasis on the flexibility  of school buildings is not enough, there must be sufficient scope for innovation , and for an effective appraisal of the impact of these technologies, the essential aim being quality” (Louis, 2000).

As ad hoc needs arise in the teaching  and learning exchange, so must our facilities  be able to be easily shifted to take advantage of the moment. The flexibility  of those facilities must be quickly accommodated multiple times within the teaching day. “Flexibility  or adaptability to support the creation and direction of just-in-time learning design  based on learners' needs and context for learning; meeting the challenge of cost  effectiveness will mean that learning spaces  should adapt to different needs several times each day” (Jilk, 2001).

Institutions are also acknowledging the importance of considering individual learning styles  when designing instructional programs.  Consistent practice is not always evident: there are practical constraints.  A provider can't afford to offer half a dozen different learning modes in any one course, so it is likely to choose the one that suits the students  best – or that the provider sees as most advantageous for itself in some way. The combination of student  learning styles crossed with curricular needs, such as ‘hands on' subjects as opposed to information  or cognitive skill development, means that facilities  must take into account more than one variable at a time.  “If students learn differently—and common wisdom and research on cognitive styles strongly support this assumption—then it follows that students are likely to increase their learning if their different learning styles are accounted for in the instructional process. Colleges can better address the variety of learning styles by offering more options in the way instruction is provided” (O'Banion, 1998).

Flexibility  also applies to the ability of a provider to provide access  to learning programs and supporting information  for students  wherever they are located throughout the institution and outside it – at work , at home, at learning centres  etc.  “For example, unlike corporate workers, who tend to stay at a single computer all day, many of our workers (students) will work at several different computers  during the course of their day. This creates a mobility  requirement for services such as authentication  and customisation that we in higher education will likely need to address ourselves. Similarly, our directory services requirements, as public institutions, have aspects that differ from the corporate sector…” (Klingenstein, 1998).  If the technologies are in place to allow the movement of students from workstation to workstation, then the facilities  designers should take this into account in their design  and asset management decisions.

Value of Strategic Relationships

Strategic relationships with other groups with different interests to the institution's mission are cited as important to planning .  We must be more collaborative  in our planning efforts, as Jilk (2001) describes it “integrating curriculum  partnerships , broker services, seamless learning, labor and management, student  and faculty .” Creighton and Buchanan (2001) argue that “consortial relationships, outsourcing, partnerships with for-profit providers , and well-conceived spin-offs of particular activities will all be increasingly common as institutions seek to utilise their resources  to maximum effect.”

In describing the partnership relationships in their experiences at Sinclair Community College in Ohio, Coburn (1999) explains that introducing new technology -enhanced facilities  can enhance partnerships  formed for other purposes.  “Other less visible innovations include the many partnerships that have contributed to the building  and its functions . First, and always still under development, are partnerships with major local employers such as General Motors and Dayton Power and Light. As Sifferlen notes, today's less-abstract learners need “authentic learning experiences closely aligned to the workplace .” CIL (the Center for Interactive Learning) is seen as integral in retraining employees to shift from one job to another.”

Coburn also describes how the development of the new facility provided opportunities to develop new partnerships  for different purposes but which benefited both the building  project and their own needs. “Other partnerships have influenced the building itself. For example, Anderson says that Sinclair is partnering with the nearby University of Dayton for an ongoing study of how lighting affects learning. And furniture  manufacturer Steelcase has been a partner in designing and providing flexible , movable furnishings that accommodate both individual and group learning.”

Mawson Lakes Technology Park  in South Australia http://www.techpark.sa.gov.au/idx_over.htm is an example of business , educational facilities  and associated amenities being developed together. The educational institutions  are the University of Adelaide and secondary colleges, but no VET  providers . The focus of the park is on technology  and the associated services are “Advanced IT infrastructure  and a cluster of IT companies and IT Research Institutes. … Fibre optic communication  loops are installed at Technology Park Mawson Lakes with data  transfer capability ultimately to 155 megabits per second; and are being linked with the adjacent University campus  and newly constructed college.” Not only are the commercial  and educational facilities supported with technology, but “there is broad-band cabling to Mawson Lakes homes, pre-wiring of homes, and wiring to facilitate future remote metering of all utilities.”  This level of integration  of work , home and school, with a similar technology infrastructure is something to take note of when thinking about workplace  training in the future. Should VET providers start joining in these types of projects?

A similar project is underway in New South Wales . Called ac3, http://www.ac3.com.au/, the website information  suggests that the focus of the services is access  to high performance computing.  The description of the project states: “ac3 is a partnership between the NSW Government, Australian Technology Park (ATP), the University of NSW, the University of Sydney, The University of Technology Sydney, TAFE , and industry partners including IBM, NEC, and SGI.”  In fact the TAFE Commission of NSW is a founding partner.  Information suggests that graduates from the various educational institutions  will be available for work  with the commercial  ventures associated with this project and the Australian Technology Park.  Unfortunately no further information is provided about the specific activities of relevance to VET .

Both of these ventures demonstrate the collaborative  efforts that are happening in this country for economic  development in the technology  and technology-intense sectors.

Nonetheless, caution should be taken in developing external partnerships .  An OECD student  roundtable recognised the important contribution that relationships with business  can provide for access  to hardware and software  but did not want to support a mono-culture or commercial  monopoly as they were concerned about the predominance of English language cultures  and the Microsoft product line (OECD, 2000).

Involvement of Future Users, Designers and Technical Experts

In order for systems development techniques to be successful, developers must utilise a team approach to development using a leadership style similar to the one Paul Bryant, an American college football coach, described (Fox, 1998):

If anything goes bad, I did it

If anything goes semi-good, then we did it

If anything goes real good, then you did it

That's all it takes to get people to win football games for you.

-Paul “Bear” Bryant

Successful projects use teams.  Planners , designers and managers of education facilities  need to involve users and technical experts. “The first step is to form a team of decision makers that has a range of expertise – a team that includes both educators and information  systems (IS) experts who will work  closely with the design  professional” (McDavitt, 1999).

The Seminole campus  of St Petersburg Junior College in South Florida is creating a “Centre for Excellence in Teaching, Learning and Technology.” In doing so, the College provides “an infrastructure  of administrators , technical experts and a team of support staff , to help designers create the vision  of enhancing education with technology ” (Morgan, 2000).

Educational systems design  includes teaching  staff , student  administration staff, library staff, student counsellors, financial services, facilities  managers, and teaching department secretaries, who all have a stake in the workability of the system and different insights into its components.

Speaking of IT systems, but equally appropriate for consideration in the literal term of “building ” systems, Fox (1998) says “In building systems in higher education, users must be a part of the distributed team that creates the system. Planning is crucial, and teams should cross organisational boundaries.”

Jamieson et al (2000) argue that one of the keys to success is the involvement of the users of the facilities  in their design , both for integrating into existing facilities and for developing new ones. “In either case, teachers  and students  rarely, in the authors' experience, have meaningful input into the design of facilities” (Jamieson et al, 2000). The results have been ‘battery-hen' style designs as one example.  Projects that have relied solely on architectural expertise have been designed to support traditional facilities with which those experts have been most familiar. Jamieson contends that:

·        current practices of design  are hampered by the fact that teaching  is not a standard, definable activity,

·        facilities  development organisations “tend to be separated from the ultimate building  inhabitants by a builder, a project manager and a facility manager, a separation that makes the re-negotiation of architecture-pedagogy  assumptions quite difficult,” and

·        the propensity of these organisations to create in isolation, which is “(a product of the often adversarial architectural school pedagogy , of the profession itself and the awards mentality driven desire for iconoclastic designs), and a participatory or social  form of design  process is all but a dream in most cases” (Jamieson et al, 2000).

Teachers  need thinking and talking space to foster creativity. In other words: people are who are organisationally and culturally separated find it difficult to come to common definitions of what is needed.

“Staff and students  would need to have the right to shape their places  of teaching  and learning in much the same way as they shape the curriculum . The financial, occupational health safety  and welfare, technological, staffing, research, energy, services and administrative devolution to academic  departments which has occurred in the past decade would need to expand to include the design  and management of the built environments in which all of these activities are carried out” (Jamieson et al, 2000).

Campus communities  have cultures  and ways of doing things, which should influence facilities  planning  processes. For example, planning processes for a classroom  renovation  project undertaken by the Western Washington University included the following requirements in their planning processes:

1.       We had to quickly develop policies and procedures that would allow academic  and administrative planners to work  together seamlessly on a large renovation  project, when little precedent existed for this on campus .

2.       We had to develop a consensus on both the classrooms to be renovated and the levels and types of technology  to be included.

3.       Our faculty  senate requested that we make major changes in our classroom  scheduling policies prior to completing the renovations.

4.       Faculty members continually requested that we undertake initiatives for training faculty  in the use of the new classrooms, while no training programs had yet been planned (Gilbert and Grayum, 2000).

These involvements can have a huge impact on the timing, pace and coordination of many components of a project that must be accounted for in project schedules.

Commenting on development of a common vision , Gilbert and Grayum (2000) point out that: “We also knew that this vision needed to be closely tied to documented faculty  needs. A vision without strong faculty support would be little better than no vision at all.”  They equally acknowledged that the vision might vary among the different teachers  involved. They attempted to overcome the variances by involving teachers in the next detail level of design  through a simple survey (including which classrooms would be upgraded and what features would be incorporated), widely publishing and celebrating the faculty contributions and, finally, relying on that information  to inform the planning  decisions taken.  The administration was then asked to approve the results as representing the directions of the institution.

Morgan observes that “For academic  integrity, faculty -driven design  is essential to innovation  in the academic community . Blended learning  is both an individual as well as a shared collective vision  (emphasis added). For administrators , it offers a solution to reduce the demand for physical  space while meeting the institutional goal of enriching education with technology . For students , it brings the new convenience of online  asynchronous learning and leads to a technological literacy needed in the information ” (Morgan, 2000).

The OECD student  roundtable report also indicates the importance of user involvement: “It is important to take the educational purpose of school buildings into consideration from the outset; here, close dialogue with future users is a way of carefully integrating pedagogical  requirements” (OECD, 2000).

One of Marcinkiewicz's criteria for success is to “Empower faculty  members by having them participate in instructional technology  decisions, plan and conduct training sessions, and lead by example” (Marcinkiewicz, 2001).  Ryland also points out that “While this process can benefit from guidance by a chief information  technology officer, it must involve all sectors of the campus  community , especially faculty, as a participative, cross-campus process” (Ryland, 1998). This should not be limited just to teaching  staff . Others in the organisation  should contribute to the planning  process to explore what their stake is in good design  and identify to which parts of the process they can usefully contribute.

The technology  experts need to be part of the team as well as academics and administrators . “When designing facilities , be sure instructional technology staff  has input before space layout is completed (for example, seminar rooms don't work  well if there is one group of students  encircling a table, and a second group behind them). Architects  seem to lack sensitivity to functional IT requirements” (Schoomer, 2000).

Relationships among people within institutions also need to change.  As Fox (1998) states,

“This restructuring of the IT organisation  requires a metatonia - a shift of mind - because, while a change in infrastructure  can facilitate the potential of the information  age, only the people in the organisation can transform potential into reality. It requires a shift in the minds of university leadership, of the IT leadership and staff , and of the IT customers which include faculty , staff, and students . This metatonia will require them to look at the organisation in a new and different way as interdependent groups, departments and individuals rather than isolated areas of structure” (Fox 1998). 

Just as users should be involved in decisions about technology  and facilities , administrators  and leaders must take responsibility for the overall strategy .  Barone (2001) states “For institutions of higher education to adapt to these new learning styles  without polarising the campus  between traditional and virtual  extremes, leaders must take direct responsibility for translating the emerging reality into institutional terms.”  She goes on later to say, “This new style of higher education leadership must accept responsibility for linking infrastructure  to academic  strategy within the unique value system, culture, and worldview of a given institution.”

Students should also be able to participate in the process. The insight they can bring is illustrated by the findings from a recent exercise conducted by the OECD CERI project (OECD, 2000) which asked students  to participate in online  discussions, followed by a roundtable meeting, about the use of technology  in education.  The findings are summarised as follows:

·        First, it is people, and the way they develop relationships with each other and with computers , rather than the flow of electrons within the computers, that determine whether technology  is used well. Much of the discussion focused on relationships between students  and teachers , and among students themselves.

·        Second, there is great potential for teaching  and learning methods to be changed fundamentally by ICT . But the students  did not think that this had yet happened, with computers  mainly being used to do old things better rather than something fundamentally new. The students wanted to move things forward, but insofar as they had revolutionary ideas about education, they were Mensheviks rather than Bolsheviks: the consensus was for gradual change, taking care to develop teacher and learner roles in ways that would work , rather than overthrowing all that had come before.

·        Third, the places  or context in which learning occurs – whether in the classroom , the computer lab, at home or in the community  – affect profoundly the process of learning with computers . Students had found, as much through the development of practice as from any conscious policy, that certain types of computer-based learning thrive at home, and other types at school, and that habits have developed accordingly.

·        Fourth, local cultures  must be linked strongly into the use of computer-based resources . Although it had not been a major part of their brief, many students  put a strong emphasis on resisting the domination of monocultures and monopolies in the light of globalisation : most particularly, they wanted to be slaves neither to the English language, nor to the American culture, still less to a company with a dominant market position, such as Microsoft.

·        Fifth, the way in which technologies themselves are developed and accessed continues to be of prime importance, even though in the four ways listed above the problem cannot be seen as purely technological. Even as technological competence continues to advance, so do expectations of them, and there is a lag insofar as the technologies often do not work  for students  as they had hoped. Sometimes this is also linked to a resourcing lag. These consumers, as for any product, will not be impressed by the design  of educational technology , however imaginative, if it does not work as advertised.

Role of Principals and Education Facilities Managers

The Principal of a TAFE  Institute or education facilities  manager can play an important role during installation  of ICT  and extensive civil works (Brenner, 2000).  At a practical level, principals  can provide information  sessions for students  and teachers  to advise them about the installation process, the progress of the work , safety  rules and other issues, which might include:

·        Security.  If alarm systems are disabled during, for example power cabling installation  there may be increased risk of theft, vandalism or fire.

·        The need to reschedule activities because of the presence of noise, dust etc.

·        The benefit of early detection of water ingress before damage to furniture  or electronic equipment occurs. 

From a strategic level, the leadership and example set by principals  can facilitate better involvement of all stakeholders in the facilities  planning  process.  Indeed, it is a key responsibility of top level management to make these opportunities available so that the outcomes meet the needs of those delivering the programs to students .

Education facilities  managers have a responsibility to listen and respond professionally to the input received from the teaching  staff  and learners, while doing their professional tasks in regard to designing, developing, implementing and maintaining the teaching and learning environments.  The new component brought by ICT  in this general approach is the incorporation of the technology  expertise from in-house staff and vendors of technology services and equipment.  Communication among these groups is essential for a successful on-going teaching and learning environment .

Attitudes of the Users and Decision Makers

Just as not all facilities  are alike, so too is there variation in the attitudes that are brought to discussions about technology  in education from teachers , students  and administrators . Some are extreme supporters with ideas that technology based educational delivery will replace the traditional, others are of a totally opposite view and some are neutral, taking the best of both options. (Creighton and Buchanan 2001)

As mentioned elsewhere in this report, the cultural differences and values of the various groups will impact the attitudes that are brought as well.  All may be committed to educational quality, but how and to what benchmark may differ.  Fox suggests that the way to address these differences is through developing “trust; trust, in turn, requires common beliefs and values”  (Fox, 1998).  And if not totally common, at least identification where subset commonalities lie.

Student attitudes toward the impact of technology  on their learning are quite positive – as long as the technology works. They get frustrated and disillusioned when servers are down; software  versions are incompatible, etc. Chaffee (2001) reports extremely positive student  attitudes and high utilisation of computing with perceived benefits for their learning where universal access  to networked computing resources  exists. She also reports overall benefits to the institutions in faculty /student relations, a stronger focus on teaching  and learning values and outcomes, better access and equity with regard to information , development of business  partnerships  and economic  development activities resulting in “internships, scholarships, and opportunities for individual work  experience…”, and more frequent hardware and software upgrades.

In a recent audit of the Victorian equipment and facilities  in VET  education, students  and teachers  varied in their satisfaction levels (Auditor General, 2001).  Students and graduates were satisfied with the equipment as “just adequate”, but teachers were not to the same level of satisfaction.  Students indicated difficulties with access  to equipment.  Teachers  indicated the need for more frequent upgrades.  They also discovered that there was a lack of adequate numbers of printers, specialist software  such as desktop publishing, and a need to upgrade operating systems to the next level.

Morgan (2000) reports for his students  participating in a web-enhanced course at the St Petersburg Junior College, “Most students surveyed preferred blended or distance learning  to traditional classes. Only 5% of the students surveyed prefer traditional methods of learning after taking a class using blended delivery.”

The belief that a computer literate  generation will automatically adopt and thrive in a technology -rich educational environment  is, we believe, proven a myth (Poindexter and Basu, 2000). This was found in an Information Systems class using laptops during class. “… peers helped each other learn new skills and overcome computer anxieties.”

Students have high expectations. The technology  must be available to meet what is expected of them in their learning and it must work . In the OECD student  roundtable it was concluded that, “As students  understand better what ICT  could do, their impatience with limited facilities  grows” (OECD, 2000).

Sharing ideas and concepts

Because the impact of technology  on the built educational environment  is a relatively new area of research and analysis, it is critical that ideas continue to be exchanged. One venue for this exchange on an international  level that is getting results is the Programme for Educational Buildings (PEB) convened by the OECD. “The approach of PEB is by no means a vision  “imposed” from above; it builds upon contributions from the countries and institutions participating in the Programme, since PEB is a forum for discussion and exchange serving all the stakeholders, be they Member countries, local authorities or research institutions. The idea is to draw upon experiments and innovations by all concerned, if only to avoid making similar mistakes” (Louis, 2000).

Other organisations and forums for exchanging ideas are: CCUMC ( http://www.indiana.edu/~ccumc/ ), the Society for College and University Planning (http://www.scup.org ) and ICIA/INFOCOM ( http://www.icia.org/ ). ICIA offers a certification program in facility design  and installation   (Schoomer, 2000).

Australia has a wide range of geographic service areas – from remote outback communities , to islands, to regional towns and villages, to large urban centres.  Sharing information  with people in a similar geographic situation outside of our own country may be of more value than exchanging with other Australians dealing with a hugely dissimilar set of circumstances.  For example, the standards for classroom  technology  integration  in Jamaica may be a closer match with some of the islander and outback communities than with their mainland urban Australian counterparts.  The Jamaican standards address issues of dust, insects, and water/rain control entry through poorly sealing doors; glare control on windows resulting from tropical sun; installation  of an adequate air conditioning system; and proper cleaning services where dust is a problem (Baboolal, 2000).  It is not necessary to get far from metropolitan areas to encounter this in Australia either – try the Mallee of Victoria or south central Queensland .

Some environments have limitations that make technology  infusion more challenging, but it is often these same environments that can benefit most from the capabilities brought by the technology. Delivery in places  such as the Torres Strait Islands or off-shore islands of mainland may look to the Maldives for a comparable set of circumstances. For example, in the Maldives, video  productions for English language training serve isolated people living on the country's scattered atolls. Desk-top video is seen as a low-cost , high-tech alternative to support their programs. By adding state-of-the art desk-top video editing technology to existing computers , they provide a technology that is less expensive than traditional video production methods.

Another challenge is to share ideas within the institution in the face of organisational fragmentation.

“Technology is no longer a niche activity. But many universities  and colleges are still organized (sic) as though technology  were (sic) the preserve of a few experts and can be handled apart from the main academic  concerns of the institution. The structure of the institution thus blocks its ability to make major improvements in teaching  and learning with technology. This is one reason why hundreds of colleges and universities have begun Teaching, Learning, and Technology Roundtables: to share information  and coordinate strategies as their institutions prepare to make major improvements in teaching and learning” (Ehrmann, 1999).

A similar concept at the individual level has been suggested by Green in his article, ‘Mark Hopkins and the Digital Log' (2001).  In his review of the many implementation factors for successful planning  and integration  of technology  into the classroom , he points out that visualisation of oneself using technology in teaching  is important, but that many teachers  have been unable to do so.  He advises that only involving early adopters in the dialogue or idea exchange is not enough: teachers need to exchange ideas with others in circumstances similar to their own in order to begin to develop coherent thoughts about how they might imagine themselves using technology in their teaching.  In addition, “we need to know that our institutions are building  and sustaining the technology infrastructure …that will support both our efforts and our aspirations” (Green, 2001).

Schools as Social Assets and Community Facilities as Schools

Another development, or perhaps re-development, is the examination of our educational institutions  as part of a wider relationship with society . As lifelong learning  becomes more ingrained in the social  fabric, our institutions will be ‘owned' more continually by our communities . People will expect to be able to return to them throughout their lifetimes. Relationships with our communities will influence the designs of our buildings, the technologies that we put in them and the multi-dimensional applications  of our learning spaces . If equity and access  are truly part of the mission of VET , combining efforts with communities can go a long way to eliminating the have/have not gap.

OECD ministers of education set lifelong learning  as a priority in the Organisation's work . They have described schools  as “a major social  asset and should become ‘community  learning centres ' offering a variety of programmes and learning methods to a diverse range of students , and remain open for long hours throughout the year”. PEB has successfully incorporated this broader mission for schools into its work. It has taken into account a whole range of elements relating to the provision of facilities  for lifelong learning, including crèches and pre-school facilities , continuous adult training, commercial  and industrial vocational  training, as well as the needs of higher education (Louis, 2000).

As Jilk (2001) points out, to integrate our institutions “into the wider community  as a source of useful learning products; the environment  will need to strongly encourage integration  of subject areas and institution- and community-based learning resources ” (Jilk, 2001).

Primary and secondary schools  are facing similar developments in community  relationships. In America as in Australia, schools are making their buildings accessible to the community for a variety of community interest activities such as sport and continuing education (Hamaty and Lines, 1999). As a result, schools will be open for more hours and for more periods during the year.  Facilities will have design  considerations to cater for adults as well as younger people, with a continued attention to security  and more sophisticated building  controls and monitoring systems (Hamaty and Lines, 1999).

While most of the VET  community  focuses on the workplace  as the primary alternative to educational training facilities , other more public facilities are also being developed. Called ‘activity extenders', many urban and suburban commercial  and cultural environments are being used for expanding access  to education in the community. Learner centred environments in local communities  can provide a strong provider presence. Examples of the types of places  being used today in local communities are (SCUP, 1998):

·        extension centers located in malls and urban entertainment centers

·        public libraries  

·        urban town centers that use experiential learning, discovery and culture as attractions and activity extenders

·        museums

·        zoos and parks.

OECD roundtable students  also suggested that more should be made of community  facilities  as learning spaces , mentioning specifically resource centres in libraries , to overcome the ‘digital divide ' of access . (OECD, 2000)

Virginia Tech offers an example of this. Setting out to see if technology  could improve student  performance in calculus, they created a new classroom  concept called a Math Emporium, which eliminates the traditional credit-hour approach to courses. “To create the Emporium, Virginia Tech rented an empty supermarket and installed 500 computers  across the floor, each equipped with software  designed to teach levels of calculus. Students can visit the facility 24 hours a day. Professors make themselves available at the Emporium 70 hours a week and offer optional lectures. Students use the computers to work  through exercises. Approximately 10 % of the students  attend the optional lectures” (Fickes, 2000).

Technology supported multipurpose  community  learning centres  are described in a South African setting in the 1999 paper by Bester, “Multi-Purpose Learning Centres In An Open Learning Environment In South Africa”.  Although not fully implemented, field testing is being done and discussion and analysis conducted for a range of technologies in these community based facilities : narrow casting of satellite delivered materials, broadcasting of more general interest materials, Internet  access , and computer aided instruction.  Bester also identifies in his paper the technology  support services that would make these places  conducive to the educational needs in those communities .

Community based learning centres  complete with required technologies are developing throughout the United Kingdom under the banner of Learndirect  < http://www.learndirect.co.uk/personal/centres/ >. Some places  where access  is provided are sports clubs, leisure centres, churches, libraries , and railway stations. Staff are available in the centres to assist learners. The centre in Plymouth
< http://www.learndirect.co.uk/personal/centres/profiles/centralpc/ > provides access to technology  for personal use as well as courses. “People can also bring in their own work  to do like CVs', driving test CDRoms etc.”  Another centre in Coventry, as well as others, provides crèche  and onsite cafeteria services.  The attention to the human needs demonstrates that technology and the learning process are part of life concerns, and other aspects of life need to be acknowledged and serviced as well.

An example of technology  being incorporated in an Australian community  learning centre is the achievement of Victoria University in providing support in a former commercial  bank building  in rural  Victoria (Jamieson et al, 2000).

Ryland also suggests that “Community colleges should consider investment in facilities  that can serve as community  learning centers in which shared computer labs coexist with docking stations for laptop computers , food outlets, retail stores, libraries , meeting rooms, and study lounges. Such physical  facilities can complement the strong links community colleges have (and should expand) with local business  and industry” (Ryland, 1998).

Community facilities  impact on campus  based planning  in several ways. Firstly, the students  participating in programs may be using technology  support in on and off campus locations. Accessibility to course information  via telecommunications  links between the physical  locations may be critical for consistency of teaching  and learning programs from the institution. Secondly, the synergies that could be gained by purchasing and supporting similar equipment in on and off-campus locations could reduce costs. Additionally, the support services needed to provide education in non-education community  facilities may impact directly on the support required from campus professional staff  if those services are not part of the lease  agreement or use arrangements with the owner.

Environmental awareness and heritage  protection

Buildings on our campuses are part of the wider built environment  of our communities . Choices that are made in building  can support sustainable development  or add to the problems of environmental  degradation. Facilities that use modern and environmentally aware design  approaches set a good example for our communities. The OECD PEB program supports “sustainable development” and environmental conservation (Louis, 2000). This can come into play particularly with renovation  decisions. The OECD report cites the example of Italy, “where some older, derelict buildings (factories, monasteries and even palaces) have been renovated with the dual aim of making them functional in terms of future use while respecting and developing their historic interest” (Louis, 2000). Although the Australian history isn't as long as Italy, some construction materials of more recent times are of heritage  value and others may contain hazardous materials such as asbestos or lead paint due to the time of their construction.

Morgan points out that “New campuses may have different heritage  values to adhere to, but in many developed countries, there are higher expectations that public institutions will adhere to good environmental  management practices, particularly in new facilities ” (Morgan, 2000).

Unanticipated effects

When institutions have embarked on technology  infusion projects, not all results were what had been expected.  These are some examples of unanticipated effects.

·        Impact on scheduling requirements during and after installation  for the actual renovation , for training teachers  to use the new systems, and ultimately to incorporate in teaching  sessions (Gilbert and Grayum, 2000; Schoomer, 2000).

·        Changes in organisational support groups:

“First, a new Center for Instructional Innovation (CII) had been created a year earlier, with a strong affiliation with both the Provost's Office and the Academic Technology department. The goal of the Center was to foster general instructional innovation  on our campus , while working closely with the Academic Technology department on the integration  of technology  into our curriculum . Second, a new Director of Academic Technology had the opportunity in early 1999 to reorganize (sic) the Academic Technology department to better focus on both training and classroom  support. A new Manager of Multimedia and Web  Development position was subsequently created, focusing on instructional development and training issues. In addition, a new Classroom Services Manager position was created, establishing an active point of contact for communication  with faculty  members regarding classroom issues. Finally, all Academic Technology department functions  (e.g. computer support, software  services) were re-aligned to serve faculty classroom needs as a top priority.)” (Gilbert and Grayum, 2000).

·        Increased support for technology  use took place

“All of these organizational (sic) changes sent a message to our faculty  that the effective integration  of instructional technology  into their teaching  was an important strategic goal of the campus . This commitment was further emphasized (sic) by a dramatic expansion in the number of training and support opportunities for faculty related to the use of instructional technology.” (Gilbert and Grayum, 2000)

·        Success breeds success

“The more often a class meets, the more successful was the adoption of technology , teamwork, and interactive learning.” (Poindexter and Basu, 2000).

Levels of Analysis

Where to start?  A service area with multiple teaching  locations?  A single campus ?  Buildings on the campus? The spaces between the buildings?  Classrooms  or other spaces within the buildings?  The passages between the classrooms?  The spaces within the classrooms?  Each of these physical  dimensions will be and are impacted by the technologies.  At some stage in all facilities  design , construction, and operation, questions will be asked and answered about the implications of technology   at each of these levels.  The crossovers and relationships among these layers or levels of analysis will influence the decisions taken.

There is a need to re-examine the decisions that are being made in these levels.  Jamieson et al (2000) identify a plethora of poor decisions where the goals of more interaction, better teaching  and learning, and ultimately better prepared graduates are not realised.  “In general this practice (poorly conceived environments) has produced teaching and learning environments which are both inadequate and outdated on architectural and pedagogical  grounds.”  They go on to state: “The challenge facing predominantly on-campus  institutions is to balance the development of an online  teaching presence and the redesign of their existing built environments where teaching will continue to be transacted. This is both a matter of resource management and strategic educational planning .”

Not only is the level of analysis important, the paradigm  through which that analysis is conducted is also critical.  The traditional power relationships are being called into question, where students  are moving to the centre of the process instead of the teacher or the content .  The spaces must match those new paradigms and support those changes.  “This traditional architectural-pedagogical  paradigm informs many recent on-campus  developments. The result is that while new campus developments present architecturally challenging building  types, they continue to reinforce teacher-centred pedagogical practices”  (Jamieson et al, 2000).

“The complexity of the new online  teaching  and learning environments is also apparent when students  and teachers  choose, or are required, to work  in synchronous or asynchronous virtual  teaching  and learning spaces . Access to those technological environments may be made from a multitude of physical  places  (e.g. on-campus  computer laboratory, on-campus office, home, student  workplace , etc)”  (Jamieson et al, 2000).  The place or space can be almost anywhere.  And planning  and incorporation of the range of places and spaces must be part of physical as well as educational development and change.

Part Three:  Infrastructure and Physical Facilities

Technology Infrastructure Issues

Definition of Infrastructure

The technology  that supports VET  education can be classified into three overall categories (Phipps and Wellman, 2001).

Building infrastructure

The physical  infrastructure  which supports the electronic communication  and information  technology  systems has the most direct impact on physical facilities .  It typically comprises:

·        conduits

·        cables and wiring

·        electrical power

·        other utility services to support

-        the master clock

-        fire alarms

Systems infrastructure

The systems infrastructure  connects the various technology  components and contains the functionality  to provide communication  and information  services.  Essentially it comprises the computer network  and media retrieval infrastructure

·        networking software

·        hardware

-        computers

-        servers

-        modems

-        routers/switches

-        hubs

-        wireless  technology

Personnel infrastructure

The acquisition of skilled people to support the technical infrastructure  and their ongoing training are the highest priorities for a well-managed provider.  These people are involved in:

·        network  management

·        training

·        technical assistance

·        course content  development

·        administrative support and

·        learner support services

Provision of suitable accommodation  for provider staff  and their functional requirements will significantly affect physical  facilities .

Planning for Technology

The acquisition and implementation of technology  should be integrated financially and academically into the planning  of the whole institution.  Consultation with key players during the planning process will greatly increase the chances of overall success.  The participants could include, as appropriate:

·        The principal.  Principals can play an important role in ensuring the ongoing efficiency of the institute's activities during implementation (Brenner, 2000).

·        Teachers

·        Students.  Both current and future needs are important.  Preferences between laptop computers  and Personal Computers will determine the need for secure locker space for storage of laptops.

·        General administrative staff  such as departmental secretaries, business  offices, and student  advisement and intake

·        Professional non-teaching  support staff  such as career counsellors and special needs support staff

·        Library staff

·        Computer staff

·        Architects

·        Employers.  The provider needs to be sensitive to the needs of employers for future viability.

·        The local community

·        Local business .  There may be advantages in coordinating network  development or aggregating demand for telecommunications  services (Li, 1999)

·        Other providers .  There may be advantages in establishing inter-provider networking links - particularly in rural  areas.

Planners  should seek to strike a balance in terms of the maturity of the chosen technology , in an environment  where rapid changes are occurring.  Cutting edge solutions could provide the highest level of functionality  to teachers  and students  and the most advanced information  services but there may be lack of support for this equipment as standards mature or change.

A key issue in the planning  process is the buy  versus lease  dilemma.  This occurs on two levels.  At the physical  layer, there is the decision as to whether the provider should own network  facilities  or lease services from carriers.  The first course necessarily incurs greater up front costs and will require the provider itself to install conduits and housing for the terminal equipment in their facilities.  This approach may not provide sufficient flexibility  if the physical locations of providers  within an area are likely to change.  To provide communications to the provider, a far-sighted solution may be to seek allies to install and own an optical fibre network that would provide a very high capacity link to the Point of Presence of a carrier.  The CANARIE initiative in Canada  is an outstanding example of this approach (anonymous 2001, CANARIE).

On the other hand, the cost  of services from existing major carriers are expensive and are unlikely to significantly decrease in the current market environment .  Intervention by the VET  sector in the telecommunications  debate over pricing issues is a valid and valuable approach to reduce the telecommunications costs of VET providers .

Overall, the challenge is to accurately define the future needs of the provider and assess the likely enhancements and variations in the needs of the provider over the medium to long term.  If this can be done, ownership of the network  facilities  will provide the lowest long term cost  to the provider on a net present value basis.

At the next layer, there is the decision whether to outsource  management of the communications and information  infrastructure  (Olsen, 2001).  As technology  becomes more mature, there is little competitive advantage  that can be obtained from it - at least in terms of innovation .  There is therefore only a minor opportunity to differentiate against other institutions.  Cost savings become the major consideration.  If management of the infrastructure is outsourced, there is the ability to benefit from economies of scale and thus reduce operating costs.  This would apply to

·        systems and network  backup

·        disaster recovery and

·        security .

This approach will also eliminate the need for physical  accommodation  for infrastructure  management staff .

Software development, on the other hand, requires a very different culture.  In order to be responsive to the needs of students  and teachers , it may be desirable to devolve software  development closer to the customer .  This would imply the need for more decentralised accommodation  of developers and the associated work  stations and media facilities .

Flexibility

There are considerable advantages in maintaining flexibility  in the infrastructure  in order to minimise incremental capital  costs as the needs of the provider evolve.  This is particularly the case if the future needs of the provider cannot be assessed with confidence.

A key issue for decision is whether to implement a wired or wireless  communication  network . a number of factors need to be taken into consideration, as listed below (Coburn, 1999).

·        The total aggregate bandwidth .  The required information  rate will depend on the forecast future needs.  Experience shows that the rate of increase can be in the range 40 - 60% p.a.  The capacity required depends on the educational application.  Sessions involving the production and editing of multimedia  material will require high capacity, as the file sizes can be in the range 10 - 50 MB.  High capacity can also be required at peak times: for example at the end of the class when all the students  print out their work  for future reference.

·        Cabling  – especially using optical fibre will provide higher capacity than wireless  and would therefore be used in situations where demanding applications  are being run.  It also allows flexibility  at the applications level, as optical fibre would support the requirements of all future applications. Wireless communication  to laptops would provide adequate capacity for less resource intensive and administrative applications.

·        Installation cost .  Cabling  needs to be planned early as installed footpaths and driveways become serious obstacles and add considerably to installation  costs (Sturgeon, 1998).  Raised floors with cabling underneath (Fickes, 1998) provide a flexible  method of installing cable in new buildings but may not be feasible in the case of renovation  of old buildings.

·        Flexibility .  Wireless has the advantage when the physical  location of ports is likely to change, for example to provide links to temporary buildings and annexes.  Within a room, infrared technology  is a cost -effective solution to eliminate some of the cabling required for PC connection.  (There will still be wiring required for power points to recharge laptop computers  and provide power for other equipment.)  Between buildings microwave links would offer better performance.

·        Aesthetics. Wireless towers and antennas will generally be more visually obtrusive than cable network  installations.  It is therefore preferable to consider suitable locations for antenna and tower structures and to make them visually acceptable if economically feasible.

·        Health .  The presence of asbestos in older buildings may cause a health hazard and its disturbance, or removal under the correct safety  procedures, may add considerably to the cost  of cable installation  in buildings and prevent use of the building  while work  is in progress.

An emerging issue with regard to the use of wireless  communications options is the potential for breaches in security  and pirated access  if the network  is not sufficiently protected (BBC, 2001).  Although the cost  avoidance and attractiveness of wireless networks  are high, the encryption and other protection measures must be ascertained before purchase and during installation  and setup.  Placement of base stations can help to some degree, away from outer walls, to make them less discoverable by those scanning areas for open connections.

Telecommunications

If a fixed cable network  is being implemented, the architecture of the network will significantly affect costs and reliability.  The architecture will depend on the physical  locations of the users and the applications  servers used for teaching  and administrative support. A ring configuration (Li, 2001) can provide high reliability and would generally be the preferred architecture when communications are carried on a Local Area Network (LAN).

In order to minimise capital  and operating costs it is generally advisable to choose equipment that is readily available, uses open standards and protocols and can be supplied by several manufacturers.  

The design  of the data  cabling is a major factor because it critically affects the cost  of the overall system.  The first aspect to be decided is the overall topology of the network .   The physical  cabling layout will clearly be based on the geography of the campus .  But in overall terms, locating the main distribution frame at the centre of a star network is the simplest but not necessarily the most functional (Fredette, 2001).  A ring technology  could provide higher reliability — particularly if self-healing techniques are used.  It should be noted that the physical and logical architectures of the network need not necessarily be the same.  A logical star network could be implemented on a physical ring and vice versa.

The technology  chosen will depend on the required capacity of the network , but optical fibre is a future proof solution.  It is becoming more economically feasible as standards (for example the Gigabit Ethernet standard IEEE 802.3z) mature, which support Local Area Network (LAN) implementation.  Carrier transmission standards such as SONET should be avoided because of the cost .  It is more cost-effective to use multimode fibre within buildings for Ethernet transmission.  It would be preferable for the Ethernet to carry Internet  Protocol (IP) packets which would support the largest range of future applications .

Single-mode fibre, which has greater capacity and better transmission performance, would then be deployed for the longer distances between buildings.  If the density of real time services, particularly video , is very high, it might be advisable to use the relatively expensive Asynchronous Transfer Mode (ATM) technology  on the background to avoid or reduce jitter and latency.  This network  design  would be able to support all likely services, for example:

·        High speed Internet  access

·        Video

·        Computer graphics

·        Simulation

·        Animation.

The aesthetics of the installation  are important.  Buried cable or cable laid in ducts or conduits will be less obtrusive than overhead wiring.  The extra cost  incurred with underground implementation depends very largely on whether duct space is available or new trenching is necessary.  In any case, it is virtually essential that when trenching is done for the provision of any utility service (water, electricity etc.) an empty duct or conduit is installed at the same time to allow the future provision of optical fibre at incremental cost.

A supporting aspect of the technology  which affects the physical  infrastructure  comprises the data , power and voice outlets required in the buildings throughout the provider facilities .

Technology Capability and Levels of Technology

Clearly, ICT  can cover a large range of technologies that can be deployed in the classroom  in many different ways.  As a frame of reference, therefore, it is useful to define four levels of technology  in classrooms in order of increasing functionality   (Guidelines for Smarter College Classrooms , 2001).  These levels comprise:

Audiovisual/TV Classrooms

 The ICT  deployed comprises:

·        Overhead projector(s)

·        Slide projector

·        Television receiver/videotape player

·        Lighting  control

·        Other facilities , including audio tape player, film projector available on request.

Smart Plug and Show Presentation Classrooms   

These classrooms allow the teacher to prepare text, charts, graphs and even complete desktop presentations and show them as computer output to a full room of students .  In addition to the above, the ICT  comprises:

·        a ceiling-mounted video  projector

·        a console in front of the teacher that needs to contain a computer screen which the teacher can see without turning his or her back to the class, and is small so as not to create a barrier between the teacher and the class.

·        connectivity to outside teaching  resources

·        a user access  panel containing projector controls and the VCR. 

Teachers  may, with advantage, use laptop computers  to allow setup and loading of files and ensure their familiarity with the operation of the hardware and software  before class.

Interactive Computer Classrooms   

These classrooms also provide computers  at each student  work  station to allow the sharing of students ' work and its display on a large screen, and the transmission of a selected image to all student computers.  The instructor should be able to blank all screens for attention. It should be emphasised that these classrooms are supporting group sharing of capabilities rather than the individual working of a computer lab. The facilities  can also be shared to optimise resource utilisation.

Each computer should be connected to the campus  network  and to the Internet .  “A 1996 study by the Center for Applied Special Technology found that in schools  where the Internet has been used, student  performance improves. Results show significantly higher scores on measurements of communication , presentation of ideas and information  management for experimental groups with on-line access  than for control groups with no on-line access ” (Guidelines for Smarter College Classrooms , 2001).

Students and teachers  are moving to laptops instead of installed computers .  In this case there is still the need to supply power points and charging facilities .

Two-way video  classroom   

The two-way video  classroom  contains the following additional equipment:

·        TV cameras

·        Microphones

·        Codec for video  compression.

There are two models for this type of classroom :

·        The television studio classroom , which has a presenter and a camera operator in an adjacent booth.  The cameras have remote pan and tilt.  Auto tracking cameras can also be used.

·        The teleconferencing  model with the participants sitting at a large table, a camera above the monitor and a graphics camera for documents.  The camera(s) are preset. 

These systems require built in echo cancellation and gain control to control audio feedback.

Principles for the Application of Technologies

There are several principles that are relevant to the deployment of ICT  in the classroom .

Choice of technology

The Preferred Standards to Support National Cooperation in Applying Technology to VET  (Murphy, 1999) recommends both IBM and Macintosh style hardware.  Nevertheless, for a particular provider, the choice of a standard computer for the classroom  will simplify operation and maintenance  of the computer base.  It is realistic to prefer Personal Computers to Macintoshes (Sturgeon, 1999) because of the greater range of software  availability for most applications .   An exception might be the publications area, where the course includes a real-life graphics layout experience.

Density of ICT  equipment

The number of computers  that can be deployed per classroom  is clearly dependent on the available funds.  In some rural  areas a ratio of four computers per classroom has been achieved.  Nevertheless, higher densities are preferred; Nair has stated that it is not advisable to provide a few computers in a classroom.  It takes away valuable space and does not integrate computers into the curriculum  (Fielding, 2001).

The appropriate densities of key elements of the ICT  infrastructure  are given in Table 23 (Meeks, 1999).

Computers

High degree of light control

Rural Providers

It is well recognised in the telecommunications  industry that ICT  can be used to overcome barriers of distance and isolation (O'Donoghue and Graham, 1998).  The constraining influence is that of cost .  Although the greenfields nature of the terrain leads to a lower unit cost per kilometre for the installation  of fixed network  links, the sheer distances involved mean that in some cases this is not an economically feasible option.

Satellite communications has been widely deployed and is currently the subject of a government subsidy in the more remote areas.  While reception via a satellite downlink is reasonably economic , transmission of voice and high-speed data  using the satellite uplink is more expensive.  The costs involved in broadband uplink transmission of, for example, high quality video  or multimedia  are probably prohibitive.

The environment  and user community  — not technology  — are the most important factors in achieving the successful implementation of ICT  in rural  areas. There are considerable benefits in linking the needs of the provider to other services controlled and originated from within the community.  Aggregation of demand will be a more important strategy  in rural areas than in metropolitan locations. The relationship between the provider and the local secondary school could be important.  Deployment of ICT — to the benefit of both — will be assisted by identifying the complimentarity between the two organisations, rather than entering into competition (O'Donoghue and Graham, 1998).

There may be further challenges in implementing ICT  in rural  areas because there is often little tradition of in-service training and IT skills.  It may be necessary to change the teaching  and learning culture in order to gain acceptance of new technology .

Technical support and maintenance  is a crucial area.  The cost  of technical support in the field is an important consideration in rural  environments.  Proper operation and management of the network  requires that the administrator (and a backup if possible) should be properly trained.  Management  could encourage the network administrator to use Web  sites to enhance his or her knowledge  (Baboolal, 2000) unless excessive Internet  access  costs preclude this approach.

Alternatively, IT systems and communications networks  capable of management from one central location or from a remote location could result in significant operational savings.

Reliability of power supply is an important contributor to overall systems and network  reliability.  It will be of particular importance at critical times — during the conduct of examinations, for example.  It may be necessary to provide for an uninterrupted power supply (UPS) either permanently on site, for which appropriate housing will be required, or on a temporary basis during particular periods when the IT systems and network must be up and running.

Maintenance  arrangements with vendors are an important consideration in rural  areas.  They will affect the overall availability of the ICT  infrastructure  and also influence the accommodation  and facilities  required for on-campus  maintenance  staff .  These requirements are progressively relaxed as the maintenance contract becomes more comprehensive, spanning the following range:

·        Labour only maintenance  service contract

·        Parts and labour maintenance  service contract

·        Custom standby

·        24x7 standby.

Additional items that affect system maintenance  and need to be decided before the equipment warranty period expires include:

·        Training

·        Simple configuration software

·        Remote maintenance  and administration of network

·        Extended phone support

·        Pager access

·        Mobile access

·        Preventative maintenance  visits (potentially beneficial for rural  areas where travel times are significant)

·        Loaner programme.

Teaching and Learning Spaces

The traditional names for what we may call teaching  and learning spaces  are classrooms, lecture theatres or halls, tutorial rooms, and demonstration or practice laboratories. These spaces could be newly designed in new buildings, renovated to accommodate technology  enhancements for teaching support or for student  technology inclusion in the traditional teaching process, or redesigned or renovated for completely new teaching and learning interactions.

These new types of teaching  and learning spaces  are referred to as electronic classrooms (Schoomer, 2000), technology  enhanced classrooms (Gilbert and Grayhum, 2000), collaborative  classrooms (Poindexter and Basu, 2000), and augmented courses (Oakland Community College, 2001). There is also a need to acknowledge the nuances of physical  place and electronic space (Jamieson et al, 2000).

Survey: More Technology in the Classroom

Not surprisingly, the 2000 National Survey of Information Technology in US Higher Education reveals that more college courses are using more technology  resources . “Three-fifths (59.3 %) of all college courses now utilize (sic) electronic mail, up from 54.0 percent last year, 44.0 percent in 1998 and 20.1 percent in 1995. Similarly, two-fifths (42.7 percent) of college courses now use Web  resources as a component of the syllabus, up from 10.9 in 1995, 33.1 percent in 1998 and 38.9 percent in 1999. Almost a third (30.7 percent) of all college courses have a Web page, compared to 28.1 percent last year, 22.5 percent in 1998 and 9.2 percent in 1996. Concurrently, the 2000 Campus Computing Survey data  reveal that almost one-fourth (23.0 percent) of all college faculty  have a personal Web page not linked to a specific class or course, compared to just 19 percent in 1999” (Green, 2000).

In an excellent analysis from the Educause 2000 Current Issues Roundtable (Schoomer, 2000) Electronic Classrooms  and Buildings of the Future, the discussion identified some of the demand factors, the demand problems encountered, trends observed by those participants in the session, and questions for consideration. Highlights include:

·        Demand for technology  supported classrooms is coming from the technology ‘savvy' teaching  staff  coming in who do not like “pushing AV carts” and need access  to the technologies which have been part of their own educational training experiences.

·        Well-marketed teaching  and learning products are exposing teachers  and students  to new ways of learning.

·        Students have expectations that modern teaching  facilities  will incorporate these new technologies.

·        “One-time, continuing, and life cycle resources  are not adequate. We are not trying to put $150 overhead projectors in each classroom  anymore.”

·        The technologies must be maintained, they must work  when required for teaching , and they must be of high quality—there is little tolerance for second-best and patched together systems, and continually rising expectations for ubiquitous access  to these tools in all teaching spaces.   Issues here include hardware requirements— what is on campus  and what the implication is in view of the models students  are likely to have at home (e.g. still using pre-Pentiums) and system maintenance .  Technical staff  need to know that students will be unable to access materials and learning systems if they are not told when files have been moved from one place to another on the network ! It happens!

·        Pre-technology , or basic, environmentals must be taken into account in addition to the technical – i.e. acoustic controls, lighting control, climate control, aesthetics of colour and texture as well as care requirements of wall and floor coverings, comfortable seating, and the necessary consumables such as board markers suitable for the writing surface.

Trend highlights identified in the discussion were:

·        Increasing demand for emerging technologies such as wireless  functionalities, ‘smart' controls, multiple inputs and output options, and multiple format projection systems

·        Richer and denser channels as broadband becomes more available

·        Class sizes getting larger AND smaller, requiring careful consideration of scheduling

·        Shifts and mixes of teacher-centred and learner-centred activities, requiring flexibility  of seating, grouping and relationships within a single class period as well as between different class periods and with different technology  requirements

·        More interactive and collaborative  teaching  models, incorporating connections for e-meetings with groups outside that teaching space and for combinations within the classroom

Primary and secondary schools  are coming to similar conclusions. In the 1999 article, “Planning for Schools of the Future: A building  program is a golden opportunity to restructure schools to better meet the needs of students  and educational programs”, Hamaty and Lines comment that:

“In the next several decades schools  will need to provide flexible  classroom  space to foster participatory learning. Students will become active participants in the learning process and will be required to apply the concepts they have learned in an application-driven model. In order to facilitate this, the learning environment  must lend itself to data  collection, the incorporation of technology , and flexible arrangements that will support both large and small group instruction. Teachers  will act as facilitators and classroom configurations will have to reflect this form of delivery.”

With regard to technology  in schools  specifically, they go on to say:

“There will be a major emphasis on improved communications and voice/ video  and data  systems will be designed to allow teachers  to connect readily to administrators , students , and parents.”

“Teachers  will be able to communicate with each other and have instant access  to information  and new teaching  techniques. Networks , e-mail , and conference systems will allow students  to move beyond the classroom . Videoconferencing and interactive distance learning  will allow for more customized (sic) information and learning. The emphasis will be on individual learning and students may expect highly individualized (sic) approaches, while receiving education at their own pace.” (Hamaty and Lines 1999).

We mention these ideas occurring in schools  because as spaces in schools become more technology  enhanced, the students  entering VET  programs will be coming with higher expectations regarding the incorporation of technology in this next step of their education. An example in Queensland :

The Australian IT, 4/7/00, pg 44.  By J Foreshew

‘School Earns Tick for Learning Test'.

The article reports on a school sector example of an innovative

and progressive school - their recent uptake of a new online  system

to support both on-campus  teaching  and student  study at home, the

plans to move to wireless  networks , etc.  John Paul College in

Queensland  is situated in “one of the lowest socio-economic  areas

in Australia the vast majority of students  come from hard working

middle class families and we have fairly low fees compared with a

lot of private schools ”.  The online  system features post-it type

notes to be appended to student 's work  providing them guidance to

supplementary materials or information  through URLs if it is

required. It will enable speedier responses to student 's

individual curriculum  needs, facilitate online  learning in the

form of email collaboration , contacts and online  assessment.  The

school has a partnership with Microsoft, and runs a lap-top  

program.

In another article, university teaching  staff  report:

The Australian Higher Education, 5/7/00. Pg 38. D Illing

“Teachers  Learning New Tech the Hard Way”.

Reports on a report by Craig McInnis of the University of

Melbourne's Centre for the Study of Higher Education. 

Most of those teaching  say they are using problem-based learning  (74%), computer assisted course delivery (72%), multimedia  technology  (70%), and collaborative  learning strategies (65%).  46% are using distance-based learning.

Asked what prompted changes to their teaching  methods the most common reason was the availability of technology , followed by institutional policy and student  expectations.

Decision making for Facilities that are Conducive to and Accessible for Learning

The primary consideration when designing educational facilities  is that they must be conducive to and accessible for learning. If aesthetic, maintenance , or technology  aspects are given precedence and learning takes a back seat, the result will not necessarily be quality education, but some other outcome: attractive, easily maintained, technology enhanced buildings.

The literature points out this concept over and over again. The OECD (1, 2001) Programme on Educational Building report identifies “that specific factors help to foster an atmosphere that is more conducive to learning. They include school size, the lay-out of buildings, leisure facilities  or even corridors, and environmental  factors such as lighting, wall colours and so on” (Louis, 2000).

In his analysis of a blended learning  campus  in Florida, Morgan argues that “Students value the “real world” learning communities  they discover on the network  and the practical value of navigating in this promising new world of information . This is combined with the benefit of any time accessibility  (emphasis added). This continual access  gives students  more control over their learning by replacing physical  presence with active learning, which certainly requires more cognitive engagement. Consequently the transition from physical presence to cyber-activity has promising pedagogical  value for learning as well as convenience for student  needs” (Morgan, 2000). In the OECD student roundtable, access also meant access outside of normal class hours.  The students suggested that “One method was by keeping school computer rooms open after school and into the evenings” (OECD, 2000). This raises issues of building  access 24/7; security / access requirements; costs of heating and air conditioning; and employing staff  to supervise.

The technology  itself as well as the space within which it is located must meet specific criteria in order to be conducive to learning. Stephen Downes (2000) identifies nine ‘rules' for ‘good' technology in education:

1.      Good technology  is always available. – an impact on cost , but useless if it is not available to meet demand

2.      Good technology  is always on (or can be turned on with a one-stroke command or, better yet, starts automatically when the need for it arises).

3.      Good technology  is always connected. – no need to plug things together

4.      Good technology  is standardized.  – rooms and spaces operate similarly one to another

5.      Good technology  is simple.  – doesn't require reading a manual in order to operate it

6.      Good technology  does not require parts. – you shouldn't have to purchase something on a regular basis in order to use the tool

7.      Good technology  is personalized. – doesn't require you to fit it, but adapts if necessary to you

8.      Good technology  is modular.- components go together in standard ways but can be reconfigured if required

9.      Good technology  does what you want it to do. – it is ‘idiot proof' and won't break when you use it

It is critical that institutions resolve that instructional technology  tools serve instruction, not the reverse (Brown and Duguid, 2000; Norman, 1998 as cited in  Marcinkiewicz, 2001) Marcinkiewicz (2001) goes on to say that the decision makers must “understand the conditions needed to enable the integration  of instructional technology tools. First, integration must be a part of an institution's mission and academic  plan. Second, the institution and faculty  are responsible for meeting three conditions in order to realize (sic) the goal of competence, in this case with instructional technology tools” (Marcinkiewicz, 2001).

Jilk says that our institutions must be accountable for learning outcomes that meet national and international  standards (Jilk, 2001). Well planned and realised physical  facilities  are critical for providing the learning environment  required to meet these levels of accountability. “The programming phase of the design  process is essential to the success of every project. It is vital that higher education administrators  examine what they want to achieve with technology  and take the necessary steps to attain their goals during programming” (McDavitt, 1999).

A range of new learning experiences must be accommodated, not just the traditional ‘chalk and talk '. Some of these are:

·        student  presentations to teacher and fellow students  to enable “learn by teaching ”

·        enhanced class discussion, made possible by electronic availability of study materials

·        teamwork, facilitated by technology -based collaboration  and groupware tools (Ryland, 1998).

Ryland (1998) goes on to say that: “Academic computing plans should address the functionality  needed to support new learning systems, including delivery of multimedia  to classrooms, supporting communication  between faculty  and students  and among students outside of class, supporting customized (sic) asynchronous learning, making available groupware for collaboration  and teamwork, and providing Web  access  to library and media services resources   (whether on campus  or remote)” (Ryland, 1998),

When the facilities  do not provide access , the likelihood of uptake by teachers , who are the designers and controllers of the learning experiences that take place in the facilities, is diminished. In a recently published survey in the United States by the Pew Charitable Trusts' Internet  and American Life Project, it was reported that: “One science teacher from a big city vocational  school told the Pew Internet Project she only uses the Internet in her classroom  every month or two because it is hard to schedule time in the computer lab at her school. The logistics often get in the way of incorporating the Internet into her classroom work , she said”  (Rainie et al, 2001).

The technology  access  must be in places  where learning and preparation for learning takes place. This includes small rooms as well as large lecture spaces (Schoomer, 2000).

Renovation  of spaces as well as new ones should be judged on how conducive they are to learning and accessibility .  Assuming that the space already works for teaching  and learning because it has in the past is probably not a reasonable conclusion without thought to the new needs of teaching and learning.  “Classroom renovations were an important academic  project focusing on enhancing the teaching and learning environment  on campus , as opposed to being just another “bricks and mortar” project” (Gilbert and Grayum, 2000).

One major focus of the Flexible Learning Framework  is the use of online  and other distance education  programs. As we consider the impact of technologies on the physical  facilities  of the campus  environment , that view may lead to expanded thinking about learning on campus as well. “The term distance education will, perhaps, disappear from the vocabulary of the learning college. As we focus on course objectives, content , and outcomes and on meeting the goals and needs of students , the particular mode of delivery becomes increasingly irrelevant. What counts is whether or not the students learn” (Michael, 1998). And all these development are stimulating people to new discussion about the nature of teaching  and learning. As a result there may be some unforseen developments in teaching methods  – we need to plan for the unpredictable.

Space design

Specific planning  and design  of classrooms are outlined in a recent article by Riley and Gallo (2000). They identify the basic planning and design criteria and associated questions as:

·        a strategic plan is put in place to support the vision , and the future needs are considered

-                    What are the needs?

-                    What can be done about hardware obsolescence?

-                    Who produces the required software  and hardware?

-                    What facility limitations are present?

Furnishings and Equipment

Teaching spaces are most likely to have additional components in them or brought to them to be functional for teaching  and learning.  Traditional components are desks, chairs, group display spaces such as whiteboards and corks boards, and in more recent times projection screens that are permanently installed.

The new technologies have expanded that common set of components to include teaching  podiums with highly sophisticated control systems and computing support for stored and networked teaching materials access , installed projection systems, television displays, and all the associated cabling to retrieve and direct the information  amongst all the sources.  Some classrooms have permanently installed computer stations for students , network  connections at student  places  for attaching laptop computers  they carry to their different classes.  In specialist teaching and learning spaces , additional devices such as simulation stations for technical trades, cameras and microphone systems for interactive class activities, and information creation tools such as scanners, digital cameras and video , and editing equipment may be present.

The addition of these new devices impacts on the type and size of the other furnishings required.  Desk heights may be different from the traditional to provide appropriate keyboard height for safe use.  Window coverings and appropriate choice of room lighting is necessary where screens, either group or personal, are being used.  Sound must be controlled for adequate distribution in the space with perhaps overhead speakers and noise reduction from outside the teaching  space.  In rooms with interactive video /audio, microphones must be placed appropriately in the room to provide participation equity and quality, thereby perhaps influencing the type of desk chosen for student  work .

The size of the work  surfaces also must be taken into consideration.  Students and teachers  will continue to use print and other physical  materials in their transactions.  Students may ‘write' on their keyboards, but read from textbook materials.  Space must be provided on desktops to accommodate both types of information  sources.

Chair heights should ideally be adjustable since most rooms are multi-purpose and certainly used by very many different people throughout the day.  The height of the chair in relation to keyboards and desktop will provide a safe working environment  for students .

Ergonomics

“Ergonomics  is the study of the relationship between people, the work  that they perform, and the environment  in which such mental and physical  activities take place. The term is derived from the Greek words ergos, meaning work and nomos, meaning laws. Consequently, ergonomic research methodologies are generally applied toward the multiple goals of determining how work (tasks) can be best designed to maximize (sic) an individual's performance, and how the work environment, including tools and equipment, can be best designed to promote the safety , comfort, and the effectiveness and efficiency of the worker in the performance of those tasks” (McVey, 2001).

McVey (2001) identifies ergonomic aspects in education to include “design  of light, noise, seating, room sizes, computer VDT furniture , sound systems, color, thermal and air quality factors and their effects on technology  in the room, projection and display systems, and control panels”.

McVey asks about the effects of the new learning environments on the physical  well-being  of developing young people. Will students  who are exposed to computers  in improperly furnished classrooms come into VET  programs with problems? Should we also be taking care with the set-ups of equipment and furnishings in technology  enabled classrooms in our institutions so that we do not add to any problems that may have begun?

“We need to find out how our young students  are being affected by the learning environments in which they are expected to dedicate increasingly more time in VDT workstations  and carrels. Are their maladaptations to the current nonergonomic facilities  simply creating surmountable stress and fatigue? Or are they being exposed to conditions that threaten their normal growth and development, due to the fact that their physiological and sensory systems are yet fully developed? It is my own personal belief that we educators are sitting on a time bomb in this regard. And while substantive and well-sponsored research in the field of office design  has produced corrective designs to mitigate if not eliminate repetitive motion disorders, no such mandate has yet been directed toward the learning environment . Hopefully, some concerned and well-positioned educational leaders will discover this author's quiet alarm signal and respond accordingly” (McVey, 2001).

The California Community College Faculty Senate has established the following minimum requirements for their classrooms (Walton et al, 2000):

Campus Classrooms

There should be an adequate number of each of the following:

1.     Classroom/labs with individual student  computer stations for hands-on instruction.

2.     Classrooms  with instructor computer/media stations for demonstration.

3.     Classrooms  with Internet  access .

4.     Classrooms  with computer projectors and sound.

5.     Classrooms  with smart podium and videoconferencing capability.

In a school setting in New Mexico, the selection of classroom  furniture  was critical for the successful implementation of computers  in their classrooms.  The report by Fickes (1998) describes the furniture specifications, the purchasing process, and analysis of the type of educational programming that would be accommodated in the various types of facilities  in the school.  These included computer labs, music teaching  rooms, and general classrooms.

Special needs areas – Complete Buildings for Innovation

The development of ICT  enhanced buildings is one approach that some institutions are taking.  Examples of these are:

·        a computing commons or a campus  technology  center

·        multi-disciplinary, multi-academic -use facilities  aiming to change teaching , learning and research

·        technology  enriched classroom  buildings

·        new physical  and virtual  approaches to learning in a particular discipline  (SCUP, 1998).

Sinclair Community College in Ohio took a hybrid perspective and developed an entire building  devoted to innovation  and development.  Its Centre for Interactive Learning is described by Coburn (1999) as “an incubator  where faculty  can develop new methods for teaching  using technology  and students  can take advantage of the innovations they develop.” Teaching and other spaces provided in the CIL are:

·        Interactive Classroom - for linking with external organisations

·        Video  Production Suite

·        Partnership Area  - equipped with computers  and phones for incubator  projects

·        Cyber Café  - for informal activities, equipped with ports for laptops, one per floor of the building

·        Skywalk - link to the parking area [commuter school] with display places  for student  work , video  wall, and interactive terminals for college information  access

·        Classrooms  called Interactive Learning Centers - flexible , wired, and equipped with presentation equipment

·        Breakout Rooms  - equipped spaces for collaborative  work  by student  and teacher teams

·        Open Lab  - for use by anyone in the institution for network  access

·        The Forum  - lecture hall/multimedia  theatre, linked to any other room in the building , with advanced display equipment, laptop connections at each of the 90 seats, separate balcony control room

·        Third Floor - development area for instructional materials, faculty /staff  training, and a simulation lab for new technology  and learning methods

Subject specific information

Curricular areas differ in their uses of technologies. Little is known as yet about what those differences might be. The examples listed here are only indicative of the variety of uses that technology  can be put to in a range of curricular topics , some in universities  and some in VET  level programs.

Allied Health : Instead of viewing cell slides once in a laboratory or looking at still photographs in a textbook, students  can have around the clock access  to live slides and can perform laboratory procedures using the computer (Fox, 1998).

Music and the arts: Use of discussion groups to continue conversations and debate outside of class, continuance of conversations and debate, online  pre-class quizzes to motivate students  to do their readings before coming to class, access  to professional resource materials, career development and job searching (Bauer, 2001).

Food technology : “CD-Rom package for use in library or at home to assist learner understanding of the concept of thermal processing and its calculations. The program consists of tutorial/experiment building  section, explaining with animation, relevant concepts of thermal processing, and a simulation (‘crucible') of thermal processing in a realistic food production context. Small teams of students  (2-3) will be working on typical processing situations through the simulation interface, and by changing the processing parameters, will evaluate the impact of the new conditions on equipment performance and product safety . This will help students experience a variety of ‘non-scheduled processing' which in a pilot plant situation are time consuming and too risky or too costly to attempt. Students will have to make critical but accurate decisions, based on calculations, about re-adjusting process parameters, and salvaging the product with minimal loss of quality and manufacturing capacity” (Sherkat, Halmos and Lord, 1997).

Information Systems: Use of laptop computers  in team exercises with students  sitting in groups of 2-4 facing each other; instructor as facilitator (Poindexter and Basu, 2000).

Elementary Algebra:  Riverside Community College; low completion rates. “The Math Collaboratory will include audio-visual lessons on CD, a tutorial system designed particularly for RCC students , and links to online  tutoring available through the textbook publisher; the redesign will produce a 45% cost -per-student  reduction from $206 to $113, an annual savings of $333,576. Additional savings will result from freeing classrooms for other classes, reducing student repeat rates, and increasing retention rates” (Beebe, 2001).

Scheduling during renovation  and for use after

An interesting observation in the University of Western Washington experience was the impact of the classroom  renovation  project on the need for more considered scheduling of facilities  during construction, and in subsequent terms, to enable the right teachers  and classes to have access  to the matching technology  support tools (Gilbert and Grayum, 2000). This was solved by:

·        “Committing to work  with the Registrar to devise a classroom  scheduling process that would ensure matching faculty  with requested technology  by the following school year.

·        Promising to work  with the Registrar to make changes in classroom  schedules to match as many faculties as possible for the current school year.

·        Devising a simple four-level classroom  technology  classification system and working to change our administrative data  systems to include those designations.”

Teacher Control

Source: Edupage, September 7, 2001

Business schools  force students  to log off

Frustrated that students  send e-mail , peruse Web  sites, and otherwise engage in personal online  activities rather than pay attention in class, business  schools  are granting professors the power to cut off their Internet  connections via electronic kill switches. Some even use equipment to intercept student  messages and display them to the rest of the class. Such measures are designed to curtail Internet use that distracts students from classroom  participation. The problem seems especially acute in graduate business schools, where students are often between 20 and 30 years old, have had prior work  experience, and are used to having unrestricted Net access . But many business schools invited such distractions when they wired their classes for the Internet, underestimating how addictive the Web could be.  Students criticize (sic) kill switches and the like, claiming that they violate a sense of trust that students feel they are entitled to. Others praise the move for helping to eliminate activities that divert students from class discussions (Chronicle of Higher Education, 7 September 2001).

Teachers  must still be in control of the experiences in their classrooms.  This is their professional responsibility to their students  and society .  However, as is evidenced by the story above, the students involved to not see all control as beneficial.  It must be said that not all technology  ideas are good ideas.  The old maxim:  “just because you can, doesn't mean you should” is a good one to keep in mind.

Passing E-Notes in Class -- Big Problem on Campus

http://news.excite.com/printstory/news/ap/010925/03/wired-classrooms

Professors at high-wired colleges like Bentley and Babson have found themselves competing for student  attention in wired classrooms. Problems include the passing of e-mail  notes, viewing porno, and playing e-games online  during lectures. The educated solution: capture the student's e-mail notes and web page views and project them on a classroom  screen for all to see.

The article describes various means used to control this perceived improper behaviour by students  in classes. Options listed are the software  blocking controls, physical  switches to block access  to the college network , banning connections to the Internet  in core courses, and codes of behaviour that students are to follow during class time.  Most options are not very effective.

Freeing up lecture spaces

“Another benefit of Web -based learning is the economy of cyber space  over physical  space. A physical need facing the new campus  over the semesters ahead will be available space. The student  population is expected to outgrow the rate of construction. Blended learning  enables the reduction of physical space because it enables students  to do much of their work  outside the classroom ” (Morgan, 2000).

If 50% of the current face to face teaching  was conducted online , twice the number of subjects could be offered in the same classroom  spaces as currently exist.  For institutions where space is a premium for face to face teaching , this benefit alone is one that supports investment in online learning  for some components of the educational process if not entire courses, especially those where land is not available or is too expensive for developing new buildings in urban and suburban areas.  This should not be taken to mean that 50% less staff  are required. In fact, more staff will be needed to support the technology  delivery components.   If classroom use is made more efficient by increasing the number of subjects being offered in a term, the number of teacher-hours will increase proportionately.  It has also been demonstrated that the time required to support the online teaching components is higher than the equal number of classroom hours.  However, the efficient use of equipped classroom spaces is certainly achievable through redesigning the overall learning experiences. 

Teaching and Learning Support Spaces

“We need to ask not only how technology  can help deliver content  in a virtual  learning  environment , but if and how it can provide the broader environment that is necessary for effective learning” (Klingenstein, 1998).

Preparation and development

As new technologies are incorporated in the learning environment , new functional spaces  are required to support the changed activities.  This section of the report identifies some that have come into being specifically to address technology  infusion.  Many VET  institutions will already be including such spaces in their operations.

The key consideration is spelt out concisely by Jilk (2001):

“Access to technology , especially information  technology, and the training to use it effectively to support staff  and learners navigating networks  of information related to learning.”

Centers for Teaching and Learning

Centres for teaching  and learning (CTLs) are spaces where instructional design  and production staff  work  with teachers  to develop the skills and methodologies for integration  of technology  in their work (Marcinkiewicz , 2001). CTLs need office space for individual dialogue, and access  to technologies being introduced perhaps at individual workstations  and in training centre rooms with multiple workstations.  Teaching staff are once again students  themselves in these new environments, with sophisticated capabilities of innovative and emerging technologies available for experimentation (Michael, 1998).

The new Seminole campus  of St. Petersburg Junior College in South Florida in America is creating “the Center for Excellence in Teaching, Learning, and Technology (CETLT). This center will “explore effective integration  of technology  with an Internet -based ‘Cyber-Compendium' for research, training, and exploration of model practices and current theories” (Morgan, 2000).

Jilk (2001) also points out that other aspects of the teaching  and learning process must be catered for, specifically “Support for research and service by students  and staff , as much as for the typical teaching and learning function, including the settings and technology  to support continuous learning by faculty , student  services, support staff, administrators , mentors, and other partners” (Jilk, 2001).

Western Washington University has developed a “Center for Instructional Innovation (CII) … with a strong affiliation with both the Provost's Office and the Academic Technology department. The goal of the Center was to foster general instructional innovation  on our campus , while working closely with the Academic Technology department on the integration  of technology  into our curriculum ” (Gilbert and Grayum, 2000).

Help Desk

As new technologies are introduced to the institution, particularly in the core activities of teaching  and learning, assistance centres (often called ‘help desks ') will be needed to support teachers  and students  with the technology  operation itself. Ryland describes this as “help-desk resources  to troubleshoot and resolve problems, and especially faculty  support to change the teaching and learning process to accommodate technology” (Ryland, 1998).

Atkinson (1997) identifies the provision of a help desk as a key component of technology  integration  in higher education. The types of help and organisation  of the unit is important for successful support of students  and teaching  staff . He describes possible organisational options and factors for consideration at Murdoch University in support of their ‘virtual  class environments'.

·        be accessible when the problem arises, not just during a 9-5 operating hours

·        be accessible by means other than the online , e.g. telephone, in the event that the technology  service requiring assistance is the online component

·        be staffed with people who can establish the problem being experienced, analyse a solution, and communicate the solution in clear language to the person requesting the help

·        have access  to the information  needed to develop a solution to the problem; for example, the authority to issue new passwords, access to hardware and software  troubleshooting manuals of the provider-supported products, and telephone numbers of experts who may have more advanced knowledge  in areas that the help desk staff  person is not equipped

·        have access  to as wide a range as possible of software  products that students  may be using in their home or work  environments.

Student Media Production and Practice Areas

As students  become more involved in the use of technology , they will also become more involved in the creation of technology based resources  to demonstrate their learning.  To support their work , they will require spaces similar to those provided to the teaching  staff  to prepare their materials.  Media centres that were once production facilities  for teachers  will become information  production areas for learners, including spaces to practise presenting those materials to classmates and teachers (Schoomer, 2000).

Another example from the literature is in life sciences.  “Mount Holyoke biology students ' creation of timelapse video  microscopy ‘movies' of lab projects and posting on the campus  network  for access  by other students, being able to see other students' work  as well as their own”  (Creighton and Buchanan, 2001).

Faculty offices

The spaces that teaching  staff  use outside the classroom  varies according to the relationship that staff have to the institution (permanent or casual, long-term or short-term) and the programs within which they teach (curricula suitable for classroom instruction or that suitable for hands-on vocational  with special needs such as automotive, some agricultural subjects, or sign painting).  It is important to provide technology  support in those office spaces to assist the teaching staff within the environments they normally work , doing preparation or individual work with students .

When learning happens 24 hours per day, 7 days per week, teachers  will do chat sessions and other activities from home, leading to increased use of laptop computers . In some circumstances they will also need access  to buildings round the clock.

The kinds of workspaces needed should cater to: teachers ' individual quiet work  (responding to student  emails, posting to discussions, preparing materials); collaborative  working with one other or a team (program design  and development) and also semi-social  gathering – brain-storming space. Working flexible  hours also has implications for recreation and food needs.

The California Community College system lists the following requirements for their faculty  offices (Walton et al, 2000):

Faculty office and local academic  senate office resources

1.       Every full-time faculty  member should have an appropriate computer on his/her desk.  The choice of platform is an academic  and professional decision to be made by the individual faculty member.

2.       Every part-time faculty  member should have adequate access  to computers .

3.       The local academic  senate office/secretary should have a computer and e-mail  address.                                                      

4.       Every computer should be connected to the college network .

5.       Every computer should have convenient access  to a printer.

6.       Every computer should have high speed Internet  access  and current browser software .                                  

7.       Every computer should have e-mail  access  with software  that permits attachment of formatted documents.

8.       Every full- and part-time faculty  member should have an e-mail  address/account that is readily available, and is accessible from both on and off campus .

9.       Every computer should have standard office software  including current word processor, spreadsheet and presentation packages in addition to e-mail , browser and web authoring.

10.   Every computer should have software  to access  the library catalog system.

11.   Every computer should have software  to access  appropriate areas of the administrative/student  record system.

12.   Technical support with prompt response time should be available to all users.

13.   Every computer should have access  to the college/district local and wide area networks .

14.   Every computer should have additional software  and equipment appropriate to the faculty  member's discipline.

These are worthy goals.  However, in our experience, in too many TAFE  Institutes, four teachers  share a single computer. If these computers  are not on the Institute network  there may be only one phone line for phone/dial up access .  Equally, equipment quality and level may vary widely across the Institute.

The literature also suggests that attention should be given to the location of teaching  staff  offices in relation to the teaching spaces.  Should they be next to the classrooms or in separate buildings?  There is no consensus on the answers to these questions.

Libraries

“For many schools , the library media center  will become the educational hub of the building  and will support various types of learning activities. In order to accommodate each of these scenarios, it will be important to design  space for media centers, science, mathematics, language, and technology , that will be flexible  and large enough to permit exploration and discovery” (Hamaty and Lines, 1999).

Libraries have traditionally been a common repository in all educational institutions  to support the teaching  and learning process.  They are not immune from the developments of technology .  As new methods for teaching and learning are introduced, particularly those that employ new technologies, libraries  must take stock of the services they are offering and match them and their materials to those changes.

Information literacy through library or information  centres is a key skill for the 21^st century.  “Students at all levels must be inducted while at university in all the necessary means for searching out information in a digital information culture. Training  in information acquisition is part of the mission of the hybrid library, and in that training the role of the library and the role of the conventional teacher begins to converge” (University of London, 2001).

Libraries also become access  points for recordings of lectures, guest presentations, student  work  etc for access in out of class time periods (Creighton and Buchanan, 2001).

In his article about the digital revolution in libraries , Bazillion (2001) identifies these developments as having the most impact: 

·        the extensive employment of laptop computers  – space on library tables, connection to networks , removable media or network  connection in library provided electronic resources  (catalogs, full text)

·        access  to electronic materials alongside the print collection

·        continued development of web-based access  redefines library collections and services in an information  age including provision of access, advice, education and tangible support to learners.

Bazillion (2001) goes on to describe the effects on the architecture of libraries :

·        an observed shift to becoming ‘“intellectual information  centres'”

·        increased cost  due to changes in demands for more equipment and appropriate furniture  to accommodate the new technologies (power, carrels, network  connections, etc.)

·        additional types of rooms for new functions  in the library: high tech centres, faculty  support centres, information  arcades, and library ‘“cafes'”

·        attention to the symbiotic effect of pleasant ‘“warm'” information  environments and the ‘“coldness'” of hardware

·        some of the original drivers for new libraries  to store more print materials has shifted to a need for electronic information  access  areas (storage emphasis to access emphasis)

·        flexible  design  to allow for future changes as needs and circumstances change – modular design in 30 sq ft units with adequate power/data  grids to allow for shift from shelf needs to electronic equipment station additions (refer to the article for more complete design details)

Equipment stations - configuration and number

Campus computer labs or library

Students should have access  to the following:

1.       Computers for on campus  computer instruction.

2.       Computers for on campus  technology  mediated instruction.

3.       Computers for computer assignments from any class.

4.       Computers for Internet  assignments and research from any class.

5.       Computers for e-mail  communication  to instructors (either free on campus  e-mail and Internet , or optional off campus access  at a reasonable cost ).

6.       Computers for access  to library catalog system.

7.       Library orientation in the use of technology  in library research.

8.       Technical support for student  on campus  users.

McDavitt (1999) points to the need for attention to lighting and cabling access  in library tables that suit the new functionalities.  “Supplemental task lighting may be required for reading or detail work , and task lighting can also be used as a conduit for integrating technology . As recently as two years ago, designers working on library interiors were custom designing table lamps to include tel/data  outlets in the base for laptop use.”

Capturing information  for transfer

It is all well and good to have network  access  in labs and libraries , but it is equally important to have information  capture and transfer capabilities in order to make use of the information.  Keeping in mind the copyright regulations, it is legitimate to provide students  and other facility users with the ability to copy to disk, access word processing and other information handling software , and print hard copies in order to capture the information they access in the lab or library and transform it into knowledge , learning and assignments.

Multipurpose and single department computer labs

The debate about the design  of computer access  spaces is one that will continue for a while.  Are they associated as part of a single program with support staff  and software  access limited to the department's students ?  Should they be cross institutional under a central support structure open for all students?  No matter what the decision, “Despite the proliferation of personal computers  and network  access from anywhere, on or off campus , computer labs continue as some of the busiest facilities  on campus” (Ryland, 1998).

An approach that some colleges have begun to use instead is to make every classroom  a potential computer lab and to expect technology  to be used outside of class as well (Chaffee, 2001).

An example of a highly sophisticated lab installation  is the Medical School facilities  at the University of Melbourne.

 “A new computer laboratory of over fifty computers  has been set up to cater for up to one hundred students . The lab also has connections for up to fifty laptops. It is envisaged that students will often work  as a group (either two or four students) when researching and completing CAL (computer aided learning) modules to encourage communication  and the elaboration of concepts encountered. The laboratory has been structured with an open design  to encourage discussion between students. The PBL (problem based learning) tutorial rooms have been designed to act as a ‘home' room for a small group of students and to allow them another point of access  for their SDL (self-directed learning). These rooms will contain one computer and connections for up to eleven laptops. The PBL tutorial rooms have been designed and will be equipped with a small set of learning resources , such as medical dictionaries and other medical accessories. The rooms have three configurations: as a PBL room with a central table to seat ten students plus one tutor; as a SDL room with ten computer ports and the table split and placed along the walls; and as a clinical skills training room”  (Grace, Sweeney and Mitchell ,1998).

Simulations as well as traditional labs

As technology  is more developed and course materials are moved into virtual  settings, laboratories may shift from working with physical  materials to working in simulation.  Chaffee (2001) points out that with this shift, teachers  can “assign more complex and realistic problems, as in simulation exercises” (Chaffee, 2001).

Ryland lists “creation of simulated learning environments such as science laboratories, geographic and economic  models, and language-immersion simulators” (Ryland, 1998).

Distance Learning Support Centres

Distance learning through online  and other telecommunications  based media requires space to conduct their activities.  Although class meeting space may be reduced or eliminated in such programs, there are other activities that continue to have space requirements.

Production – printing binding, new media

Despite the use of electronic formats of educational materials, print support is still in use in many institutions.  For serving students  who are not able to get adequate online  access , printed materials provide access to learning packages.  Similarly, CD-ROM and other physically distributed products require a production, storage and distribution area.  Large distance learning  operations with many course offerings will require appropriate space to support these efforts.  Moving to electronic distribution will eliminate some of the growth demands, as in libraries , but not eliminate it.

Addressing the Student Services Needs of Distance Learners

Distance learners are in need of flexible  student  administration and other support services. It is a challenge to providers  to develop options for distance learners to receive these services on an equal basis to those students  who come to campus  facilities  for support.  Michael (1998) suggests that:

“The same advances (in technology ) allow us to address the student  services needs of admission, orientation, assessment, advisement, and placement without having the students  come to a particular physical  location at a predetermined time. They also allow for the possibility of at-a-distance access  to financial aid, tutoring, job placement services, and student records, to name just a few. If we truly embrace distance education  as a means of promoting student learning, we also must be committed to providing the necessary distance support services for student success. Students will expect administrative and support services to be provided via the same delivery modes as are the courses they are taking” (Michael, 1998).

·        Call Centres - for online  student  access  to institutional administrative support

·        Equipped spaces for casual teaching  staff  working in the distance learning  program– may be shared, but still need technology , in particular telephone access  with hands-free capability, voice mail support, and access to the computer terminal in the same desktop space for easy access to online  materials

The California Guidelines address the needs for online  course delivery as follows (Walton et al, 2000):

Online course support

1.       Website with direct upload access  for faculty  to appropriate course server area.

2.       Capability for individual faculty  and class webpages.

3.       Capability for listserv, chatroom and threaded discussion.

4.       Capability for online  tutoring.

5.       Capability for online  advising

6.       Capability for online  financial aid information .

7.        Immediate technical support for faculty  and students .

8.        Course management software  and training for faculty .

9.        Multimedia software  training for faculty .

General Technology Provisions

Besides specific support in the classrooms, the California Guidelines also list additional centralised capabilities that may be provided in other spaces to support teaching  and learning (Walton et al, 2000):

Technology support services

The college should provide the following resources :

1.       An immediate response system if instruction is delivered online .

2.       Technical support for hardware and software  for students  and faculty  at home if instruction is delivered online .

3.       Technical support for hardware and software  for faculty  on campus .

4.       Web  design  support for faculty .

5.       Instructional design  support for faculty .

6.       Availability of additional equipment and software  for faculty  in some central accessible location:

·         Scanners with text recognition

·         Color printers

·         Slide scanners

·         CD ROM writers

·         Laptops for faculty  checkout

·         Portable computer projectors for faculty  checkout

·         Digital still and video  camera

·         Media, drawing, graphic and image manipulation software

·         Studio quality audio and video  editing capability

·         Database Internet  interfacing capability

·         Streaming audio and video  broadcast capability

·         VTML programming capability.

Other technology  resources /support

1.       Videoconferencing equipment and training.

2.       Training  in the pedagogy  and teaching  effectiveness of technology .

3.       Release time for development of technology  mediated instruction and online  courses.

4.       Staff development support for technology .

5.       A program to promote purchase and use of computers  at home (e.g., loan program).

Administrative and Operational Spaces

New ways of delivering courses and new ways of learning lead to changes in job roles for teaching  and all other staff  because of changes to provider procedures and staffing patterns. For example, the demands on staff of continuous enrolment are quite different to those arising from a once-a-semester rush for entry. If course selection and enrolment is done online , the procedures need to be jointly devised by teaching centres, student  administration staff and financial services staff. Help desk service that can understand all aspects of the advisement and intake process needs to be available.

In an e-business  environment , front-office and back-office functions  have to work  much more closely together. This will affect thinking about whose office needs to be next to whose.

When there are more information  and transactions online , there may not be so many students  visiting the reception desk of the teaching  center, but those who are there may need to spend more time talking to desk staff  – does this affect the design  of the office space?

Some staff  are resistant to changing roles – can building  design  have a positive or negative effect on how they see their work ? For example, if people hate open-plan office or hot-desking (moving about from desk to desk based on availability rather than having their own personal desk and equipment), they may not want to adopt the flexible  work practices.  Some people embrace change, others may need to find some sense of continuity and tradition in their workspace.

Executive management

Executive management are most in need of information  management systems in order to perform their roles.  Systems that may have been designed for specialist areas such as student  enrolment, room scheduling, teaching  assignments, course completion, etc. may be required as summative data  right at the manager's desktop.  Improvements in Enterprise Resource Planning (ERP) software  for education can assist in this.  Access to data directly by managers will improve competitive positions of providers  through better information for decision making and planning .

Electronic mail is also an area that many in management roles are expected to employ.  As new and presumably younger persons replace the management ranks, the expectation that personal access  to these tools is available will be high.  Providers that do not provide this level of technology  support will be less attractive to the brightest staff .

General operations

Support areas within organisations are equally affected by new technologies.  As the workplace  in the commercial  environment  develops, so do the tools for the management of our educational organisations.  Providers have similar business  requirements as commercial enterprises: communication  and recruitment of consumers/learners, financial management, human resource management, and general administration, to name a few major areas.

Two key areas that are benefiting from the new technologies are marketing and electronic commerce .

Websites are more commonly used to promote the educational organisations.  In the National Survey in the United States,

“Over four-fifths (83.1 percent) make the course catalog available on online , compared to 77.3 percent last year and 65.2 percent in 1998” (Green, 2000).

Electronic commerce  is growing as well.  Business to business  applications  for supply ordering and electronic funds transfer for payments are quite common.  Direct use of web accessible enrolment and fees processing is increasing.  :

“The proportion of campuses reporting e-Commerce capacity on campus  Web  sites more than doubled in the past year, rising from 7.6 percent in 1999 to 18.8 percent in 2000. But here as elsewhere, the survey data  point to significant differences across campus sectors. Although two-fifths (41.0 percent) of public universities  have e-Commerce capacity, only one-fifth of public four-year colleges and just one-sixth (15.0 percent) of community  colleges can process course fees via their Web sites... two or even three years behind the consumer marketplace” (Green, 2000).

Technology operations

Technology support operations are new additions to many institutions.  Sometimes they are located in main campuses with satellite staff  at off-campus  centres of size.  Some institutions manage server clusters for delivery of course materials from a central location.  Whatever the technology  setup, implications will exist for environmental  controls, power consistency, telecommunications  access , and security  of the equipment from theft or damage.

In the software  area, Klingenstein (1998) lists three major categories of consideration:

Middleware — the “glue” pieces, such as authentication , authorisation, customisation, and localisation, that transform raw delivery into viable service offerings. 

Creationware — tools such as authoring tools, Java libraries , multimedia  editing systems, etc., that allow authors and subject experts to develop electronic materials. 

Administrative support — the systems that track not only the students  but also the online  educational materials, allowing students to shop for courses and faculty  to build new courses on other modules and components (Klingenstein, 1998).

Providers will need methods for managing these tools and providing access  to them by the appropriate individuals.

Common Spaces

Our institutions are communities  as well as learning places .  We provide leisure activities and amenities for the people using them.  A range of examples of how technology  can be used in these spaces is below:

§         The best single example is the George Johnson University Center at George Mason University, which was developed by combining funding  for a student  union and a new library. The facility is like an academic  mall, whose combination of high tech and high touch is a magnet to students , faculty  and staff  (Norris, 1998).

§         Rooms with teleconferencing  resources  for collaborative  e-meetings (Schoomer, 2000).

§         Access to resources  in common areas including the evolution of a learning community  that requires 24 hour access  to technology  resources, including support staff , and even a ‘cyber café' (Schoomer, 2000).

Providing these types of services may or may not be the direct responsibility of the Australian VET  sector version of community  learning centres . However, just as workplace  systems may be provided by the workplace rather than the VET provider, it is important for the facilities  planners on both sides of the connection to be aware of the interaction between campus -based facilities and those that learners are using in these off-site environments.

Other areas that have technology  implications are:

·        Cafes — accessibility  during open hours; integration  with financial systems for the tills; lighting and security  controls

·        Community Areas — authorisation for use of technologies; access  to audio/visual support equipment; environmental  controls

·        Hallways — ATMs, kiosk access  terminals, announcement video  screens, public address systems, security  alarms, security video cameras as required

·        Car parks — safety  phones; card access  entrance gates, security  cameras

·        Residence halls — internet access , cable and closed circuit television to rooms and group lounge areas; study areas with network  access if not to rooms; environmental  controls; security  access with video  cameras

·        Meeting rooms — access  to campus  networks ; display equipment; environmental  controls; security  of access

·        Storage — inventory control systems such as barcode

Part Four: Asset Management

Overview

One aspect that was very clear from this review is the limited amount of information  about the effects of  the emerging ICT  enabled and influenced trends in teaching  and learning on asset and facilities  management. A good deal of material is available about what is needed in terms of characteristics and design  of ICT influenced education facilities, but not the next step of management of these new types of assets and facilities.  Hence, this section provides cross-referencing to relevant material, and some interpretation and extrapolation, through extensive first-hand asset management experience, of what the implications are for asset and facilities managers.

Current and emerging ICT  is being leveraged and applied to enhance the quality and effectiveness of teaching  and learning environments.   How these new technologies are applied and hence incorporated into old and new assets (particularly building  assets) will drive how these assets are managed through their effective lives – through life cycle management.

Facilities and asset managers rely on educators for guidance on what space and associated services are required, so that they can ensure that the optimal mix of assets is available. As the requirements become more demanding, greater pressures are placed on the facilities  and assets.

The selection criteria for exemplary education facilities  projects provide insight into the expectations of future education facilities (OECD, 2001). These criteria cover:

·        Good value for money – asset managers have to ensure processes achieve this

·        Minimal running and maintenance  costs

·        Greater anticipation of future application of assets

·        Designed for wellbeing of the people who use them and the environment

·        Quality of “delight” that comes from the quality of the space achieved and harmony with the surrounding environment  – greater collaboration  and integration  of architectural design  with end-user needs and optimisation of maintenance  costs.

To understand this fully, it is important to first be clear about what Asset Management  (AM) is, and what it tries to achieve. This section covers the key elements of facilities  and assets management, and endeavours to anticipate and highlight the expected implications of  the impact of  ICT  on facilities, assets and their management.

The key questions are:

·        Which current AM principles and practices will continue to be valid and effective in terms of new and refurbished assets influenced by ICT  enabled teaching  and learning models?

·        Which will no longer be applicable or effective?

·        What new principles and models will have to be developed, to effectively manage facilities  and assets in the new environment ?

Managing Facilities and Assets Through Their Life Cycle

Asset and facilities  management encompasses a range of responsibilities, which include:

·        Managing the provision of asset services to enable an organisation  to achieve its core business  (mission) and associated goals.

·        Maintain the health (condition) of owned assets to the required level to ensure provision of required services, throughout their useful life.

·        Acquire, rehabilitate and dispose of assets to ensure cost  effective provision of required asset services.

·        Manage contracts and service level agreements where required asset services are provided through outsourced solutions and arrangements.

Responsibility for managing an asset or facility usually begins when its construction is complete and the facility or asset is handed over for occupancy and its intended use. Those who will be responsible for managing the use of an asset throughout its life are not routinely involved in the front-end design  and construction stages. As much experience has shown, this creates unnecessary challenges for asset managers when the as-built asset and related information  are “tossed over the wall” to be placed into use. Despite advances in the use of computer based asset management systems, there is still considerable manual transfer of asset data  and information from the construction phase to the commissioning into service phase, and associated inefficiencies and overheads.

Facilities and asset management involves making the best or optimum decisions on what we need to do with the assets throughout their life cycle.  Figure 2 shows the main phases of managing facilities  and asset throughout their effective lives.

Figure 2. Asset Through Life Cycle Management

A key impacting factor on the success of the design  and commissioning of a facility or asset is communication  between the end users, architects, facility and asset managers.   Historic experience has shown this to be a challenge to get right with building  buildings (bricks) in a low-tech environment .   The emerging ICT  and its current, and potential future, applications  is increasing the complexity and diversity of  design requirements, and placing further emphasis and criticality on effective communication between stakeholders, for achieving effective solutions.

Commonly used key criteria for assessing the requirements and performance of assets are:

·        Functionality – fitness for purpose by design .

·        Standard – fitness for purpose in terms of the actual condition of the asset or facility

·        Utilisation – the level of use of the assets and facilities .

·        Criticality – provides an indication of priority in relation to impacting delivery of education services.

Impact of New and Emerging ICT  on AM

The emerging themes identified by the research, and discussed elsewhere in this report, will be covered here specifically in the context of their impact on AM. These themes will affect how the ICT  and associated facilities  and assets such as buildings will be integrated and packaged to provide the enabling support for delivery of the education services and achieving the teaching  and learning outcomes. The ways in which this integration  and packaging is achieved, and the resulting new facilities and assets, will impact and influence the AM decisions that need to be made.

The literature review points to an overwhelming opinion that AM in the future will be more about managing the integrated environment  to ensure it is optimised to support learning needs and the achievement of learning outcomes.   That is, the focus will need to shift more to creating the right space (being primary) and maintaining the building  and ICT  infrastructure  (being the supporting enabler).   Opinion also strongly supports the need for greater cross-functional collaboration  in the decision making about creating, re-creating and maintaining facilities  and assets and the spaces they provide.

The fundamental aspects that will create the new challenges for facilities  and assets management are about:

·        Balanced integration  of ICT  and other physical  elements of the new teaching -learning physical spaces

·        Flexibility  in the way end users can use the ICT  and physical  space it occupies

·        Relationships, communication  between teachers , learners, architects and facilities  and asset managers.    All stakeholders will need to be aware of the influences and impact of organisation  cultural aspects on the relationships and communication.

Hirsch (2001) reports on five key elements in use of ICT , identified at a round table stakeholders conference:

·        The way people develop relationships with each other and with computers

·        Great potential for teaching  and learning methods to be changed by use of  ICT

·        Context set by the place where learning occurs and computers  are used affects the learning process

·        Linking of local cultures  into the use of computers  for learning

·        Way ICT  is developed and accessed is important to teaching  and learning outcomes

These types of findings highlight the growing complexity of not just the technology , but how it is used in the delivery of teaching  content , how it is used by the learners, and the context created by the space in which these occur.  The growing challenge for facilities  and asset managers is not just the impact of each of these components on design  and maintenance  of facilities and assets, but the impact of outcomes resulting from the interaction of these factors.  Implications for asset and facilities managers include:

·        Need to be much more pro-active in involving end users and other key stakeholders in facilities  and asset decisions

·        Establish greater understanding of the specific impacts of how ICT  is used in the teaching -learning environment  on the buildings.

·        Need for adjusted, adapted, and new strategies for effective facilities  and asset life cycle management.

Life Cycle Implications

Maintenance  management

For new facilities  and assets being introduced, the application of new designs and materials are likely to reduce life cycle maintenance  costs. However, this may be offset by the potentially higher costs of incorporating more complex ICT  infrastructure .

One of the key trends is toward remote learning combined with an expected trend towards teaching  and learning facilities  being a community  asset and resource.  This will place significant additional demand and responsibility on facility and asset managers to manage remote assets and multi-ownership assets.

The new facilities  and asset environment  will drive the need for maintenance  staff  to have a broader and higher skill-base.  This is a significant factor in light of the outsourcing drive over the past several years, but there are also some recent signs of organisations deciding to bring back some maintenance capability in-house. The emerging ICT  application trends in education broadly, and VET  specifically, could be a driver for specialist high-tech maintenance staff resources  being shared across a number of institutions and regionally.

Programming and scheduling of maintenance  will need to become more sophisticated to minimise disruption to teaching  and learning activities. There will very likely be a shift to predictive and preventative maintenance, scheduled to minimise disruption to teaching and learning programs. That is, reducing rectification maintenance through more effective maintenance programming, enabled through increasing self-diagnostic infrastructure  systems and assets.

Inventory Management

The emerging trends in teaching  delivery and learning approaches enabled through ICTs are creating a more complex and demanding environment  for inventory management.  The key factors include a greater number of items that need to be managed increasingly spread geographically across a greater number of locations.  Greater sophistication and automation of inventory management will be required by asset managers to maintain effectiveness and efficiency levels.  This will drive a need for more sophisticated functionality  from asset management systems, with technology  enabled automation such as bar-coding.

Capital procurement – new & recycle

The review has identified a clear driver emerging in the form of a growing recognition of the need to be innovative and clever in designing and using facilities  and assets. This will generate a challenge for facilities and asset managers in changing traditional paradigms and mental models of facilities and assets management.

A key pressure on the procurement of replacement and new assets is the shortening life cycles of some of the ICT  that is being introduced and applied. This has implications for the building  assets that provide the backbone and framework for carrying the ICT infrastructure , where technology  is more regularly removed and installed.  A possible offset factor could be the growing emergence of wireless  technology, however progress in its wide application has generally been slow. This may change as the costs of wireless technology drop.

The literature clearly highlights the need for educators and learners to be involved in the design  and re-design of facilities  and assets, in contrast to the traditional approach which has been heavily architecturally driven and influenced.  Facilities and asset managers may be in ideal positions to play a facilitation and mediation role in this collaborative  process.

There also appears to be a shifting emphasis to re-cycling and re-use of facilities  and building  assets (Olenick 1999).    Technology assets, in particular ICT , will either have upgrade paths to extend their useful lives, or have very short life cycles with a replace and dispose (recycle in manufacture process) strategy   (Sowell, 2000).

Newer technology  facilities  will have greater reconfiguration capabilities. This will potentially extend their functionality  based useful lives, but also potentially increase maintenance  requirements. Hence, there is the possibility of a shift in asset management budgets  to an increase in maintenance. This could possibly be offset by reduced operating costs through innovative ‘green' designs, and better-distributed capital  expenditures.

Finance management

Trends in the US are showing that various levels of the education systems, in particular schools  themselves, are becoming more innovative in sourcing funds to develop the teaching  and learning environment .  There is therefore emerging pressure on facility managers to continue this innovative approach in relation to finance sourcing and budget management for the duration of the facilities ' and assets' effective lives.

Fitness for purpose

Fitness for purpose is a term used commonly in facilities  and asset management to indicate the suitability of the facility or asset for its intended end use. Key aspects or components of this are the functionality  and standard (or condition) of the facility or asset. The fitness for purpose is then established by knowing the required level of functionality and standard, and measuring the current level being provided. The greater the gap, the more resources  have to be applied in the maintenance  and / or rehabilitation of the facility or asset.

Sometimes standard is used to include the required level of functionality  and condition. While this has proved to be satisfactory in traditional relatively low-tech buildings, it is likely to be inadequate for new ICT  enabled high-tech buildings. This is because functionality in a space provided by buildings and other infrastructure  is becoming more complex, as is likely to be the fabric material of future buildings.

The ICT - influenced emerging teaching  and learning environment  will be significantly different in that it will require facilities  and assets managers to review, adapt and change their traditional view of ‘fitness for purpose' of facilities and assets, and establish new paradigms and relevant performance indicators for both functionality  and standard.

Functionality

A prime objective for facility and asset managers is to ensure that the functional performance is maintained at a satisfactory level during the useful life of the facility or asset. The clear trend to greater multi-functionality  will place demands on managers to ensure satisfactory performance in a more complex multi-functional environment . Therefore, a key issue is whether they need to introduce a flexibility  factor or performance indicator as an extension of the functionality dimension.

Performance Standard

The growing trend to higher technology  tools such as multi-media  means that the expectations of  users about the condition, quality and reliability of facilities  and assets will increase. This will in turn place further pressures on facilities managers and their limited budgets . As facilities grow in their technology content , there will be heightened expectations about the reliability both of the equipment itself and power supplies, etc. Hence, one potential consequence for facility managers as well as designers is a greater priority for uninteruptable power supplies, which in the past have not been considered critical in these types of environments and applications .   Once again this increases the challenges for facilities and asset managers, both in establishing appropriate strategies and budgets.

Post occupancy evaluation is carried after a facility or asset has been commissioned and occupied for its planned use for a period of time.   The time period of use before carrying out a post occupancy evaluation will depend on a range of factors, but may typically be within a range of three to twelve months.  Factors considered include establishing use and coverage of most if not all functionality  provided by the facility and asset, warranty periods, etc.  Post occupancy evaluations normally involve surveys and/or interviews of a wide range of users of the facility or asset, focusing on establishing its performance in meeting functionality and fitness for purpose criteria.  Although condition should not normally be an issue as the asset is new, the post occupancy evaluation may identify condition quality deficiencies.  In the context of emerging impact of ICT  application are likely to lead to more detailed evaluation closer to asset delivery due to the nature of ICT and its application. That is, any fitness for purpose shortcomings are more likely to more immediate impact and consequences than deficiencies related to building  fabric and some fittings.

Utilisation and Space Management

Common opinion in the literature is that ICT  enabled teaching  and learning models are driving a move to larger open and reconfigurable spaces.

Typical visions include large multi-purpose spaces that have a broad range of uses, and are made available for a wide period of time on a daily basis  The school as ‘factory' is out, ‘learning centre' is in (Miller, 1995?).  This has significant asset and facilities  management implications that include:

·        more complex facilities  use scheduling

·        additional management and security  resources  to make facilities  accessible for extended hours

·        management of maintenance  that does not interfere with space use will become more challenging as the window of opportunity to carry out maintenance is reduced.

This changes the characteristics of assets delivering this space, and has implications on how the space utilisation should be managed. The level, or intensity, of facilities  and asset use and its spread over an assets life will have a significant impact on the AM decisions made.

The review of the literature highlights that the trend will be towards more open multi-purpose facilities , with space that is easily and frequently reconfigured. This will place greater demand on the facilities and assets, and hence on facility managers in terms of increased levels of sophistication being needed for space and maintenance  management.  This will also have implications for facilities and assets management support systems.

There is a clear message emerging from the literature that there is a growing need for collaborative  planning  of facility utilisation, involving educators and facility and asset managers.

There is an emerging need for the integrated and holistic management of facilities , assets and equipment and the teaching  and learning space itself.   In particular, factors include:

·        Furniture ergonomics

·        Look and feel

·        Air quality and temperature

·        Lighting .

Research is showing that fine tuning of these environmental  elements, or comfort factor, can have significant affects on learning outcomes (Przyborowski,  2001).

There is growing need for facilities  and asset managers to be innovative in the use of superfluous space, creating new mixes of space type utilisation.  For example introducing commercial  / retail space on a campus  facility (Sturgeon, 1998).

Even greater potential challenges are highlighted through the outcomes of the Ultralab project (http://research.ultralab.anglia.ac.uk/iBooks_evaluation.html) with emerging ICT  enabled scenarios such as:

 “After the initial installation  the teachers  were given a demonstration. It was a pleasure to watch their reactions. Holding the iBooks, connected to the web they walked in the playground, along to the entrance lobby, into classrooms and sat at some desks. Their delight was exciting to observe as the possibilities slowly dawned. The teachers talked about being freed from the “shackles of computer suites” and it was like a revelation as they planned the breadth of the creative things they could do.”

This relatively simplistic scenario of truly ‘teaching  and learning anytime and anyplace' will potentially place enormous pressures on facilities  and assets managers in how to best meet this new type of demand with future facilities and assets. Even greater pressures are likely to emerge in endeavouring to meet these new emerging needs with current assets and facilities that are based on past paradigms, and have built-in inflexibility.

This will place greater pressures on facilities  and asset managers in requiring broader skills and experience to ensure optimised management of a more diverse facility and assets portfolio, both in type and application.

Criticality

Emerging directions highlighted by this review show that the assessment of the criticality of facilities  and assets will become a more significant factor in their effective management. This is becoming self evident as we move progressively from blackboards, whiteboards and butchers paper to reliance on ICT . Failure of any of this equipment will therefore have a significant impact on the ‘fitness for purpose' of the teaching  and learning space, making it increasingly mission critical to achieving the desired outcomes. 

Once the teaching  and learning processes and techniques have been established and embedded in the new environment , it may not be as easy as ‘going back to the board' or mail out of material, particularly for remote teaching and learning.  The principles, tools and techniques used in delivering facilities  and asset management need to evolve and adapt at an appropriate pace that matches or keeps ahead of the development of the facilities and assets themselves, and the way they are used.

Specific Implications of ICT  on AM

Asset Plans & Planning

Development of Learning Technologies Plans is becoming more prevalent as there is a growing recognition of the need to be pro-active about planning  integration  of new technologies into the teaching  and learning environment .  Formal guidelines such as Education Tasmania's Facilities Guidelines for Learning Technologies (http://info.tased.edu.au/ffps/fs/guidelines/learningtech/direcfs2.htm) are emerging to ensure this critical emerging area is addressed with some degree of standardisation and coordination.  The recommended planning approach in this example involves:

·        Learning Technology Planning ‘will be primarily by teachers  and administrators .

·        The extent and timing of building  and infrastructure  requirements will be determined by how and where the learning technologies are deployed according to the LTP.' (Education Tasmania, 2001)

This highlights the emerging issue that teaching  and learning strategies, approaches, methods, and principles must lead and drive those required for and applied to developing and managing required assets and facilities .

Managing budgets

As discussed above, the implementation of new ICT  will affect the facilities  and assets cost  structure, both during building  and throughout its in-use life cycle. This means that facilities and asset managers will need to develop new life cycle models and profiles. For example, as shown in Figures 4 and 5 below, future life cycles are likely to look quite different. Figure 4 shows a facility's or asset's life cycle functionality  profile and associated maintenance  expenditure.  For traditional buildings this is in the order of 30 to 50 years and more. Consideration would be given to refurbish or replace the facility or asset as we approach a point on the curve where its functionality is no longer acceptable, and maintenance costs begin to significantly escalate. In contrast, Figure 5 highlights a potentially likely new scenario of extensive application of ICT and semi-permanent reconfigurable and / or recyclable buildings.  Here, the life cycles are much shorter than traditionally, and the maintenance expenditure profile is affected as a result. This is likely to have a significant impact on overall cost structures and budget profiles and allocations between capital  investment and maintenance and operations costs.

Figure 4. Traditional Life Style Functionality and Associated Maintenance  Expenditure

Figure 5. Possible Future Life Cycle

This places  a demand on facilities  and asset managers to make more complex life cycle decisions for optimising the services and cost  effectiveness of facilities and assets through their useful and economic  lives.  This will include a need for more data  on the condition and utilisation of facilities and assets more often.

Accordingly, the management decision support used by facilities  and asset managers will need to be sophisticated enough to support the new decision processes. This is covered in more detail in the later section on facilities and asset management support systems.

Environmentally balanced and sustainable facilities .

The literature review indicates a shift to multifunction / multipurpose  facilities , which has implications of higher utilisation rates for facilities and assets.   If this predicted trend is realised, it will create a challenge, and need, for asset managers to develop and adapt more sophisticated AM thinking and approaches, including the appropriate and effective scheduling of maintenance  and facility re-configuration without disrupting the learning delivery programs. This includes implications to AM of high-tech smart buildings that potentially reconfigure and repair themselves, or request repair when it is needed.

Traditional schools  have been viewed as structures of "brick and mortar" that are designed and constructed under the direction of facilities  managers, that are maintained by custodians, and that are used passively by students , teachers  and staff  (Center for Environment, Education and Design  Studies, 1999).The emerging future scenario is likely to have less clearly defined delineation between some of these roles.

The need integrate the local environment  in designing and utilising facilities  and assets is increasingly recognised. This is likely to require greater investment costs, which must be taken into account in determining a whole of facility life cycle benefits.  However, indications from experience and opinion in the literature is that, if this is done properly, the life cycle total benefits will significantly outweigh the incremental increase in the initial investment.   The best and most prominent examples (Ohrenshall,

1999) relate to designing for power use efficiency, also showing that this can achieve secondary expected and unexpected benefits.  Additional research is beginning to emerge showing that an environmentally integrated and balanced facility also contributes to positive learning outcomes.

This paradigm  has broader implications in terms of prompting facilities  and asset managers to develop and apply a more holistic approach to both the strategic and operational management of whole portfolios of facilities and assets.

The Rocky Mountain Institute's (RMI) A Primer on Sustainable Building (1998) suggests five principles for sustainable education facilities  design :

1.      The work  completed at the front end of the design  process is critical to the successful outcome of the building  product.

2.      Sustainable design  is more a "philosophy of building  rather than a building style" and, as such, may be "invisible" as a building feature. It is rather, integrated into a design style which will vary according to the needs of a site and a client.

3.      Sustainable design , by definition, does not assume excess expense or complicated design.

4.      An integrated approach is critical.

5.      Minimizing energy consumption is central and should be translated into energy- efficient mechanical and appliance equipment and materials.

A key aspect or theme of these principles is greater emphasis on up-front collaborative  thinking, and a ‘philosophy' (translating to lifestyle) approach to facilities  design .  The suggested ‘softer' approach will prove a significant challenge to asset and facility managers who predominantly have a technical or buildings management background and paradigms.  The new emerging paradigm  for facility design and creation has broader implications for facility and asset managers in terms of prompting the need for developing and applying a more holistic paradigm and approach to both strategic and operational management of whole of portfolio facilities and assets.

If future designs move to a high utilisation model, the AM challenge will including the appropriate and effective scheduling of maintenance  and facility re-configuration without disrupting the learning delivery program. Implications to AM of high-tech smart buildings that potentially reconfigure and repair themselves, or request repair when it becomes needed will be significant in driving new thinking and strategies for managing assets and facilities .  This will be particularly challenging as traditional schools  have been viewed as structures of "brick and mortar" that are designed and constructed under the direction of facilities managers, that are maintained by custodians, and that are used passively by students , teachers  and staff  (Center for Environment, Education and Design  Studies, 1999).

Facility Design  / Redesign

The emerging combination of new teaching  and learning models and their enablement by, and interaction with, new ICT  will influence facility and asset design  thinking and principles.  According to the new design principles from Jamieson (2000) addressed earlier in this paper, the general trend appears to be towards more organic facilities  and asset structures and environments. This will have implications for life cycle facility and asset modelling and management, including further emphasising the need for a mirrored organic and holistic AM method and principles.

Newstead College Development in Tasmania (http://www.education.tas.gov.au/facnet/works-projects/newstead.htm#Data) provides an example of a new thinking approach in the design  of new education facilities :

 ‘The proposed curriculum  structure developed by Alanvale College, groups subjects into "clusters" of related educational values. These "clusters" are expressed in the grouping and inter-relationship of facilities , and consequently in the site planning  and disposition of buildings on the campus . The buildings of the campus form a coherent complex of "clusters" of facilities located along the central spine to achieve the identified functional inter-relationships.'

 ‘The design  of the buildings aims to express and support the philosophy and objectives of the College, including providing education opportunities in an open and supportive environment , while at the same time unobtrusively achieving security  consistent with safety  for members of the College community , and with minimising maintenance  of the complex.'

 ‘Fibre optic cable forms the backbone of the data  distribution system, serving data hubs and networks  in every part of the campus . The College is equipped with a computerised central supervisory system to control security , lighting, heating, hot water, ventilation and environmental  control systems.'

Facility Functionality

Design  principles are closely linked to and will drive and determine the functionality  of facilities  and assets. In fact, this is a two way interaction between identified needs and developing possible and best facilities and assets solutions.

A key aspect of functionality  is how well the design  item complements the learning environment .     Some of the key aspects or elements of this include:

·        Green Areas — Outside spaces, close to the school building , where trees, grass or gardens may be seen.

·        Quiet Areas —Solitary places  where students  may go to pause and refresh themselves.

·        Play Areas — Special locations where children are given the opportunity to be together, use their bodies, build muscles, and test new skills.

·        Private Spaces — Social places  where a small group of children may go to be alone

·        Public Areas — Spaces fostering a sense of community  (unity and belonging) that offer inviting and comfortable settings, including ample lighting.

·        Outdoor Rooms — Defined outdoor learning environments - enough like a classroom , but with the added beauties of nature.

·        Campus Plan — Several natural and built structures that may be connected by walkways (sometimes covered), pathways, and/or promenades that complement the delivery of the educational program.

·        Pathways — Clearly defined areas that allow freedom of movement among structures. These play a vital role in the way people interact with buildings. Pathways may also connect buildings to one another so that a person can walk under the cover of arcades.

·        Circulation Patterns —Indoor spaces for circulation should be broad and well-lit allowing for freedom of movement.

·        Administration Centralised — Administrative offices are grouped together in a centralised area allowing for connection and convenience. If there are schools  within a school or a campus  plan, the person in charge should be readily accessible.

·        Acoustics — Control of internal and external noises levels.

·        Windows — Spaces bringing natural light into the learning environment . Windows may have some form of glare control, but should be in use (when glare is not a problem), and be without painted obstructions and other devices that restrict views. Windows should invite the outdoors inside.

·        Technology for Students — Spaces with computers , compact disks, programs, learning packages, Internet  connections, television, and video .

·        Technology for Teachers  — Computers (including laptops), multimedia  and Internet  connections are easily accessible. Teachers have access  to technology  (outside the media center ) for use in research and planning  lessons.

·        Hallways -—Hallways are favourable for displaying student  work  

·        Roof system — A leaking roof can disrupt student  learning.

·        Context — The school and grounds are compatible with the surroundings and sufficient to facilitate the curriculum  and programs.

·        Harmony — The school is “in harmony with nature.” It blends with the surroundings and brings nature into the learning environments.

·        Comfort — Classrooms  create a stress-free atmosphere.

·        Climate Control — A system designed to maintain a comfortable temperature in the classroom  learning environment .

These factors influence the final look, feel, configuration, materials selection and fabric of a facility or asset.  In turn, this will drive and have an impact on the nature of thinking, roles and decision making of facility and asset managers.  

Each of these areas poses new facilities  and asset management challenges in terms greater future demands by academic  staff  and students  to have these areas integrated and balanced to ensure the optimum learning environment . This also highlights the growing diversity in facilities and assets challenge for asset managers.

New Fabrics Technology

New approaches to building  school facilities  such as Metal Building Systems (Wiens, 2001) create  opportunities for flexibility  in design  and redesign, but also challenges for management of these assets.   These challenges include a need to remain dynamic and flexible  in facility reconfiguration, and new strategies for maintenance  of new building fabric materials.

These also create new challenges in determining innovative ways to approach and manage these types of assets through their life cycles.   There may be a need for new processes, approaches and strategies for maintaining new types of asset and associated building  / structure fabrics.

Facility security

There is a growing demand for increased and more sophisticated security  across tertiary institution campuses  (Fleming, 2000).   This increases further the complexity of assets being managed at education facilities , including maintenance  requirements, and damage resulting from vandalism.  Impacts are on personal safety  factors such as lighting exterior spaces and interior passageways, alarm systems in carparks and other after hours areas, as well as appropriate traditional locks and procurement strategies for physical  items.

Flexibility  and Modularity

Modularity in functionality  may drive modularity  in design .    Modular design will have maintenance  requirements similar to current structures, but are also likely to have some unique requirements.    These may include special attachment and fastening systems that may require more frequent inspections and maintenance.