The Information Commons: Our Mess is DONE (sort of...)

It’s been a busy time of remodeling, curriculum development and faculty formation!  And in all the kerfuffle of life, I never got around to following up on our Mess and Progress in creating our Information Commons.  So here goes…  

As of Friday, November 6^th, the last piece of lighting was installed and the Information Commons is officially complete.  Students, faculty, alumni and families have been enjoying the space since we opened in late August.  Rather than bore you readers with the details of incomplete cabinetry, back-ordered furniture and misspelled wall art… I thought I would frame this post in light of the happy surprises this project has created.

Zoning works!  We planned our space in light of retail design theory which calls for loud spaces up front with spaces becoming quieter and more personal as the user moves deeper into the space.  So our collaborative tables are near the door, small group tables are nestled within the shelving and personal seating is furthest back near the windows.  Adult presence is most dense in the front of the space – IT Helpdesk and 360 degree reference desk included.  Our surprise lies in the student understanding of zoning.  Our librarians were very intentional in explaining (during class visits, opening tours and continued supervision) the rationale for the zones, purposes and expectations.  Students immediate react with “Oh, that makes sense!” and use the zones appropriately.  Now our physical space reflects our academic learning objective that “students will assess their learning need – evaluate resources available – use the resources appropriately”. 

Sound proof glass to create the quiet study room works!  We chose to glass off the quietest section of the Information Commons.  This created a physical and mental transition from the chattier areas of the space.  Our surveys indicated 48% of the students still required a classic, quiet study space.  The happy surprise has been that students completely own this space.  No adult has yet to need to monitor the space… the students monitor and respect the purpose.  Personal ownership is key to our success. 

Students like to create their own spaces… and will move furniture around appropriately to create great spaces.  We put almost every piece of furniture on wheels.  As students live in the space, we all recognize what works and what doesn’t.  Students have great ideas on how to better create THEIR learning environment.  Having flexible furniture allows for the space to grow, meeting student needs.

Existing features are highlighted.  I can’t tell you how many times people ask me when we put in the skylights.  I have to answer “Ummmm 1986."  The windows and skylights have been in the space for over 30 years… yet prior physical layout, dark paint and walls obscured these features.  By opening the space and brightening the paint and carpet the existing features really pop.  As we enter the dark days of winter, the Information Commons is now the most popular space in the building in part because of its wonderful lighting.

So 2015 has been a great experience in terms of space… and the next step is really looking at the work flow.  Part of our Ignatian process is to reflect on experience.  We have experienced the Information Commons as a physical space for three months.  Now it is time to reflect on how we use the space, how work flow is impacted and how instruction can be modified.  In some ways, a new mess for new progress.  I am looking at Work Flow Analysis research and structures to help facilitate conversation and reflection.   I'll keep you all posted...

Oh - and recently JD and I presented at the Treasure Mountain Research Retreat at The Ohio State University. We talked a lot about allowing for student voice in design. If you are interested in seeing those slides just follow the hyperlink.

The Teacher Resource Center (aka TRC)... Every School Should Have One

I was reminded this morning by the fabulous Nancy Caramanico that we talk a lot about our Teacher Resource Center (TRC) but have never really explained what it is and why it was created.  Well... nothing like a request :-)

I wish I could say that the idea of a playground for faculty (what we would call a MakerSpace in 2014) was all well thought out and planned.  But it wasn't.  The space was original made to house a special collection library from the Liberty Fund and function as a reading room for adults.  Admittedly, JD and I saw a bit broader application to the space - and we acted on it as soon as possible.  Of course, the Liberty Fund collection is still present in the room.

Panoramic shot of TRC during tech week

Purpose

In keeping with our Ignatian foundation, the TRC is a space for faculty and staff to experience and reflect on practices.  This can be as formal as an after school Ignatian Themes formation class or as informal as doughnut Thursdays.  The space is across the hall from the current library and will be remodeled as part of our Information Commons.  Visitors find comfortable/flexible furniture, web meeting software, a 3D printer,

complete set-up of classroom Extron system to experience and many print/electronic/human resources.  We also have a Keurig coffee maker and snacks (usually - Social Studies is quite the group of hunter/gathers and often clean us out).  Basically, anything a teacher would want to try before going into the classroom - we have the space to play.

Beyond space is the human relationship element.  In the picture above, you'll see three doors.  The door at 3:00 is my office.  While I moved into that office as Director of Faculty Development... I stayed when my responsibilities broadened out to Assistant Principal.  Why?  I like being close to the action of information services... I have more casual conversations about curriculum, technology integration and the values of DC over Marvel comics than I would if I had moved to the administrative suite.  For me, the relationships fostered by my location, and the ability to sit and have a cup of coffee with a colleague, trump anything else.

The door at 1:00 goes to the hall and the library.  The proximity to the library, and future integration into the Information Commons, highlights our resolve that learning, research and reflection is not just for students.  Students see adults engaged in new experiences, collaborating or working quietly... great modeling!

The door at 9:00 leads to IT offices.  Of course - you want to be close to the troubleshooters!   And yes, that is JD's mess about 7:30.  As I said in previous post, you have to make a mess to make progress and JD is the living image.

Reflection

Our 1:1 BYOT program was thought up, piloted, reflected on and implemented in the TRC.  From everything to chalk-talks to Tech Petting Zoos to department Boot Camps... we did it all in the TRC.  I strongly suggest anyone even considering a 1:1 or major technology or curricular shift create a TRC - a safe space for conversation and trial experiences.

What I did not anticipate is the organic conversations and connections made in the space.  Teachers meet in the TRC as grade level teams because the furniture allows for easy collaboration.  Cross-curricular discussions start up daily over the coffee maker.  Even students have been invited in to teach adults
how 3D printing can be used in the classroom (this will change with renovations as students will have their own MakerSpace in the Information Commons).  The space is used beyond any one technology initiative... discussion of curriculum, policy, evaluation process and assessments, architectural design, summer camps, athletics ... it all takes place in the TRC!


Key Elements

• Flexible furniture!  You'll want to re-arrange space for large/small, formal/informal groups as well as individual work spaces.
• The room cannot be on the meeting room schedule. We protect the space for organic experiences by keeping it off the Outlook room schedule.  
• Everything in the classroom is present and available for faculty to try.  The TRC was a safe place this summer as we trained, practiced and reflected on the new Extron system installed in all classrooms.  This ensured on Day 1 that faculty were ready to go.
• Don't forget print resources... some folks still like to curl up with a print book on curriculum design or classroom management and that's okay.  We cater to all users.
• Quick access to people who can help.  In our case, the proximity to IT, Librarians and Administrators has made for quick actions to identified challenges (small and large).
• And coffee really does help...

In the new space, the TRC will be a little smaller.  It's okay...really.  Through experience we have learned that the room is best used for small groups or 1 on 1 troubleshooting/brainstorming.  An intimate space for personalized support.  All the doors and offices stay put so the human side will not change.  Plus we'll have a great new space outside the door for collaboration with others!  

So that's the TRC in a nutshell, Nancy :-)  Glad you asked!!

You Gotta Make a Mess to Make Progress

Classroom

Time for a remodeling update!!  For those new readers, we are remodeling 15 classrooms, our Multi-Purpose Room (performance and gathering space), Art Department and several academic centers.  In a classic portrayal of "you gotta make a mess to make progress"... we've definitely been making a mess!

Main Hallway

Classrooms were taken down to studs and cement.  New electrical wiring, new HDMI and ethernet, new HVAC, new ceiling grid, tiles, flooring are installed or about to be installed.  Materials are staged in the hallway for installation.  Projectors, screens, TV's and desktops will be moved with furniture in later weeks.

We are reaching the precarious stage where it looks like we are behind schedule.  We aren't... but appearances belie realities.  It's a time of frustration with the mess, weariness with the random power outages/alarms and panic that the Fall Semester is rapidly approaching and the chairs haven't been delivered.
As with all disruption... the propensity for "what if..." could out pace the vision.  Here is where faith lives.

I've written before on the symbolic and material meanings of physical space. Classrooms hold symbolic value (right or wrong) in American culture as the entry point of equality.  Education is the vehicle to success and prosperity... the classroom is portrayed as the idyllic innocence of childhood and the path to success.  And yet, just like libraries, classrooms have material functions to provide... testing, discussion, writing, lecture, viewing, reading... all those activities that are a part of "education".  I have to wonder:

• Can learning happen without chairs? 
• Can success occur if the paint isn't dry?  
• Can discussion happen without a projector? 

 I would argue YES to all the above.  Physical space can influence, inspire and enhance... but ultimately relationship, human relationship, is what binds us and facilitates growth.

But this is a post about renovating classroom space!  So... living within individual symbolic and material context, our old excuses to validate stasis are becoming obsolete. Furniture doesn't have to stay in neat rows to symbolize orderly teaching.  Students can project and share from personal devices - sharing their findings from their personal location.  This shifts the material practice to student-centered activities and away from teacher-centered lecture.  Suddenly we find ourselves with limitless possibility... on the cutting edge (if not bleeding edge) of educational practice to support student learning.  Exciting and daunting at the same time because our symbolic and material expectations of school are intentionally unsteady.

It's a little messy around here.  This amount of physical disruption is going to cause some dissonance.  The work of redefining the symbolic and material understanding of the classroom is a time for relationship -  listening, dialogue and patience... and maybe some Windex and ibuprofen.  Classes begin here August 12th... Prayers are welcome.  Visitors are welcome in October or so when the paint is dry.