It has often been suggested that American education has not received from personal computers the benefits it expected. I have no doubts that a strong case could be made to either support or refute this message, as the rewards of personal computing are well-known to be nearly impossible to quantify (witness the current controversy re: total cost of ownership).

Yet some factors influencing the expected benefits are controllable. One area we can definitely affect is that of the usability of PCs in rooms intended for interactive learning or other forms of computer-aided instruction. This usability factor has a great effect on the final benefit gained. Having now been a principal player in the implementation of three such rooms, and having had the opportunity to work in about a dozen others on four continents, I offer the following observations:

The room

1) Desktop space needs to accommodate more than just the computer hardware. Typically, the student's desk must hold a video monitor, a keyboard, the text book, and the student's notebook. In some cases additional laboratory equipment might be present as well, and the space required for printers must be anticipated. Strongly consider desks measuring at least 30x48". Even larger desks have been installed in SLCC's CADD labs.

2) Appropriate lighting is critical, especially if a blackboard or whiteboard and video projector will co-exist. Install light directors, not diffusers, under the fixtures. The light must be directed downward, not outward. Install one row with diffusers near the blackboard, or a separate lighting design which illuminates the board directly. Break the lighting into several zones separately switched so that students can take notes even while the projector is in use. Ensure that sunlight can be sufficiently excluded to make the projector usable.

3) Computer fans are noisy! Consider a carpeted floor and other noise-reduction measures. Look for ways to reduce other noises (external and HVAC) which may detract from the students' ability to hear the teacher. Order chairs on wide-wheeled casters to avoid carpet damage.

4) A room full of computers, video monitors and students generates extra heat. Build in larger than usual ventilation and air conditioning capacity to handle the extra load.

Presentation

5) A true video projector, not an LCD panel on a transparency projector, is essential. Buy as much brightness as you can afford. Select a screen suited to the room design: projection screen designers can trade brightness for viewing angle, so select a screen surface which provides the maximum brightness possible within the viewing angle subtended by the end seats of the front row. Brightness is so critical that a long, narrow room is preferable to a shallow, wide arrangement. Issue inexpensive ($25) laser pointers to the teachers so they can point out objects on the screen.

6) The projector and the video card which drives it must be adjusted for the highest possible quality. Images displayed in only 16 colors present an unprofessional appearance and can "turn off" the audience. Current video cards can display at least 64K colors (most go all the way to 16.7M), and the audience can see the difference. It should go without saying that clear focus, absence of keystone distortion, and image sizing to fit within the reflective portion of the screen are required.

Operating the facility

7) The "P" in PC stands for Personal. One student per computer. Classes which include producing output copy, such as from word processors or spreadsheets, can keep one printer busy for each four computers.

8) The room will be of no use to students if they cannot get into it. It must be open and staffed as many hours each week as possible so students understand that they are being encouraged to use the computers to work on their homework, not discouraged.

9) The room will be of no use to students if the equipment is not functioning. Both preventive and curative maintenance will need to be performed frequently. Consider "rewarding" the brighter students using the facility by hiring them for such tasks, or "trading" repair work for additional access privileges.

10) Remain flexible in determining what constitutes "fair" or "appropriate" use of the computers. What some might consider a game, others might consider good practice in mastering basic computer skills. Even among students whose keyboard and mouse skills are already well-honed, games can provide needed relief from the intensity of homework. Would you rather they blew off steam on a computer screen or on a street corner?

Even games or images which some might consider obscene or otherwise not appropriate can be tolerated in moderation. Obscenity has always been in the eyes of the beholder, and the persons making such determinations rarely have an honest idea what the prevailing community standards really are. Don't make mountains from molehills. The room monitor's job is to help the students use computers and encourage them, not be their mommy or daddy.

Address comments and ideas to dlandiss@ccm.stlcc.cc.mo.us
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