University Business - January 2012 - (Page 41)

the classrooms are occupied is divided by the number of hours the campus is open, “we have anywhere from mid-70 percent to 85 percent utilization, which for classrooms is almost unheard of,” explains Lori Sebranek, director of operations for learner success. “So we’re very proud of the efforts that we have put in place for scheduling and maintaining that utilization.” Make students feel like they’re there. Telepresence technology would be misused if it didn’t further enhance the feeling of belonging that comes with actually being in a classroom. “One thing that Madison College is committed to at this time is recognizing the changing needs and expectations of our students,” says Sebranek. “They’re expecting an environment that provides that kind of experience, that provides that kind of flexibility. It’s more than just the telepresence room, it’s re-envisioning what our classrooms are going to look like and how you can support the students in those environments.” In the past, an instructor had to stand in A system with camera pan and zoom controlled by voiceactivated microphones ‘has been an essential ingredient in creating an environment where the remote participants feel they are “here” rather than “there.” ’ —Tracy Futhey, Duke University Duke. “This creates a much more intimate sense of presence for the remote participants. This has been an essential ingredient in creating an environment where the remote participants feel they are ‘here’ rather than ‘there.’ ” And the effort has paid off. Futhey says students have noticed the difference. “We’ve had great reaction from students and faculty who have experienced first-hand the ease with which our telepresence deployments have brought participants from halfway around the world back to Duke.” Resources one place in front of a camera, which hindered teaching style. Students on both sides of the lens couldn’t see or hear each other. Now, instructors can walk around and the camera will follow them. Students can ask questions and the remote learner can see them, and often interact with them. “The larger classroom facilities include camera pan and zoom controlled by voiceactivated microphones,” says Futhey of BrightCom, www.brightcom.com Cisco TelePresence, www.cisco.com/telepresence DVE- Digital Video Enterprises, www.dvetelepresence.com Duke telepresence, www.fuqua.duke.edu /student_resources/facilities/technology/ HP, www.hp.com Nefsis, www.nefsis.com Polycom, www.polycom.com Steelcase, www.steelcase.com Teliris, www.teliris.com Temple online MBA, www.fox.temple.edu/online-mba The six telepresence rooms at Madison College meet size, acoustic, and lighting specifications that ensure the highest possible quality of interaction. universitybusiness.com January 2012 | 41  http://www.brightcom.com http://www.cisco.com/telepresence http://www.dvetelepresence.com http://www.fuqua.duke.edu/student_resources/facilities/technology/ http://www.fuqua.duke.edu/student_resources/facilities/technology/ http://www.hp.com http://www.nefsis.com http://www.polycom.com http://www.steelcase.com http://www.teliris.com http://www.fox.temple.edu/online-mba http://www.universitybusiness.com

Table of Contents for the Digital Edition of University Business - January 2012

University Business - January 2012
Contents
Editor's Note
College Index
Ad Index
Behind the News
Human Resources
Campus CFo
Getting Carded
Choosing telepresence
boosting the bottom line
Printer Purchase Pointers
Money Matters
Viewpoint
End Note

University Business - January 2012

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