Technology Fee Full Proposal Template
Title: Untethered Instruction: Engaging Learners In and Out of the Classroom
Proposer: Tiffany Baglier, Education Librarian (tbaglier@ufl.edu), Education Library, 1529 Norman Hall, 273-2786
Tom Caswell, Art/Architecture Librarian and Curator of Government House Research Collections in St. Augustine
(tcaswell@ufl.edu), Architecture & Fine Arts Library, 205-B FAA, 273-2809
Sponsoring Organization: George A. Smathers Libraries
Purpose and Specific Objectives: This proposal looks to re-conceptualize the idea of “classroom” and re-energize
traditional settings where faculty and students engage in active, as opposed to passive, learning environments.
Traditionally, classroom design in libraries (across the nation and across campus) has tended to follow a similar
layout – instructor podium in the front with rows and rows of desks or tables for student learners facing the
instructor and podium. If computer workstations are part of the classroom design they are often hard-wired (or
“tethered”) to a specific spot on a specific desk or table. Now that almost every UF classroom is capable of wireless
(Wi-Fi) connectivity and learners are embracing mobile technology, this model for instruction begins to seem
rather immobile and outdated. The model we propose here is a more adaptive and malleable one:
The new Education Library classroom will take a traditional training room (Norman 1504) and make use of two of
the most current mobile technologies (iPads and SMART Technologies) as well as an interactive whiteboard that
enables the capture of instructional materials produced in the classroom by both the professor and the
students. Relaxed, moveable, ADA-compliant furnishings and layout will facilitate collaborative learning and group
work while breaking down the traditional classroom hierarchy and thus enable the instructor to move freely across
the room, engaging and interacting with each and every student. Seats and tables along the walls can provide
workspace to support group work as needed. Instructors in the Architecture & Fine Arts Library have no dedicated
classroom but with the addition of a mobile interactive panel and a charging station full of tablets, almost any
space can become a learning space – art/architecture studios, critique areas, the library’s reading room.
Additionally, UF faculty taking students over to St. Augustine’s Government House (which UF now manages along
with several historic properties -- Chapter 267.1735 F.S.) could make a similarly vibrant, mobile learning space
there as well, with an added benefit of being able to take tablets out into the historic district to document and
collaborate on multidisciplinary projects.
Re-conceptualizing the “classroom” with Technology Fee funding will accomplish the following objectives:
1) provide innovative learning spaces incorporating mobile and interactive technologies;
2) provide students and faculty with three learning spaces that assist student-centered learning; and
3) familiarize students with mobile and interactive technologies used in 21st century businesses.
Impact/Benefit: Since university classes incorporate more technology in the curriculum and group assignments for
students in preparation for professional collaborative work environments, libraries are responding to student
collaborative study needs by creating more collaboration space which allows or even incorporates technology,
such as the current technology fee-funded projects Making Every Space … and iPad Circulation. Collaboration has
become such an integral part of a student’s academic life; shouldn’t library classrooms provide collaborative
environments for learning?
Within the 2013-2014 academic year to date, UF Libraries’ faculty reached 13,463 faculty, graduate, and
undergraduate students through 1,110 instruction sessions; concurrently, the Education and Architecture & Fine
Arts librarians instructed 831 students through 49 scheduled classes within 4 colleges (CFA, CLAS, COE, DCP) and
across multiple disciplines. Keep in mind, this all took place in traditional classroom settings where set tables and
layout restrict group involvement and mobility. With the university’s focus towards becoming a preeminent
university, the Education and Architecture & Fine Arts librarians seek to support the university’s mission by re-
conceptualizing the learning environment, “flipping” traditional instructional settings and creating untethered
classrooms that incorporate mobile educational technologies. The new spaces will emphasize student-centered
learning with more informal and collaborative environments which better prepare students for work and
technology used beyond the university. These spaces will increase faculty-to-student, student-to-faculty, and
student-to-student interactions. By offering more flexible instruction space, library and university faculty can
schedule more than 49 classes annually (and instruct more than 831 students) in an environment where faculty
and students can collaboratively learn from each other. Other library classrooms can then be modeled after these
untethered classrooms utilizing technology specific to the disciplines and the thousands of students and faculty
they serve.
The integration of technology into UF’s curriculum requires a changed pedagogy. Interactive technologies like
whiteboards and panels are used throughout education and in the business world for
collaboration. Without embracing interactive technologies in the classroom,
instruction retains its “chalk and talk” approach and discourages student interaction.
Mobile and interactive technologies can provide a surface where multiple people can
interact with videos, webpages, documents, etc. through annotations and gestures.
Universities and businesses around the world are incorporating these technologies in
unique ways.
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Monash University in Malaysia developed its own interactive smart table to meet medical student
collaboration needs (http://tinyurl.com/lethjl3). Faculty teaching anatomy can immediately answer a
question by having eight to ten students manipulate and explore three-dimensional images displayed on
the table.
Yonsei University Library in Seoul, Korea incorporates 52” touch screens to connect students with
university and library notices, and interactive tables for entertainment and group
discussions in their U-Lounge (http://tinyurl.com/U-Lounge).
Deakin University in Australia networks interactive whiteboards among campuses
creating interactive distance learning. The university adapts existing pedagogies to create
enhanced video conference lectures, bridged video conference and web conference
lectures, and enhanced video supplemental instruction. Students can choose to
participate through computer and tablet software that links them to the interactive whiteboards, or from
an interactive whiteboard classroom nearby.
Engineering and Architectural offices use interactive panels for project team collaboration and
conferencing on site and remotely. Collaboration software works with programs like SolidWorks and
Autodesk products to provide instant annotation, drafting and exportation both on the interactive panel
and through tablets (http://youtu.be/kJzDOIrTvCk).
By adding mobile and interactive technology in a relaxed classroom setting similar to Indiana University’s Cedar
Hall (http://tinyurl.com/IU-CedarHall), UF can set a new standard for instruction fitting for a preeminent university.
The Saint Augustine Government House, Architecture and Fine Arts Library, and Education Library can start the
pedagogy shift moving instruction from teacher-centered classrooms to flexible student-centered environments
free to meet students and faculty at the location best serving them. With traditional technology and furniture
removed from the existing classroom, librarians can begin the process of adapting pedagogical practices to prepare
students for the environments found in innovative businesses and compete with the world educational market.
Sustainability: The Libraries remain committed to providing the technology needed by students in support of their
coursework. Each set of iPads ordered will have one or two extra to replace breakage or loss. All equipment
ordered will be under warranty for two to three years. With rapidly changing technology, it is unrealistic to commit
to replacing the iPads, Interactive Projector, Interactive Flat Panel, Table, and computers with the same technology
in three years, but the commitment to finding the appropriate devices and services for students will remain. A
possible source of funding for replacement devices is the Fines and Fees fund that generates approximately
$110,000 a year and is used for equipment and services which directly benefit students.
Project Timeline:
Activities:
1. Prepare sites
for install
2. Purchase/
receive
equipment
3. Develop
workshops
& lesson
plans
4. Install
equipment
& apps
5. Pilot test
equipment/
procedures
6. Areas fully
functional
7. Faculty &
student
demos
8. Develop
assessments
9. Administer
assessments
10. Final report
& submit
findings to
natl. journal
July/Aug
2014
Sep/Oct
2014
Nov/Dec
2014
Jan/Feb
2015
Mar/Apr
2015
May/June
2015
July/Aug
2015
Sep/Oct
2015
Nov/Dec
2015
Technology Fee Full Proposal Template
Title: Untethered Instruction: Engaging Learners In and Out of the Classroom
Proposer’s Name: Tiffany Baglier, Education Librarian (tbaglier@ufl.edu), Education Library, 1529 Norman Hall,
273-2786; Tom Caswell, Art/Architecture Librarian (tcaswell@ufl.edu) AFA Library, 201 FAA, 273-2809
BUDGET
Item
SMART LightRaise Interactive Projector
SMART E70 Interactive Flat Panel
SMART Table 442i Collaborative Learning Center
SMART Mobile Stand for interactive flat panels
30 iPad Charging Cart
8 iPad Charging Cart
iPads
iPad Cases
MacMini
MacBook Pro
iMac
AirWatch License
Apps including SMART Notebook Software License
Electrical Upgrade for Equipment
Labor / Installation
Misc. Cables / Hardware
Project Total
Qty
1
1
1
1
1
1
1
1
1
1
1
1
1
Cost per
Item
$1,939
$5,479
$6,799
$4,700
$2,569
$1,712
$500
$40
$579
$1,100
$1,299
$738
$19
Qty
Needed
1
2
3
2
2
1
68
68
1
4
1
1
68
Total Cost
$1,939
$10,958
$20,397
$9,400
$5,138
$1,712
$34,000
$2,720
$579
$4,400
$1,299
$738
$1,292
$5,000
$6,240
$1,000
$106,812
For the tablets and connective workstations, the applicants chose iPads and Macs, as Apple products are ubiquitous
in the education- and design-related curriculums at UF and it is thought that their incorporation would help in
achieving a somewhat seamless transition for most users of the Education and AFA Libraries. Learning curves for
staff and faculty serving these users would also be minimal. Similarly, SMART interactive technologies were
selected due to the fact the UF Libraries currently use SMART boards in two of their classrooms and one group
study room and their use for instruction and collaborative projects has been quite successful. SMART technologies
are also used in almost every K-12 classroom in Alachua County and throughout the state of Florida; so many new
students at UF and current/future teachers are coming to campus equipped with SMART-based awareness and skills.
Distribution will be as follows:
Education Library: SMART LightRaise Interactive Projector, SMART Table 442i Collaborative Learning Center,
30 iPad Charging Cart, 30 iPads and cases, Apps, SMART Notebook Software License MacBook Pro (for
managing iPad Charging Cart), iMac (for running SMART LightRaise Interactive Projector)
AFA Library: SMART E70 Interactive Flat Panel, SMART Table 442i Collaborative Learning Center, SMART
Mobile Stand for interactive flat panels, 30 iPad Charging Cart, 30 iPads and cases, Apps, SMART Notebook
Software License, 2 MacBook Pros(1 for managing iPad Charging Cart; 1 for running SMART E70 Interactive Flat
Panel)
St. Augustine Government House: SMART E70 Interactive Flat Panel, SMART Table 442i Collaborative Learning
Center, SMART Mobile Stand for interactive flat panels, 8 iPad Charging Cart, 8 iPads and cases, Apps, AirWatch
License, SMART Notebook Software License, MacMini (for managing iPad Charging Cart), MacBook Pro (for
running SMART E70 Interactive Flat Panel)