Home : Curriculum : Learning Spaces

Curriculum
Next : Cardiovascular Physiology >
Classroom design and learning
At a Glance
Objectives
Align room design and media use with curriculum reform goals

Research and discuss relationship between emerging technologies and active teaching strategies

Tools
Collaborative software and hardware, multimedia technologies


(Fig 1: Preliminary floor plan, Armstrong Medical Education Building. Office of Academic Computing, located on 2nd floor)


Related links
Contact
Have questions? Please contact us. We welcome your feedback.
Click here >

Office of Academic Computing
Johns Hopkins School of Medicine
1600 McElderry St
MEB 310
Baltimore, MD 21205
410.955.2359


Overview
"The design of the new building comes at the same time we are designing a new medical curriculum," says David Nichols, vice dean for education at the School of Medicine. "The new building will augment the opportunity of our faculty to teach 21st century medicine.

One of the goals of any medical education building is to bring faculty from all disciplines together in a space where a fertile exchange of ideas can occur outside the classroom — and that will be our intent with this new facility."

(Source: Office of Development and Alumni Relations)

Challenge
The new School of Medicine building will offer a range of classrooms and study areas. Our focus is on defining the role and use of technology to take advantage of the diverse teaching spaces in the new building.

Active learning environments benefit from the integration of technologies to restructure interaction and foster innovative teaching methodologies. We are working to match the requirements of each type of classroom (lecture hall, small group discussion room, lab, etc.) with the optimal blend of technologies.


Solutions
Interactive Technologies

Online interactive plasma displays
These devices permit users to view content, manipulate it, and save it for a future discussion. At any time, the contents on display can be printed or saved to an electronic file.

Electronic white board
These boards permit the users to click a button to have the contents of the screen captured as an image in JPEG format.

Interactive content sharing systems
These software / hardware solutions permit multiple users to alter the contents of the display mounted at the front of the classroom.

Audience response systems
This tool permits students to answer questions electronically and to have the results compiled immediately.


Sample Floor Plans


Fig 2a: Ground floor auditorium


Fig 2b: Fourth floor labs


Types of Classroom Environments
Auditorium
44 Person Meeting Room
22 Person Meeting Room
Case Study Room
Small GroupStudy Rooms
Learning Studio
Teaching Laboratories
Anatomy Laboratory
Academic Computing Center


teaching Scenario
a) Location: 20 Person Meeting Room
Front and back whiteboard displays
Dedicated instructor-accessed AV control system
Wired microphone to capture audio


b) Set Up
During the Journal Club session, the instructor uses a 64″ x 77″ front display whiteboard that is integrated with a wall-mounted projector and built-in sound system (e.g., the SMART Board 600i system). He controls the projector and audio from the pen tray. When the class begins, and after the review of the session’s objectives, he asks one or two students to explain a procedure using the document camera which is integrated with the whiteboard system.


C) Collaborative Technologies
In preparation for a class-wide discussion, the instructor first asks the students to break up into 3-person small groups to analyze the readings’ main points. Next, the small teams move to form two 10-person groups, each situated around one of the room’s two interactive white boards. Students’ networked laptops enable them to access and write on the white board.

Using the digital pen and eraser tool, or a finger as a mouse to write in digital ink on the whiteboard screen, each of the two groups compile a summary of the small team discussion points on their respective white boards. Work can be saved for later use in both Windows or Mac systems.

D) faculty's role
During these discussions, the instructor moves between the two groups to comment on a topic, offer suggestions, and answer questions. Before the session ends, the groups return to join a full-class summary of the readings. The instructor asks several students to go over to the displays and explain their group’s notes to the class.

Benefits
1) The new learning spaces promote collaboration and team-based learning activities

2) The technologies adapt to the needs of the teacher and the students

3) Faculty explore emerging technologies in combination with innovative teaching methodologies in adaptive physical spaces