dan gilbert (dgilbert@stanford.edu) page 1dgilbert@stanford.edu year one experiences in wallenberg...

Dan Gilbert (dgilbert@stanford.edu) Page 1

Year One Experiences in Wallenberg Hall, Stanford University

Dan GilbertStanford Center for Innovations in Learning

Dan Gilbert (dgilbert@stanford.edu) Page 2

Key Points About Stanford’s Advanced Resource Classrooms

• Rationale must be clear to students and faculty: Why are we here?

• Good teaching becomes great; Bad teaching becomes awful

• A significant technical challenge conceptually and operationally is file management

•Webster Rear-Projection Digital Whiteboards•SmartPanel Control with DVD/VCR & Laptop Connection•Video Cameras and Microphones

4 20-Student Experimental Classrooms

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•In-class Laptops with iSpace Software•Wireless Network•Videoconferencing

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• Huddleboards (Portable Lightweight Whiteboards)• 2 CopyCams (Fixed Scanners to Capture Whiteboard Work)

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•Team Meeting Space Open to Public•Whiteboards and CopyCam

First Floor Breakout Spaces

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•3 12’ Screens with iSpace Computers•Flexible Seating for up to 50

Peter Wallenberg Learning Theater

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Courses in Wallenberg Hall

• Classics• History• German• Japanese• Hebrew• Mechanical Engineering• Computer Science• Public Policy• Education• Medical School

• Science, Technology, Society• English• Drama• Linguistics• Bioinformatics• Biochemistry• Cultural Anthropology• Anthropological Sciences• Management Sci. and

Engineering

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Poetry of Horace, Prof. Richard Martin

•Engaged entire class in single text•Introduced web resources to students•Compared student work

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Poetry of Horace: Comparing Multiple Works Publicly

Student Work(Huddleboards/Laptops)

Original Poem(Class Website)

Expert Commentary(Online/Class Reader)

Professor Mediates Discussion

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Bioinformatics Project Course, Prof. Russ Altman

•Lectures plus group-work•World class remote guest speakers matched project topics•Students shared models of complex data

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Bioinformatics Project Course, Prof. Russ Altman

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Bioinformatics Project Course

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First-Year Hebrew, Dr. Vered Shemtov

•Quick Transitions from media to group work•Extensive Use of audio, video, and web•Experiments with class configuration daily

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First-Year Hebrew

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What’s Easily Exportable Now

• Leave the Lights On!– Use rear projection or invest in bright front projection– Eases transitions and encourages discussion

• Mobile Whiteboards and Furniture– Facilitates group work– Transition from whole class to breakout groups quickly

• Breakout Space Designated for Teams– Enables teamwork and discussion; its okay to be loud– Encourages interactions across disciplines - (i.e. Engineering

class can share space with an English class)

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Observations and Challenges

• File management is key technical challenge for faculty and students; USB drives and Course Management System are critical

• Social relationships impact technology usage– Students follow faculty lead and try to meet faculty

expectations– Faculty/Instructors learn from and listen to each other across

departments

• Flexibility in curriculum is as important as flexibility of space– New ideas inevitably pop up– In some cases, faculty explore concepts deeper using multiple

representations

Thank You!