Vanerum I3 Learning Environments

iNTERACTIVE iNTEGRATED iNSPIRING

“IF EVERYONE TAUGHT IN HOPES OF TRYING TO MAKE STUDENTS THINK INSTEAD OF TELLING THEM WHAT TO THINK, THE WORLD WOULD BE A BETTER PLACE.

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Lifelong learning................................................................................................................. 4 Our solution......................................................................................................................... 6 i3............................................................................................................................................. 8 Learning environments................................................................................................... 16 Zones................................................................................................................................... 18 Reference projects...........................................................................................................30

LIFELONG LEARNING The world is changing. The exponential acceleration of technology requires all new skill sets. Currently, the technology gap is ever increasing, which means many students graduating and starting their careers don’t have the necessary skills to be proficient in business environments. 4

Today’s ‘lifelong’ learners face a very different world than

that most European workers see the gap between the

their parents did. They will live longer and have more

expectations of and requirements for ICT skills of their

freedom than ever to choose their experiences, social

future employers and their own actual skills increase

networks, and values. The rollercoaster of scientific and

year by year. The gap between demand & supply for ICT

technological (sci-tech) change runs faster every year,

literate employees imposes costs on business in the form

spinning us irreversibly toward a very extraordinary future.

of lost productivity, hiring and recruiting costs and limits on

Our planet is wiring up into one vast, instantaneous,

growth. This calls for a different approach than the actions

transparent and increasingly intelligent global network,

taken so far, such as changing the place of ICT education

which creates amazing new opportunities for business

in our curriculums, and boosting social inclusion through

and society. Yet there are great challenges ahead as well.

innovation and training.

The world is now so interconnected that big problems in any given place are becoming everyone’s problem. This

Also, taking into account the abundant flow of new

constant change will require today’s learners to change

information being generated every year (estimates claim

their future faster, learn new technology and networking

a contemporary citizen gets presented more facts and

skills more frequently, and consider the environment they

figures in one week of information gathering than a citizen

live in from an entirely different perspective. They will also

living in the 18th century would come across in a lifetime),

be challenged to keep learning every day and thus should

we should consider adapting our teaching methods to this

experience these educational duties as a right to learn.

new reality. In the future, knowledge will not only be about remembering facts, but about the skills to filter out relevant

The Internet and technological growth have induced a

information from this information flow. In the 21st century,

paradigm shift, changing the way business is conducted.

literacy will mean being able to adapt to ever evolving

The specialized training and education requirements

technological means and use them to instantly access the

for current and future employees and the lack of access

necessary and relevant information on a certain topic.

to diverse employee pools contribute to the problems companies experience in employing a strong and diverse

The question to be asked is whether the current traditional

employee base. According to recent studies, ICT skills are

teaching methods and environments are suited to the task

becoming an increasingly important entry ticket to all levels

of teaching these skills.

of the job market. In addition, the same studies indicate

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OUR SOLUTION

The VANERUM Group companies manufacture, import and/or install

LEARNING HOW TO SEE

products and solutions which help to create i3 environments. By i3 we

Design is a way of seeing things. How you think about a subject depends,

mean products of interactivity, integration and inspiration that are a result

in part, on your culture, your experiences, and your expectations --how

of the needs of classroom and office furniture, interactive whiteboards

you see things. When most of us think of a “learning space,” we think of a

and other interactive solutions, projectors and displays, voting and room

classroom with a professor in front of the room and maybe blackboards,

control systems, digital signage software and static signage solutions,…

projectors, or interactive whiteboards. The presumption is of information

Among the outcomes are more efficient meetings, stimulating learning en-

delivered in a lecture format.

vironments for youth and adults alike, remote interactive collaboration,…

What if you “saw” something different? What if you saw learners rather than lecturers? What if you saw chatter rather than silence and action

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Our mission is accomplished when learners of all ages consider their

rather than stillness? What if you saw learning as something social

educational duties as a right to learn.

rather than something cerebral? What would be different? Expectations?

Learning spaces? Learning? In the collection that follows you will find many

• Space shaped by learning rather than by instruction

examples of learning spaces that began with seeing things differently. The

• Socially active space

assumptions were different --there is no front to the room, and learning

• A shift from classrooms to learning complexes

doesn’t happen at fixed times. The focus was different --often on groups

• Service philosophy

rather than individuals. And the desired outcome was different --successful

• Technology integration

learning rather than teaching.

• Experimentation and innovation

The content of this collection is offered to help others “know how to see.”

• User involvement

As you review the examples, it will quickly become apparent that these learning spaces have a positive impact on people. Words such as learning,

Diana G. Oblinger - EDUCAUSE “Learning PLaces” chapter 14 page 1

engagement, interaction, and excitement come to mind, but you will see patterns as well: www.vanerum.com

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By i3 we mean the product of interactivity, integration and inspiration: a

interactivity

(learning) environment in which all participants can learn and work without

Social dynamics, collaboration and feedback drive new ideas and help us

constraints and achieve better outcomes. i3 trickles down to every level

progress, decide and learn. By Interactivity we mean features that stimulate

of our solution: from the total environment through the zones it contains,

the accessibility and exchange information and knowledge. Face to face

down to the features of each individual product. We are, moreover, fully

or distant, live or virtual, synchronously or asynchronously.

aware of the critical role of the facilitator in this environment, and have developed specific services to support you at this level as well. 8

“IT COMES DOWN TO EITHER PRESENTING THE FACTS AND THE RULES AND GETTING IT OVER WITH, OR INFUSING THE STUDENTS WITH A GREATER UNDERSTANDING OF THAT ERA, IDEA, EMOTION, EQUATION, ETC...

integration

inspiration

Properties that merge rooms, furniture, technology and facilitators into a

Ergonomic, aesthetic and functional features that provoke a sense of

seamless, inspiring environment that makes it easy to access and exchange

excitement and well being which breaks down barriers standing in the

information, to collaborate and to use technology to foster 21st century

way of an optimal gathering and exchange of knowledge and information.

learning skills.

Interactive and integrated environments and tools, experienced trainers and the right resources inspire learning and collaboration.

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INTERACTIVITY In our vision, interactivity is important in different ways. Most obvious are the interactive IT products in our product line: all products allow interactivity in global, single user or small group collaboration setups, both inside the working or learning environment and at home.

Although we are fully convinced of the need for and the benefits of these technologies, we believe that a number

The

higher

line

of classic, less dynamic interactive means can support, or if cleverly used, even enhance the effect of technological

of

the

OPTI+

interactivity. Whiteboards, blackboards, magnetic boards, flipcharts and pinboards all provide instant access, are

gives a clearer overview over

approachable in different creative ways. Interactivity is also the way in which environments enable us to communicate

the other students’ desks, so

and collaborate. Good furniture helps to improve communication and collaboration: it is ergonomically correct, easy to

that students can collaborate

move and group in different setups, is flexible and/or modular, offers multiple seating options, is ready for advanced

more efficiently.

IT and audiovisual integration,... One can combine all these components at once, or integrate them step by step (over time) in order to gradually shape the i3 environment of their choice. 10

of

sight Move

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INTEGRATION The goal of integration is to achieve the highest possible level of synergy between the elements that constitute the environment. Various

functions

communication,

such

as

ergonomics,

collaboration,

technology,

mobility, storage,... integrate into well-thought products, which integrate into the main i3 zones to form an i3 environment.

Practical examples aren’t difficult to find. Wheeled bases bring easy and silent mobility to tables, cupboards, chairs,

The RIZE computertable en-

whiteboards (even interactive ones),... Add ergonomical seating shells and upholstery options, height adjustable and

ables you to choose between

inclining seats and work surfaces on tables and walls, linking options for tables and chairs, intelligent technology

theory or practice. Thanks to

integration with cable guides, connection panels or docking hubs, room control panels etc. Also, provide ample

the integrated screen, you can

storage space for embedded technology, or to keep accessories, files, books and other items at hand. In order to

easily switch between lessons.

achieve a seamless, interactive and inspiring experience, integration at all levels is essential.

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INSPIRATION Interactivity and integration are essential parts of i3 environments, but are not sufficient. Inspiration is a prerequisite to reach advanced outcomes. Climate,

atmosphere,

ergonomics,

aesthetics,

technology and audiovisual interactive media each have their own effect on the motivation and the sense of well being of participants and facilitators alike.

The right mix of these elements, combined with a skilled and driven facilitator who is able to leverage the physical

The

OPTI+

shell

environment through education, training and experience is the best recipe for improving learners’ and workers’

appreciated

in

achievements. This obviously calls for a consistent strategy of professional development, content creation and

environments. The refreshing

awareness building, in addition to the investments in infrastructure and technology that are often already in place.

colours and the elegant design

Finally, engaging and empowering learners is of utmost importance if we want to inspire them. This means they must

immediately attract attention.

be allowed to (inter)act inside the extended learning environment, have access to all integrated means that compose it and be free to be inspired anytime, anywhere. 14

is

much

learning

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LEARNING ENVIRONMENTS The cultural change required in thinking of space in a new way should not be underestimated. We need to ask such basic questions as “Should rooms have a front and a back?”“Should faculty offices be separate from classroom facilities?” “Should food and talking be allowed in the library?”As Scott-Webber* pointed out, our sense of space is one of the most primal of human instincts. Deeply engrained attitudes about space in colleges and universities mean it will take patience and persistence to make changes, particularly more radical ones. *Lennie Scott-Webber, In Sync: Environment Behavior Research

and

the

Design

of

Learning

Spaces

(Ann Arbor, Mich.: Society for College and University Planning, 2004)College and University Planning, 2004)

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CREATIVITY, ATTENTION AND CRITICAL THINKING In order to exploit the potential for physical space to advance learning, conversations about campus priorities must include space as a critical factor affecting learning. The perceived urgency of the conversation changes dramatically when framed in terms of learning impact rather than student comfort or preference. Understanding how spatial arrangements preclude or support retention, graduation, pedagogical innovation, and a host of campus priorities is an essential first step. From governing boards and legislatures (in the case of public institutions) to central administration, facilities planners, maintenance operations, faculty, and students, all must realize that good space is not a luxury, but a key determinant of good learning environments. As we continue to study the effects environments have on learning, we construct i3 environments that best respond to the needs of today and to the needs of the future.

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the teacher and usually situated behind the facilitators zone, which in reality made it the exclusive property of the teacher. The facilitators zone mainly contained the classic teacher’s desk and a low chair which only allowed limited eye contact of students at the back of the class with the teacher.

DIFFERENT ZONES WORK TOGETHER

The participant zone consisted of rows and columns of classic school furniture that was perfectly suited to the rigid classical/frontal teaching style that aimed to transfer knowledge instead of helping learners discover. Social interchange between peers was virtually excluded from lessons. The informal zone consisted of the study and the students’ home. With the arrival of modern technologies and conceptions, the location and physical properties of these zones have become less predefined. The following pages will give you an inexhaustible overview of possible contemporary applications. As society keeps progressing, these views will continuously need to be revaluated and if necessary adapted to the new social challenges and technical opportunities.

Assuming a classic school building and a conventional approach to the learning space, each “classroom” can be divided into different zones that

All zones in our i3 solution are composed of consciencously selected and

all provide different functions.

if needed specially developed products and components that optimize the functional value of each zone. The solutions are in line with the goals set

Historically speaking, a learning environment (which used to be synonymous

for the specific learning environment. Over the following pages, we will give

with “classroom”) was composed of a (public) display zone, a teacher and

you some examples of the possibilities in our range of solutions.

participant zone and one or more informal zones. The (public) display zone would contain the blackboard and maybe a number of static learning objects such as maps, photos and figures, a compass for board use etc. as well as some storage space. This (public) display zone was mostly used by

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OPTI+ TEACH The OPTI+ Teach table has a raised frame

FACILITATOR ZONE After decades of being the center of attention and standing at the front of the classroom, the 21st century teacher (in this situation instructor, expert, coach, co-learner,... might be more suitable terms) moves to the back, the center or the sides, wherever needed. The contemporary facilitator zone is integrally embedded in every aspect of the learning environment, through physical or virtual integration, into other zones. The result is sleek, mobile, flexible, connected and integrated. It allows free movement, instant switching between working with groups and individuals, interaction with students anytime anywhere (face to face or through technology) and has advanced ergonomic and aesthetic features.

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that is available in three different heights, improves the line of sight of the teachers and brings student and teacher at the same eye level.

OPTI+ CABINETS Learning is no longer contained within the boundaries of a classroom. The OPTI+ Cabinet range gives you the freedom to move thanks to the removable standard computer power cable (IEC C14), its large polyurethane wheels that roll smoothly on any surface and the small footprint that fits through any door and in any environment.

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OPTI+ MOVE The OPTI+ Move student desk places the student higher for a more ergonomic

PARTICIPANT ZONE According to the constructivist learning model, spaces should center on learning, not on experts. Students not only sit down and listen, but construct their own learning path in collaboration with their facilitators and peers. Within the classroom, this means the room has no front or “privileged” space. Outside the classroom, it means providing ample place for discussion and study. The learning centered approach benefits from small group work spaces, instant access to tutors and experts, table space for a variety of tools, integrated lab facilities and IT, IT facilities that are always accessible, shared screens and availability of printing.

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posture. The higher frame brings student and teacher at the same eye level. The beautiful design provides a sleek appearance for inspiring learning environments.

By making it easy to switch to other configurations, OPTI+ Move gives

sizes can be combined, OPTI+ Move is a concept that promotes lifelong

teachers room for creativity and the ability to reach students through their

learning in a healthy environment. Built-in casters make OPTI+ furniture

individual learning styles. Because pupil desks in different shapes and

easy to move within a classroom.

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OPTI+ CRUZER OPTI+ Cruzer is a dynamic mobile tablet arm chair that delivers it all.

capabilities of the OPTI+ seating and desking collection, and pairs it with

Promoting interaction, movement, ergonomics and visibility, Cruzer is like

the flexibility and mobility of a tablet arm solution.

no other. It brings the advanced ergonomic comfort and tiered seating

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SOLIFIBER

It also introduces flexible furniture arrangements,

The Solifiber shell is designed around principles of good ergonomics. The shell

decenters the room from teacher to student

has five flex points that allow the shell to move with the user, fostering dynamic

activity, and stresses collaboration. As an example,

movement.

a group of learners should be able to move from listening to one speaker (traditional lecture or demonstration) to working in groups (team or project-based activities) to working independently (reading, writing, or accessing print or electronic resources). Integration of moveable tables and chairs allows quick reconfiguration to support different kinds of activity. This furniture obviously still has to be ergonomically correct and adaptable to each individual. Discomfort makes a compelling distraction to learning, and students may drop classes because of uncomfortable chairs in the classrooms. Studies show that the current generation of students expects seamless technology use. As technology changes, smaller devices will travel with users more and more. Wireless environments, the capacity to network with other devices and display vehicles, and access to power will be expected. In other words: learning environments need to have plug and play technology access.. Finally, in evaluating a model learning space, students noted the paint colors, carpeting, and lighting without prompting as important factors that stimulate well-being. www.vanerum.com

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CABINETS The VANERUM cabinets product line is made to fit the modern learning

SHARED (MEDIA) ZONE In our i3 philosophy, the (public) display zone is any “place” inside a learning environment (which no longer necessarily corresponds to a “classroom”) that enables static or interactive information sharing between individuals, groups, or a mix. It should be accessible to not only the teacher, facilitator, expert or coach, but to the learners as well. Resulting from this functional difference and the technological progress, the designated area for this zone is no longer the front of the classroom.

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environment: all didactic materials are ready to use when the course of the lessons ask for it and can nicely and clearly be storaged.

i3MOMENTUM A visual communication platform that seamlessly integrates technology into a a flexible and modular board system creating a customizable architectural solution for inspired learning environments.

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SALSA Just put the Salsa in a public space and add some books or technology on the

DISTRIBUTED ZONE The distributed zone is used for lounging, relaxing, brainstorm sessions, group work or personal tasks which require deep concentration. It can be a local or remote location which offers network connections and audiovisual options when necessary. Classic signage can be used in the depicted zones to point the way to other rooms in the building while visitors stay up to date with relevant live information through the digital signage system.

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tabletops and you’ll soon see that people are going to be interactive in a funny way! It gives you the opportunity to stay alone or to easily share the moment.

Harvest BENCH Students are attracted to intimate spaces where they can work and collaborate with their peers. The high vertical back panel helps control acoustics and provides versatile space division, all while giving users the sense of comfort and security. Whether they are socializing, relaxing or working in small groups Harvest BENCH creates an inviting place to touch base.

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REFERENCE PROJECTS VISION INSPIRES The VANERUM Group companies manufacture, import and/or install products and solutions which help to create i3 environments. By i3 we mean the product of interactivity, integration and inspiration resulting from the application of VANERUM classroom and office furniture, interactive whiteboards and other, easy to use, interactive solutions, projectors and displays, intuitive voting and room control systems, digital signage software and static signage solutions,… Among the outcomes are more efficient meetings, stimulating learning environments for youth and adults alike, remote interactive collaboration,… Our mission is accomplished when learners of all ages consider their educational duties as a right to develop.

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“OUR NEW CLASSROOM IS VERY COOL! WE CAN SIT AND STAND AT OUR DESKS, AND CAN SEE THE BLACKBOARD MUCH BETTER.

”

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VANERUM BELGIUM

VANERUM STELTER USA

Kleine Schaluinweg 7 3290 Diest Belgium T +32 (0)70 222 600 F +32 (0)70 222 601 [email protected] www.vanerum.be

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VANERUM NETHERLANDS

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Parc d’activités de la Vallée de l’Escaut Waka 1, n° 9 59264 Onnaing France T +33 (0)3 27 45 60 60 F +33 (0)3 27 45 60 70 [email protected] www.vanerum.fr

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