Table of Contents *

Preface *

Acknowledgements *

Executive Summary *

Introduction *

Terms of Reference *

Providing Teaching Room Services – Good Practice and Standards *

Recommendations *

Appendix 1 – Institutional issues affecting the provision and management of teaching space *

Appendix 2 – Technical Specifications of Ideal Facilities in Teaching Rooms *

Appendix A - Installation Specifications *

Appendix B - Cables Specifications *

Appendix C: - Technical Standards for adoption from JISC ASSIST case study "Defining and implementing Standards for Lecture Room Services and Facilities" *

Appendix 3 – Benchmarking Lecture Room Facilities *

Appendix 4 – User Training *

Appendix 5: - Technician Accreditation Programme *

Appendix 6 - Performance Indicators *

Appendix 7 –Access for Disabled Students and Staff - Standards for University Teaching Space *

References *

The publication of the AGOCG Case Studies "Managing, Delivering and Supporting Lecture Room Services for the Multimedia Age" and the report of the workshop run by JISC ASSIST last year has provided a wealth of information on the subject of lecture room services. The Standing Conference of Heads of Media Services (SCHOMS) membership considered this to be a rare and timely opportunity to influence at a strategic level the management of central teaching space in Higher Education Institutions (HEI). SCHOMS is currently considering a number of actions in liaison with JISC ASSIST.

One of the remits was to consider in detail the widespread application of technical and operational standards suggested by a number of the institutional case studies. SCHOMS recognised that this is of greater interest to operational managers and therefore invited the Lecture Theatre Services Managers Group (LTSMG) to consider the matter. The LTSMG held a workshop (funded by JISC) to develop these standards. This report documents the results of the workshop and subsequent discussions.

The following people participated in the workshop and the content of the report:

Andy Coulson - Leeds

Shân Edwards - Bournemouth

Kerr Gardiner - Reading

Ronnie Gibb - Glasgow

Chris Gooch - Leicester

Toni Kelly - Birmingham

Scott Miller - Essex

Az Mohammed - Newcastle

Tom Savage - Sheffield Hallam

Geoff Yarnall - Nottingham

Many public figures, including Tony Blair and Sir Ron Dearing have spelt out how important lifelong learning is to the future of the Country. Britain’s Universities are seen as playing a key role in providing the learning environment in which people can gain these skills. One key component of this learning environment is the space itself and the audio-visual resources within it. For many years the issues of space management, maintenance and audio-visual resources have been relatively simple, but with increasing pressure on space and ever more sophisticated audio-visual and C&IT requirements this is no longer the case.

The report looks at the issues surrounding teaching space in a modern HEI and looks at building a set of standards and good practice guidelines. The report has been written by the Lecture Theatre Services Managers Group following a request from JISC and SCHOMS. There are 6 major areas highlighted in the reports recommendations:

• Institutional Issues,
• Management of Space;
• Physical and Technical Standards;
• Bench Marking;
• User Training; and,
• Support Staff Training.

Institutional Issues highlights the need for a stable funding base for teaching space and its support structure. It also discusses the need to provide value for money and points to some applicable techniques.

Management Issues is mainly concerned with the need to take a ‘facilities management’ approach to looking after Teaching Space. The customer should expect to be able to have a "one stop shop" approach to teaching space so that users can book a room; report faulty heating or hire a projector from one point. This approach necessitates the building of cross-functional teams and will require institutions to think clearly and strategically about how these services are to be managed.

Physical and Technical Standards identifies the lack of appropriate guidance on setting out a room for use with audio-visual equipment. A separate section also brings together guidance from various sources about ensuring that teaching space is accessible to people with disabilities. The report proposes updating British Standard 8205: 1985. (Now withdrawn) "British Standard Code of Practice for determining the design of learning spaces where audio-visual equipment will be used". This could then be used in all tendering within HEIs for teaching space.

Benchmarking is seen as an important management tool to ensure that standards are met and good value for money is provided. The paper proposes a relatively simple scheme that compares audio-visual provision across HEIs. A further paper discusses a number of other areas where performance measurements could be developed and benchmarked.

User Training clearly needs to be addressed with the increase in facilities available in teaching space. The report recommends developing this in conjunction with the JISC Technology Application Programme (JTAP) Application of Presentation Technologies programme

Support staff need to be skilled and motivated for modern teaching space to work effectively. The modern Teaching Space Technician (TST) needs to be multi-skilled and have a good grasp of IT. The Technicians Accreditation Programme attempts to set out the core skills required and a framework in which to train them. Having a structured training programme of this kind will help to ensure that good staff can be employed and retained.

Teaching space has traditionally been seen as largely an estates issue, with audio-visual facilities often extending only as far as cleaning boards and loading 35mm slides into projectors. Times have changed and computing and multimedia facilities are now a necessary part of teaching space inventory. The Dearing report recognises this major change in the use of information technology in teaching and the possible implications on delivering teaching material:

Conversely the cost of providing, maintaining and updating these facilities is greater than with conventional audio-visual facilities. Therefore there is a need to manage the facilities and their cost effectively in order to provide value for money. This increasing range of facilities highlights the need to involve a number of agencies within any given Higher Education Institution (HEI) in order to provide the professional, cost-effective service that should be expected. This requires reliable long term funding and the provider of this service must be fully accountable for the use of this funding.

The recommendations below summarise the key areas identified in the appendices. In many cases these key recommendations summarise a great deal of detail, which could be implemented relatively quickly. In other cases the recommendations point to a requirement for more work on specific areas or identify the need for strategic decisions within HEIs that are outside the remit of this report

The aim of the workshop was to identify and recommend technical and operational standards relating to Teaching Space services and facilities that the LTSMG considers appropriate for adoption on a national basis. This was in the context of making effective and efficient use of AV and multimedia to support the delivery of high-quality teaching.

The workshop examined the institutional case studies from the JISC ASSIST workshop and considered standards in the context of:

• teaching space environments;
• audio visual and multimedia equipment;
• initial and continuing training, both for technical support and teaching staff:
• organisational arrangements, such as lines of communication,
• interaction with other departments providing teaching space services, etc.
• service performance measurement

The workshop discussed the areas described above and subsequently the participants produced papers on the following areas that form the appendices to this report:

• Appendix 1 – Institutional issues affecting the provision and management of Teaching Space
• Appendix 2 – Technical Specifications of Ideal Facilities in Teaching Rooms
• Appendix 3 – Benchmarking Lecture Room Facilities
• Appendix 4 – User Training
• Appendix 5 – Technician Accreditation Programme
• Appendix 6 – Performance Indicators
• Appendix 7 – Access for Disabled Students and Staff

The content of these reports is summarised further on in this section.

The LTSMG decided to adopt the following technology throughout the report:

"Teaching space" refers to lecture theatres; seminar rooms and specialist rooms such as PC clusters and laboratories used for teaching in HEIs. It is used primarily in the context of the audio-visual facilities provided, but also in terms of the space itself.

"Teaching space management" refers to the central services providing support and maintenance of learning resources available in University teaching space.

"Assistive listening equipment" refers to a device to enable a hearing aid user to receive a full sound mix, such as an induction loop amplifier or IR transmitter and receiver system.

The LTSMG Workshop identified a number of issues that should influence any Institution’s decision making on teaching space. These broadly fit into two categories: Strategic Framework, which covers institutional strategic planning recommendations for teaching space and, Facilities Management, which covers recommendations on the practicalities of taking a facilities management approach to teaching space. Both of these areas highlight the need for a cross-functional approach to management and operation of teaching space supported by strategic planning. Appendix 1 discusses these.

These ideas may not be new but have not as yet been applied to Teaching Space and facilities. The following reports and publications all raise the issues of strategic planning and value for money.

• The National Committee of Inquiry into Higher Education "Higher Education in the Learning Society" Professor Ron Dearing 199 (The Dearing report)
• HEFCE " Building repairs and maintenance value for money (VfM) study)" published in June 1998.
• The National Audit Office report "The Management of Space in Higher Education Institutions in Wales""(HC458 dated 28 June 1996) and "Space Management in Higher Education – a good practice guide".

This section continued the work of Keith Buckman’s case study that identified physical and technical standards for Lecture Rooms. It refers to BS8205:1985 British Standard Code of Practice for determining the design of learning spaces where audio-visual equipment will be used. This standard is now obsolete and we would strongly recommend that the LTSMG look into the possibility of rewriting this to meet the demands of modern multimedia teaching space.

An approach identified in the original case studies, later rejected by the workshop, was the idea of "model room descriptions". The paper in Appendix 2 tackles this by proposing a minimum standard for any room that is to be used for teaching. It then looks at the different facilities that are likely to be added to this and proposes standards for providing these facilities.

In its summary the Dearing report notes

By setting standards for facilities in teaching space to ensure the provision of high quality equipment, optimally installed combined with the benchmarking scheme discussed below we can contribute to achieving this aim.

Sir Ron Dearing identifies benchmarking as a key way of comparing and improving facilities and services in HE Institutions. The LTSMG believe that benchmarking teaching space facilities will provide a way of ensuring that appropriate facilities, installed correctly and providing appropriate performance levels for the space are provided. The discussions on equipment standards highlighted the need for a method that allowed institutions to rate their performance against these standards. This lead to a proposal for benchmarking the standards of equipment provision across institutions. This proposal is detailed in Appendix 3.

As more facilities become available in teaching space the complexity of using the space grows. This inevitably means that the users need to be trained if the teaching space is to be truly user operated. This has to be the way forward as there are few Institutions that can afford the luxury of an audio-visual technician dedicated to supporting a single room.

Students are increasingly being encouraged to present coursework and to make full use of multimedia facilities. This also raises issues of training.

The paper in Appendix 4 looks at the issues surrounding the training of users and recommends ways of tackling the problems.

A common complaint amongst teaching space managers in Higher Education is the lack of recognition of the range of skills that they and their staff now offer. The humble AV technician of yesteryear who loaded slides and cleaned boards is extinct. The AV technician of today has to be able to deal with a wide range of audio-visual and computing equipment; have computing skills; be able to demonstrate equipment usage and have excellent interpersonal skills. Unfortunately many still regard them as unskilled and this urgently needs to change. Key in this strategy is the requirement for an up to date qualification for AV technicians. This is recognised in the Dearing Report, which states that Higher Education needs,

"professional, committed members of staff who are appropriately trained, respected and rewarded"

The paper in Appendix 5 sets out a framework for a course that will help to achieve these aims, and highlights other training needs for different categories of teaching space Technicians. We recommend that it should be developed to form a nationally accredited qualification.

In order for standards to be credible there needs to be a method of measuring the service or facilities provided to see whether the standards are being met. Many institutions now use service level agreements to measure how parts of their central services perform. Performance indicators are the mechanism by which standards can be measured. As the facilities demanded of teaching space become more complex and costly, so will the demand for a quantifiable level of performance from the services providing and supporting those facilities. The paper in Appendix 6 discusses performance indicator in the context of lecture room services

The Disability Discrimination Act 1995 does not currently cover education establishments, although this exemption may be removed in 2004. Given that this change may happen we should aim to meet its provisions now, especially whenever new teaching space is planned or existing space updated. The paper in Appendix 7 provides a set of standards that provide good practice guidelines.

1. Institutions should include teaching space in their long term strategic planning and funding. There needs to be a clear funding model so that budget holders supplying services for teaching space are not only accountable but demonstrate value for money.
   
2. Teaching space management to be more closely involved with the committees that contribute to the standard of teaching and learning within institutions.
   
3. Teaching space management to undertake a facilities management role. This is seen as a key approach to improve service and improve value for money. Several services will need to be involved, and teaching space management must be represented at a senior level to make this approach work.
   
4. The technical and physical standards discussed in Appendices 2, 3 and 7 to be adopted and developed into an update for BS8205:1985 "British Standard Code of Practice for determining the design of learning spaces where audio-visual equipment will be used". This will necessarily be undertaken in conjunction with benchmarking to ensure that the standards are realisable.
   
5. The benchmarking exercise outlined in appendix 3 to be undertaken during the 1999/2000 academic year. A group to be convened to review the results of this and form links with Quality Assurance Agency for Higher Education.
   
6. Following the benchmarking exercise other performance indicators, eg response times; provision of training, as outlined in appendix 6, to be investigated and developed.
   
7. Suitable training to be given to teaching staff on the use of lecture room facilities. This could form part of an ILT initiative.
   
8. Training for Students to allow efficient use and accommodate an increasing demand for the C&IT and presentation facilities.
   
9. For those recommendations (eg 7 & 8) which require the development of a national strategy in order to be achieved, teaching space management must be involved in this development. This should be in conjunction with the JISC Technology Application Programme (JTAP) Application of Presentation Technologies Programme.
   
10. The development programme for Teaching Space Technicians (TST) outlined in appendix 5 to be adopted and developed to produce a nationally recognised qualification with The Higher Education Training Organisation. The target to be to enrol the first entrants in the 2000/2001 academic year, with a target of 25% of all grade E (or Equivalent) TST attaining this qualification by 2005.
    
11. The structure for training other grades of TST, including Supervisors and Managers, to be developed in conjunction with the 2 year trial of the Technician Accreditation Programme in consultation with the ILT.

The LTSMG Workshop identified a number of issues that should influence any Institution’s decision making on Teaching Space. These broadly fit into two categories:

• Strategic Framework, which covers institutional strategic planning recommendations for teaching space and,
• Facilities Management, which covers recommendations on the practicalities of a facilities management approach to teaching space.

Both of these areas highlight the need for a cross-functional approach to management and operation of Teaching Space. They also point out the need to take a strategic view of how, where and what facilities are to be provided. The National Audit Office (NAO) produced a good practice guide on space management in Higher Education in June 1996 that details many of the points below in the context of space management. However it has been written from an Estates Management point of view and teaching space facilities, as discussed in this report, are not covered.

If a serious attempt is to be made to address the issues of facilities management and strategic planning within the management of teaching space then our recommendations need to be compatible with those of the NAO guide. Given that the changes that the NAO is aiming at are the same as ours (high quality space run in an effective and cost-efficient manner) the areas highlighted below not only dovetail into the NAO’s guidelines but extend and supplement them

As greater demands are placed on both the availability and facilities of teaching space there is a clear requirement for a long term and strategic approach to the planning of these resources and their management. There are a number of areas that if recognised would improve the management of teaching space and which would be recommended:

Funding

• There needs to be long term and strategic funding for teaching space. This needs to extend to both capital and revenue costs and be supported by a clear funding model. The NAO guide highlights the use of space charging as a way of managing the provision of space within HEIs. This principle can be extended to cover the funding of teaching space as a whole.
• The funding also needs to be targeted to get best value for money for the whole institution. The NAO’s guide recommends that HEIs should have space management strategies in place and these should also cover teaching space and their facilities.
• Some means of quantifying the level of funding across institutions should be sought. The benchmarking and performance measurement sections of the report (appendices 3 and 6) cover some approaches to this area.

Teaching Space Management

• Teaching space management should increasingly take a facilities management role for teaching space. As this will involve the co-operation of several agencies within the traditional services structure in HEIs, teaching space management will require representation at a senior level.
• Liaison with other involved services (e.g. estates); teaching staff and students (i.e. users) should support the facilities management role. Liaison needs to be undertaken regularly and chaired on a rotating cycle.
• Representatives from teaching space management should sit on the relevant committees (e.g. teaching and learning; space management) and liaison meeting minutes should be forwarded to these committees
• Teaching Space Management need to ensure that high quality and accurate information about the facilities and availability is available to users of the space. This should complement and extend the information that the NAO guidelines suggest should be provided as part of a space management strategy.
  

Staffing

• A means of quantifying Staffing Levels and Staff Spend and duties across institutions should be sought. This would form a major exercise in it’s own right and could form the second phase of the proposed benchmarking exercise.

All colleagues involved with the workshop found that their area cut across any artificial boundaries found within the Central Academic Services. Being able to build up a cross-functional team from the different services to support teaching space is seen as vital. This must support a "one stop shop approach" where one number or contact point is available for all faults or problems in teaching space. This equates with the Facilities Management approach mentioned above. In order for the one stop shop to add value:

• All involved parties must buy into a co-ordinated approach across.
• Effective record keeping and feedback mechanisms must be part of the process. These should be sufficient to ensure that all work requests are dealt with and traceable and that there is sufficient management information to monitor these and allow for benchmarking. The adoption of existing computer based help desk systems may provide all the facilities required.
• Using single point contacts for the one stop shop within all involved services is vital. This must include timetabling and ad-hoc booking of rooms and any charging associated with services provided to the space or it’s users.
• Emergency Calls (i.e. those where the quality of learning and teaching is affected) must have fast tracking methods in place.

This section provides general technical standards for the facilities that would be expected to aid teaching and learning in modern lecture theatres, seminar, or tutorial rooms, or any room used to aid the learning process.

Academic buildings and teaching space must have a framework, which allows maximum flexibility for adaptation to changing technologies. This has many implications: from ambient and artificial light control, to adequate acoustics, to accessible ducts for wiring. Most importantly, all teaching space must be capable of being adapted to support the use of computers and other related technologies in terms of network connections and data/video projection, whether permanent or mobile.

The building itself must be linked into high speed, high capacity fibre networks which will serve as the umbilical cord linking the building to the world-wide information network.

This document details an initial set of technical specifications. The main guidance that this has been based on has been BS8205, "Design of Learning Spaces where AV Equipment will be used." which is now withdrawn. Extensive reference has also been made to the "Case Studies", published by JISC, as referred to in the Bibliography. However these should be regarded as draft proposals and subject to further research, compilation, and specification, based on past and current thinking for teaching room facilities. The LTSMG would recommend that these are developed to produce an update to BS8205, "Design of Learning Spaces where AV Equipment will be used."

Most institutions have space equipped with a blackboard/whiteboard, OHP, screen, and suitable seating and a proportion of space equipped with other permanent facilities, e.g. video system, slide projector; and temporary additional facilities that can be installed when required. However even now the range of presentation media likely to be used in lectures includes:

• spontaneous written information (whiteboard / flipchart / OHP / computer keyboard / mouse)
• OHP transparencies
• 35mm transparencies
• audio playback and sound reinforcement (microphone and line sources)
• video display
• data display with networked computer
• recording of lectures
• videoconferencing
• film projection

Inevitably, lecture rooms must have support for a wider range of these facilities. However, technology is changing rapidly and due regard should be given to supporting new technologies as they come along (e.g. Audience Participation Systems).

In order to provide adequate facilities to ensure quality in university teaching practice, it is proposed that the following equipment specification should be agreed as a target to enable sensible forward planning:

• All rooms are equipped with a blackboard/whiteboard and overhead projector and screen.
• 30% of all rooms are equipped with one slide projector.
• 10% of all rooms are equipped with two slide projectors.
• 20% of all rooms are equipped with video replay facilities.
• 20% of all rooms are equipped with data projection facilities.
• All large lecture theatres have telephone/data links.
• All large lecture theatres have sound reinforcement systems where necessary.

• Writing surface/s.
• Overhead projector (twin lamp).
• OHP screen - separate from board.
• Furniture with a writing surface
• Natural and artificial light control
• Slide projector screen, which may pull down over black/white board.
• Remote wiring only installed for operating a temporarily installed slide projector.

This would form a very basic provision for any room. Many rooms will have an enhanced provision over this with, say, data projection, slide projectors etc. It does not however take into account requirements imposed by size such as the need for voice reinforcement large lectures.

1. Room Layout -

1. Position of teaching wall, particularly in relation to doors, windows, and length and width of room. See Appendix C (4)
2. Position of entrances/exits in relation to teaching wall, to allow easy access/exits from room. It is strongly recommended that main student entrance/exits are at the rear of (large) rooms, to minimise latecomers’ disruptions.
3. Ceiling height, and its relation to size of projection screens, which are governed by maximum viewing distance from back of room. See Appendix C (2&3)
4. Appropriate seating and layout. Preferably loose tables and chairs in "seminar" rooms and fixed seating in lecture theatres for optimum capacity. See Appendix C (1)

1. Location and adequacy of existing and proposed services, ventilation, heating, electrical supplies, data/telephone points etc.
2. Suitable normal/dimmed lighting options to allow student note-taking under projection conditions. Appropriate illumination of the lecturer/teaching area is also required for lecturer’s notes under dimmed lighting, avoiding light-spill on to projection screens. Suitable lighting for a sign language interpreter or lip speaker. See Appendix C (5,6 & 7)
3. Appropriate decoration of Walls/Ceiling.
4. Suitable flooring/carpeting particularly to reduce noise.
5. The floor must be free of any cable runs and similar hazards.
6. All permanent AV facilities shall be designed for easy self-operation and access by lecturers, but securely located in situ by suitably designed mountings. Much of the operating equipment should be contained in a suitable secure cabinet to enable convenient interconnection, switched power, etc.
7. Controls and temporary connecting points should be readily available to the lecturer as s/he faces the audience.
8. Adequate furniture must also be provided, not only for operating a range of equipment, but leaving sufficient table space for other equipment and materials being used during the lecture.
9. Suitable storage space near groups of lecture rooms to allow easy importation of temporary AV support facilities. This storage space needs to be accessible during lecture periods, so cannot be in a lecture room.
10. Reverberation time in a lecture room needs to be around 1 second unless Video Conferencing or room link up facilities are planned in which case it should be nearer ½ second.

Written, drawn or typed information

All lecture rooms must provide basic facilities for lectures to write or draw spontaneously during their presentations.

The basic layout of the teaching wall is based on allowing for 3 teaching/display areas. At least two of these should be available simultaneously, to allow greater flexibility of use for multi-faculty use areas.

• Central writing surface, normally a blackboard or whiteboard, but with drop-down screen available if required.
  
• Audience left normally an OHP screen, which could be permanent, or pull down over a writing board.
  
• Audience right, either a writing surface covered by a drop-down screen when required, or a permanent screen.

At least one blackboard/whiteboard centred on teaching wall, unless the size of the room is such that written information is not going to be easily read by all participants (i.e. those seating over 350 or where the back row of seating is more than 18m from the board). Writing board systems that maximise the available writing area for a given wall area are preferred. More boards can be installed if space allows. Where electrical and optical equipment is installed whiteboards should be used as they produce less dust.

Facilities may be needed in small seminar rooms. They are of limited use in large lecture rooms as text is illegible at long distances.

Two correctly sized square projection screens. One on lecturers right for overhead projector. One on lecturers left for slide/film projection. A third drop-down screen can be positioned over the central writing board. Square screens allow for OHP and Landscape or portrait slide images.

Screens should be tilted to the optimum angle for the type of projection equipment being used in order to eliminate image distortions such as keystone. This may require adjustable screens when projecting from different locations.

Screens must be able to be seen from all reasonable positions in the room.

The minimum screen size is usually dictated by the requirement to present text, hence the minimum screen diagonal is 1/6^th of the distance from the screen to the back row of seats (see Appendix C (3,4 & 5). The lowest height MUST be above 1.2m, to be able to be seen over other audience members. The top height is dictated by the size of screen and this means the ceiling must be high enough to accommodate this. Often this is not the case, particularly with existing rooms.

This minimum screen size must be accommodated to allow viewers at the back to clearly read information presented on the screen.

One A4 twin lamp overhead projector (normally situated to lecturer’s right, projecting to students left hand screen). Ideally to be permanently fixed on an appropriate trolley. For safety reasons a local socket that allows minimum loose cable length should connect it to the mains supply.

Suitable for function, and able to hold at least twin A4 sheets of paper, and possibly a Laptop computer.

Fixed lecterns can provide locations for switching control panels for all facilities in the room.

It may also provide storage for VCR, Amplifier, computer, etc. in secure fixings.

The controls should be standardised in style and layout in all rooms throughout the institution’s campus. Controls should be logically grouped. For example if an audiocassette, CD and Video are available via an integrated control system, the selection buttons for these should be grouped near to the play and fast forward controls. New installations should be designed to a standard campus-wide standard design layout. This should not preclude control panels from fitting in with each building’s original architectural design style

Furniture should be laid out so that:

• The audience can see the teaching wall;
• AV Equipment is optimally positioned;
• The Lecturer has easy access to the AV equipment; and,
• AV equipment is installed safely and trailing cables are minimised.

Loose tables allow for versatile uses of the teaching area.

Increased safety considerations have reduced the frequency of experimental demonstrations in lecture theatres, so there is less need for gas, water etc. at fixed benches.

Laser pointers should not have a higher power rating than European class 2 (<1mW). These could be provided but with suitable considerations for safety and security. Possibly none may be provided, and lecturing staff will be expected to supply their own, due to ease of loss.

1. Video sound
2. Computers / multimedia sound
5. Spare (line level) input and output (see appendix C (11) and "Video Replay" below)

The following can be permanent facilities, or able to be temporarily connected to the line input.

3. CD playback (optional)
4. Cassette playback (optional)
5. Other audio sources e.g. MiniDisk playback (optional)

All these systems require high quality sound replay, and the system should have a sufficient power rating to provide this.

A stereo system for programme sound with 2 x full-range high-quality speakers positioned on each side of the front teaching wall should give the best results.

It should be separate from an internal voice reinforcement system, which is designed for a different task.

All audio installations should include a Assistive Listening system so that hearing aid users can receive the entire range of audio sources (including voice) available on the system via their ‘T’ setting.

A permanent Voice Reinforcement System should be available for use in larger rooms. This should be designed to provide appropriate reinforcement of the voice to all the areas of large rooms. What constitutes a large room has to be decided by the users and service provider. The size, shape and local conditions will affect this decision. As a guideline voice reinforcement should be considered in rooms seating 50 to 150 people and must be fitted for rooms seating 150 or more.

This may best be achieved by suitable speakers spread over the ceiling or walls of the room. The ability to feed the mixed signal to other destinations may be required for overflows, video-conferencing, or video/audio recording.

Multiple inputs from various microphones may be needed. The main microphone for the lecturer could be radio-microphone for ease of use, and a fixed microphone should be provided on any lectern.

Availability of an internal telephone is recommended. This would enable reporting and ‘talk-down’ dialogue relating to any problems encountered during computers and network set-ups, both with internal and external service providers, as well as offering communication facilities to report faults, and seek other help.

An external ISDN ability might also be necessary for videoconferencing links etc.

Where it is intended to supply fixed computers as part of a teaching area, the following should apply:

• A standard hardware and peripherals specification should be adopted for all such locations.
• A standard campus-wide operating system and software set-up should be provided, similar to other general access PC systems in the institution, such as clusters.
• Users files should not be able to be left permanently on the computer, nor should it be possible for the user to load software.
• The best compromise display resolution FOR TEACHING is currently SVGA (see later)
• It must be able to be easily used with other aids in the teaching environment. Integrated switching/operation systems would be desirable here.
• Regular upgrades to software and hardware will be necessary, more so than any other current hardware item. This must be allowed for in any budgetary considerations.
• Similarly, regular support will be needed, with easy operational backup.

Computer network points should be conveniently provided in all teaching areas, both for table-top access near the lecturer and for connection to lecture room systems. The general level of LAN performance must be sufficient to handle increasing levels of demand long term.

These should be readily available and suitable matching high-quality sound facilities must also be provided to cater for multimedia computer application. Typical set-ups for this are:

1. A permanent display matched to a permanent computer in the room. Also able to connect another (laptop) temporary computer. Also able to display video images from a (permanent) VCR.
2. A permanent display able to be connected to temporary imported (laptop) computers. Video could also be available on a temporary or permanent basis, with appropriate sound.
3. A temporarily installed display installed as and when booked for the occasion. Ideally suitable cabling for this should be permanently installed in the room

Maximum optimum screen size should be installed for data display use, due to the heavy reliance in some teaching of small text and icon sizes in demonstrating computer programmes. For this reason, use of SVGA resolution (800 x 600) probably gives best compromise between text and icon legibility, and quality of image.

Resolutions should optimally match the computer, with the above provision for legibility. However support for higher and lower resolutions for more demanding applications or legacy purposes should be considered. Typically modern data projectors support these through expansion and compression and the effective of this should be checked.

In some heavy-use locations, e.g. IT labs, a larger screen size than normal may help with intensive IT programme training applications.

The requirements for display of moving images are different to those for data display, since most information may not be text-based, and can be viewed at a greater distance.

It follows that in situations where display requirements are determined by maximum viewing distance, television screens are more likely to be used for video in smaller lecture rooms, whereas larger rooms are likely to require some form of projection for data, which could also be used for video.

Ideally this should be done by the provision of permanent VCR with suitable display/s and sound facilities. Display may be monitors or projection system, depending on size of location.

The most common format is currently VHS, but S-VHS may be appropriate. Other formats e.g. DVD; CD-I may be installed as part of a multimedia computer system. As a general rule an additional composite video input, with suitable audio inputs should be added wherever this facility is permanently installed.

Support for different broadcast systems (PAL, NTSC and SECAM) should be considered. It may be viable to have a multi-format VCR installed if the display system supports it as the additional cost is often negligible.

These should be installed where demand indicates, assuming a suitable availability of the room for such users.

Able to be easily set up as necessary, and a degree of interactivity from all destinations is strongly recommended.

Could be part of video-conferencing systems, and designed for teaching / tutorials, rather then meetings.

Note however that the audio and lighting requirements for a room that is to be used as the centre of an overflow facility, or for video-conferencing, are much more onerous.

Where a lecture room has no projection booth, space must be provided for projection equipment either in front of or behind the audience, or suspended above the seating area where appropriate. Ideally, all projection equipment must be positioned and configured to fill the optimum screen size for the room. However, there may be cases where the only possible location is within the seating block. In this case adequate measures must be taken to provide a secure operating platform for the equipment, suitably managed cable runs for power supply and signal cables, and freedom from obstruction within the projection aperture.

Provision of 1 or 2 permanent remote control carousel-type slide projector/s (where appropriate), including slide projector platform, security fixing, remote and mains wiring.

Where 2 projectors are supplied, 2 separate screens or a large single screen should be provided to allow simultaneous slides to be shown for comparative studies of images, such that the two images can be displayed at an appropriate size for the room in either landscape or portrait format.

Infrared controls where provided must be capable of operating the two projectors independently.

Seating

Seating can be either loose or fixed.

If fixed, then services can deal with more certainties in terms of screen position, size, etc

Movable seating, while offering greater flexibility for optional teaching methods, requires a similar level of flexibility to be accommodated in the installation, occasionally to the extent that more than one side of the room can be used for the teaching wall. In such situations, rail systems offer a useful means of achieving such flexibility.

Suitably wide gangways must be provided for the purposes of emergency exits.

The quality of seating must be suitable for sustained periods of use, particularly if long sessions are the norm. Suitable platforms must also be provided for note taking. This aspect was not surveyed as part of the local project and but its importance should not be underestimated.

All permanent equipment must be easily accessible for lecturing staff, on a casual or booked basis, as dictated by organisation policy.

This suggests that it must be available for use at any time during the normal working day. In this case, open access may be required, commensurate with security.

It is recommended that each item be securely fastened by custom clamps or similar in its normal operating location, and any cupboard or room security doors used as a secondary security ring, locked outside normal hours. This secondary security ring could be augmented with alarms, although this must be suitably zoned so as to allow easy maintenance of the equipment. CCTV could also be used as part of the secondary security ring.

Temporary equipment security will be dictated by the operating procedures adopted by each establishment.

For any lecturing situation with screen-based presentations, it must be possible to achieve almost total exclusion of daylight, commensurate with safety lighting provisions.

The location of the luminaires and fittings is very important, and should be designed in to the room from the start. The banks of lights should run parallel to the teaching wall. Allowance for relocation and replacement of light fittings must be made when modifying existing rooms.

There must be separate control of lighting for the audience and the screen spaces, and it must be convenient and simple to operate.

Natural light can be controlled in two ways:

• Translucent drapes or shades should be used to diffuse bright daylight during periods of no projection.
• Opaque drapes or shades should be used to exclude all natural light.

Lighting systems should be able to achieve the following:-

There could be (at least) 2 possibilities as regards controls for lighting.

1. Full dimming system, with a basic "Sceneset" system. This allows lecturer to use preset lighting settings according to use being made of room, e.g. showing slides, videos, using blackboard, overhead projector, etc. It may be possible to incorporate this in a full function remote control system e.g. AMX, Crestron.
2. Switched circuits system. Circuits should be able to be easily selected as options above. Single switches to select whole areas (e.g. audience) are preferred to multiple switches controlling only parts of area. Switching of individual circuits in each multiple luminaire should be used for necessary circuit subdivisions of a large audience area, giving an even level of adjustable lighting over the whole area, i.e. circuits should not be switched in rows. This would also achieve (switched) adjustable overall light levels.

Location of controls

• Full control of all lights available at lecturing position at teaching wall, or on lectern.
• If there is a projection room a duplicate set of controls should be available
• Master and/or selected control of appropriate circuits at entrances/exits.

Energy saving measures should be considered in any system installed. These measures should be used carefully to ensure that service is not prejudiced (by say, the lights switching off midway through a lecture) and the service life of equipment is not reduced (e.g. by switching off a projector before the lamp has cooled).

These are given as an example of good practice for specifying the installation of typical teaching space facilities.

One option from Video Monitors OR Video/Data Projector could be used.

There shall be unswitched 13 amp sockets located as follows:

1. One twin socket near lecturing position for video player and audio amplifier
2. One single socket at location of each video monitor,

All of these sockets shall be fed by one 20 amp double pole switch with "neon" ON indicator located on teaching wall or bench near lecturing position.

This switch shall be marked "Video System".

Associated with these supplies will be a feed of low voltage video and audio signals from VCR position to all monitors, in a "loop" fashion. These shall be 2 x coaxial video cables & 2 x twin & screened audio cables together as a group, contained in mini-trunking or similar where required.

As normal practice, these low-voltage cables to be electrically separated from mains-voltage cables where possible, but can be run in twin compartment trunking. See appendix for cable specifications.

Cable group is run from position of VCR near teaching wall up towards ceiling, preferably via neat trunking or concealed.

Once at suitable height, cable group is routed to nearest monitor position, where it exits from containment, leaving 2 metre lengths of cable to reach connectors on back of monitor. Clearance to be left on wall for monitor bracket fixing plate.

From that point, group is looped back into containment and through to next monitor position, and so on, to last monitor.

This video and audio wiring scheme relies on each monitor being looped in series to the last monitor, where the feed is terminated.

Video Monitors shall be placed on suitable shelves such that the following clearances are achieved. Final locations to be determined from room plans.

1. Above shelf = 600 mm minimum, to allow for monitor height
2. Below shelf = 2.2 m minimum, to allow for positioning loudspeaker below and clearance for persons walking under platform.

There shall be unswitched 13 amp sockets located as follows:

1. Two twin sockets near lecturing position for video player, audio amplifier, and projector selector switch.
2. One single socket at location of (Ceiling Mounted) Video/Data Projector.

All of these sockets shall be fed by one 20 amp double pole switch with "neon" ON indicator located on teaching wall or bench near lecturing position.

This switch shall be marked "Video/Data System".

Associated with these supplies will be a feed of low voltage video and audio signals from VCR position to Data/video projector position. These are 7 x coaxial video cables together as a group, contained in mini trunking or similar where required. In addition, 1 or 2 multicore cables may need to be installed which is particular to the selected projector. This will (usually) need to be incorporated when the equipment is installed at a later date, and suitable access will be necessary for this.

Cable group is run from position of VCR near teaching wall up to projector location in ceiling, preferably via neat trunking or concealed. Later access to this route will be required. 2 metre lengths of cable to be left to reach back of projector position. Allow local clearances/access nearby for installation of projector and its suspension fixing to structural ceiling, and for projector to be centred on screen.

In addition, there shall be required 2 x Loudspeaker cables fed from video system audio amplifier location to left and right speaker locations on front teaching wall, either side of screen(s).

As normal practice, these low-voltage cables to be electrically separated from mains-voltage cables where possible, but can be run in twin compartment trunking. See appendix for cable specifications.

Where specified, 1 x twin un-switched 13-amp socket shall be positioned beside the PA amplifier and Assistive Listening equipment locations.

This shall be individually switched by one switch with "neon" ON indicator located beside the others on a suitable Control Panel on teaching wall or bench near lecturing position at front of room.

Microphones shall be fed from suitably located sockets to the amplifier location. The corresponding P.A. loudspeakers, possibly fixed in ceiling, shall be fed from amplifier to each loudspeaker location, in a loop for 100-volt line operation.

Where specified, the induction loop shall be installed to meet BS 6083:Part 4:1981 Hearing aids. Specification for magnetic field strength in audio-frequency induction loops for hearing aid purposes. It can be repositioned to suit architectural features close to these dimensions. Induction loops may only be used in suitable "low-noise" electromagnetic interference locations, and planned in conjunction with others nearby. This will have to be checked at the planning stage.

For low voltage cables only the containment shall be PLASTIC conduit inside walls or plasterwork. No metal containment is permitted. Surface wiring can be tucked neatly on or under woodwork/building details.

Where specified an infrared assistive listening system should have the transmitter positioned such that there is a line of sight between it and any seated member of the audience.

2 core screened low impedance cable suitable for purpose.

75-ohm impedance coaxial cable suitable for purpose. Such as URM70, RG59B/U

8-core signal cable, 7/0.2mm equivalent. Nominal O.D.= 4.9mm.

2-core; 42 strand 0.75mm equivalent. Nominal O.D. = 2.9 x 5.7mm.

Type 16/0.2mm (0.5mm2) or 1/0.9mm (0.64mm2) similar to Canford Audio HLS & HLS-K

Single core copper, 1mm² to 1.75mm² or copper foil tape, to suit amplifier and loop impedance.

1. For members of the audience to be able to view clearly, they should be seated within a 45° angle of the centre line of the screen. [2.3.1]
   
2. The bottom of the screen must be at least 1.2 metres above floor level. [2.3.4]
   
3. Maximum height of the screen depends on the height of the ceiling, seating area and the position of any suspended structures that may obstruct viewing or projection. [2.3.6]
   
4. Proportional distances and screen sizes in relation to distance V, i.e. the screen to the back row, are:
1. The minimum distance between the screen and front row is V/4. [2.3.5]
2. The maximum length of the front row of seats is V/2. [2.3.5]
3. The minimum diagonal screen size for video display is V/10. [2.4.1]
4. The minimum diagonal screen size for data display is V/6. [2.4.1]
   
5. There must be separate control of lighting for the audience and the screen [2.3.7] spaces.
   
6. Lighting controls must be convenient and simple to operate. [2.3.7]
   
7. It should be possible to achieve almost total exclusion of daylight. [2.3.7]
   
8. Reverberation time experienced in a lecture room should be in the region of one second.[2.5.3]
   
9. Any lecture room audio system should include a suitable line level output facility for the purposes of recording lectures or onward transmission. [2.5.7]
   
10. Chalkboards must not be used where there is also use and storage of any equipment containing electronic circuits, lenses or viewing screens. [2.6.1]
    
11. Data displays must incorporate suitable electronic interfaces to enable spontaneous enhancement of and interaction with any multimedia display. [2.6.3]

The process of benchmarking is considered to be an essential part of the process of defining standards in lecture theatre spaces. This part of the report details the methods, challenges, and benefits, and is divided into the following sections:

1. The benefits of benchmarking
2. Types of benchmarking
3. Proposed areas for benchmarking in teaching space
4. Benchmarking process for teaching space
5. Challenges of the benchmarking exercise
6. Definition of types of learning and teaching space
7. Method of making meaningful comparisons
8. Detailed tables of equipment, standards and system of scoring
9. System of scoring
10. Summation of benefits

Benchmarking is a well known management tool, used extensively in a number of sectors including HE Library & Computing Services as part of a strategy of total quality management. Applied appropriately it can be of enormous benefit, and should form the basis of evaluating and comparing rapidly changing C&IT services in Higher Education and other sectors.

As teaching facilities, quite rightly, come under increased scrutiny in QAA it is essential that some form of benchmarking is introduced for this area.

Benchmarking has the following benefits:

• Allows comparison of services, functions and processes
• Promotes continuous improvement culture
• Demonstrates improvement is possible
• Attacks inertia and status quo
• Encourages external focus
• Stimulates new ideas and creativity
• Allows realistic and meaningful goal-setting
• Informs and aids strategic planning

• There are several types of benchmarking which would provide meaningful comparative information:
• comparison of function - spanning processes and activities
• comparison of services, functions and processes - internal, with other groups / departments
• comparison of services, functions and processes - external, with other institutions in the UK
• comparison of services, functions and processes - with the best in the UK / best in world

• Teaching places per FTE Support Staff
• Equipment available per room
• Basic facilities available in all rooms

• Choose members of team to carry out survey
• Prepare visit and process map
• Visit to gather data
• De-brief and evaluate data
• Prepare final report
• Agree action plan
• Monitor progress

There are challenges associated with carrying out a meaningful benchmarking exercise for what are very complicated lecture theatre services, both within and without HE establishments. Examples of these are:

The differences between institutions

• size
• types of courses
• support service functions
• degree of integration between non-teaching services, e.g. AV, I.T., estates, library
• management policy and culture
• reporting structures
• funding models

The different numbers of rooms

• centrally booked
• centrally supported
• faculty or department based
• supported by the faculty/department
• a mixture of the above
• a mixture of the above that varies at different times of the academic calendar

The different requirements of users

• no requirement
• single service
• integrated services
• specialist services

The different methodologies for making equipment available to rooms

• centrally booked and delivered
• centrally booked. collection only

The differences between HE institutions and other training organisations

• culture
• funding

Specific definitions were discussed and with the above issues in mind, the following types of teaching spaces were adopted as providing suitable models.

Three different kinds of learning and teaching space were defined.

Lecture theatre; the least common, well suited for lectures and presentations

• - traditional
• - large capacity
• - fixed equipment

General Purpose; the most common, suited to a variety of teaching practices, e.g. seminars

• - flexible
• - small to large capacity
• - variable fixed equipment, if any

Special Purpose;

• numbers and uses vary between institutions
• often not equipped or supported by central services
• often departmentally owned teaching room
• space which serves a specific teaching purpose, e.g. laboratory (language, physics, computer etc).

Within the above three categories, there is a minimum standard that all teaching spaces should meet. This would be called the 'basic level' and comprise the following facilities and equipment:

• Furniture of a clean and tidy state, to include writing space for students and lecturer
• Overhead Projector (twin lamp)
• Natural and artificial light control
• Writing board
• Projection screen suitable for Overhead Projector
• Slide screen (could pull down over the writing surface)

This is a reasonable basic standard that every HE Institution should meet for its teaching rooms, and should be viewed as the absolute minimum. Additions to the level of equipment would raise the standard to 'basic plus level'.

The recommended benchmarking exercise would apply to the first two categories; lecture theatres and general purpose, the rest of this section would be applied to specialist rooms after an evaluation of the initial process.

It is important that institutions can be graded on the level to which their teaching rooms are equipped and furnished, and so the following is proposed:

A list of qualifying C&IT equipment and facilities, including:

• Furnishings which impact on the use of a room and it's equipment
• Equipment fixedly permanently in a room
• Mobile equipment shared between a group of rooms
• Loan equipment which is primarily used for general learning and teaching

A minimum standard for each piece of equipment

• It shall be fit for purpose and installed so that it allows optimal performance
• Specification updated as appropriate
• Also to indicate a higher, desirable standard towards which institutions should strive.

Each item of equipment to be scored to the value of 1, as we have taken the view that users equipment requirements will vary. Therefore it is unfair to judge functionality on cost of equipment or level of technology; e.g. a slide projector is of more use than a data projector to History of Art

Basic Level

• Furniture of a clean and tidy state, to include writing space for students and lecturer
• Overhead Projector (twin lamp)
• Sun control for windows (e.g. blinds)
• Writing board
• Projection screen suitable for overhead projector
• Projection screen for slide (may pull down over writing surface)

Identify all qualifying rooms.

For each room: score 0 for each basic level item provided and Score -1 for each basic

Extra equipment available to rooms, comprising;

• permanent
• mobile
• loan

Identify and score points as listed in the detailed table above

Separate totals for permanent, mobile and loan, will give a breakdown of how equipment is provided. Divide totals by number of rooms.

Combine the 3 totals, and divide the grand total by number of rooms.

Add total score from Basic Level and Basic-Plus Level, and divide by total number of rooms surveyed.

Benchmarking can lead to great improvements because it helps managers, measures performance gaps, and helps induce change

The variety, quality, and in some cases complexity of new presentation equipment has increased dramatically over the recent past. With this, so too have the teaching and delivery methods available to presenters. The need for user training has therefore increased greatly. By necessity the knowledge and skill of theatre Technicians has also increased.

Empirical findings indicate that not all methods of training currently offered to staff are any real use. Take-up of broad-based training opportunities can be poor. Targeted training linked to learning needs appears to be the most effective training, where it is offered.

Users can be broken down into three broad groups. Teachers, who us the facilities predominantly for presenting to groups of students; Students (both under-graduate and post-graduate) presenting to teaching staff and/or peers; and ‘others’ e.g. external commercial/conference users. For the purposes of this paper only users funded by the Funding Council, i.e. teachers and students, will be considered.

Training currently falls into three main categories; advertised drop-in sessions (usually associated with new theatre installations); ‘on-the-job’ training immediately before equipment is to be used for teaching, and to a lesser extent more formal, targeted internal training for specific equipment / applications. Evidence from the case studies points to a failure of the general drop-in session model to attract staff in any great numbers. The training tends to be a ‘broad brush’ approach covering the whole of the equipment available. The advantages of such an approach is probably more in the way of advertising the technological options and their potential benefits rather than in actual training effectiveness. Disadvantages include that such training often has to take place outside normal teaching periods (inter-semester breaks) so it is neither timely nor relevant for the majority of the staff able to attend. Anecdotal evidence suggests that a majority of those who do attend such training either already embrace new technology, or have a specific and/or immediate need to know how certain equipment works (perhaps a presentation in the theatre is looming!). ‘Technophobes’ tend to stay away.

Well publicised and structured training supported by academic staff, and run for academic staff, supported by central service providers, with built in hands-on sessions, appeared to be a more successful model than training arranged solely by central Media Services departments. Multimedia ‘champions’ also proved beneficial in leading others towards new technology. (see University College Worcester)

‘On-the-spot’ hands-on training before specific teaching events is appreciated and regularly requested, falling into the category of every-day theatre support. The training is both timely (being immediate) and relevant (as it addresses a specific need.) Regular theatre support rated as a high priority for teaching staff.

Another regular feature of the case study feedback was a call for brief equipment operation documentation in theatres.

Formal, targeted staff training was evident in The Queen’s University of Belfast case study. This training was firmly based on pedagogical need – addressing the delivery of distance education using video conferencing.

From the beginning it was stressed that the training would not focus on the actual technology itself, but on preparing people to make the best use of the technology in their teaching. The training for teaching staff was specific and supported a particular pedagogical need. It was considered to have been successful.

It was widely acknowledged that successful staff training required close planning and input from Media Service providers.

(Note: the formal training sessions were also attended by the technical Technicians in order for them to more fully appreciate the learning needs of the teaching staff. Feedback indicated that this approach was NOT considered to have been successful. Separate technical support training would be considered for future events.)

Empirical evidence from The Queen’s University of Belfast (QUB) case study suggests that where training addresses a specific learning need it is most effective.

McKillop and Lee (QUB) argue that, "C&IT training should be driven by pedagogical requirements of the teacher and student and not led by the technology." They also give a ‘basic recommendation’ that technology should be used within the context of established methods of teaching and learning, and should be exploited to enhance teaching methods and modes of delivery. This assertion is supported by Jameson (University College London) who argues that, "… introducing a wide variety of multimedia materials into teaching can provide a multitude of options to the student and teacher which do nothing to enhance the learning process; there must be a balance of the effort put into producing multimedia materials and their use, otherwise the technology intrudes on the teaching and learning processes".

The requirement for students to have good presentation skills is increasing with the need for effective communication skills. These skills are required both within higher education and as they seek and enter employment.

To this end most higher education institutions require students to present to their peers, and are marking group project presentations. It is unclear how many (if any) include presentation skills as part of any core taught module to students, at either undergraduate or post-graduate levels. Media Services at Queen Mary and Westfield College University of London run a ‘Presentation and Communication Skills (hands-on) Course’ for, ‘the lucky few’ students, on essentially a pilot basis.

The ‘Digital Futures’ case study (Barry Smith, Nottingham Trent University, 1997/98) points to, "Massively" lower levels of IT literacy than had been anticipated amongst undergraduate students. The ‘Digital Futures’ module was an elective, taught course, which highlighted and demonstrated the potential of the then digital futures; with limited opportunities for hands-on work on applications (essentially e-mail and WEB surfing) which are commonplace today.

Staff

• Opportunities exist for the Institute for Learning and Teaching to improve presentation and technology skills of teaching staff. The implementation of a more prescriptive element in ‘Outcomes’ and ‘Guidelines for Evidence’ under ‘A. Design and Plan a Course (Module or Unit of Study)’ in the proposed ‘Institute for Learning and Teaching’ qualification could achieve this. This opportunity should not be missed.
• Objectives of the training should be clear and measurable.
• Technology should be used to support the learning needs of staff and students. Training in new technology for training’s sake appears to be non-productive.
• Where possible training should be school / faculty / departmentally based so that it fits in with core needs.
• Training in the use of teaching space facilities should be a part of lecturing staff’s induction programme.
• Hands-on training should support formal introductory training.
• Demonstrations should showcase the potential of technology, and inspire others.
• Trainees should be made aware of potential barriers to learning and how to cope with them, so that they can use the technology effectively
• Costs associated with training and staff development should not be overlooked.
• Use of teaching room facilities should form a regular part of the staff development catalogue.
• Service providers should be included in training sessions, e.g. audio-visual staff for technical support and advice; presentation specialists / education technologists for advice on presentation skills.
• Equipment user notes should be made available in theatres

• Assumptions about high levels of computer literacy amongst students entering higher education should be challenged.
• Industry requires graduates to have transferable skills. Presentation skills are of great importance. Professional presentation of coursework (individual and/or group) to teachers and peers should continue and grow.
• Course developers should work with service providers and educational technologists to build presentation skills modules into core units.

A nationally recognised programme needs to be implemented to ensure an acceptable knowledge base in teaching space technicians in all HE institutions. Additional training should be encouraged as part of a continuing personal development programme and to encourage maintaining an up-to-date knowledge base.

This accreditation needs to take into account the changing world of learning support in terms of computer-based multimedia delivery, remote teaching technology and the customer service role of the Technicians whilst maintaining core skills in AV provision.

Accreditation of the teaching space technicians will raise morale and recognise nationally the role that they have in conjunction with lecturing and other Technicians in providing a team approach in the modern learning environment. It is important to recognise the need for quality service provision in the modern University structure where the level of expectation of the student has been raised as a result of changes in course funding.

This accreditation programme covers the core skills that teaching space technicians at grade E (or equivalent) in the current structure will require and recognises the impact of modern technology in preparing and delivering course material. It is acknowledged that this grade point is not necessarily going to be the norm for all technicians in an institution. The choice of grade E is based on the assumption that a technician with all of the skills outlined in this document will score this in the Blue Book scheme. We also believe that this is the salary point where we would be able to attract and retain the quality, skilled technicians needed. We also recognise that a range of technicians will be needed and the section below entitled structure attempts to put a framework around this to cover the training requirements for other grades

In an attempt to rectify the lack of appropriate qualifications, a formal examination structure has been proposed.

Accreditation should be based on a written and MCQ paper, a series of practical tests and a 3000 word project.

Practical tests should be carried out to an agreed procedure at the candidate’s own institute.

The written examination should be carried out in not less than twelve months and not greater than twenty-four months.

Distance learning techniques can be used to enable candidates to undertake this accreditation to a nationally agreed standard.

1. Equipment knowledge
2. IT skills
3. Connectors and cables
4. Health and safety
5. Customer care and work ethics
6. Production of learning software
7. Basic presentation skills
8. Administration systems
9. Storage and delivery systems
10. Practical Tests
11. Submission of project
12. Recommendations

Set up OHP and screen.

Understand the following:

• Elimination of keystoning.
• Correct positioning of OHP and screen in a teaching room.
• Safe routing of mains cable.
• First line maintenance and cleaning.
• Sizes of acetate rolls.
• Benefits of dual lamp systems.
• Correcting colour fringing.
• Lamp filament alignment.
• Fuse ratings and locations.
• Correct and safe replacement of defective lamps.
• Different bulb types and light output levels for use in large rooms and with data palettes.

Explain, with the aid of a diagram, the principle components and light path of an OHP.

1.2 Slide Projection Equipment

Set up

2. Dual slide projection facilities including screen(s).

Understand the following:

• The principle of keystoning and how to correct it.
• Correct choice of lens by calculating screen size/projection distance.
• Safe routing of cables (mains and remote control).
• Correct loading of slides.
• Correct mounting of slide trays.
• First line maintenance of slide projectors.
• Correct and safe replacement of defective lamps.
• Lamp filament alignment.
• Fuse ratings and locations.
• Differences between Ektapro and SAV type projectors.
• Synchronised tape slide systems.
• Multi-projector systems.
• Different slide types and size e.g. glass mount, anti-Newton.

• Demonstrate knowledge of different types of screen and the means of eliminating keystoning.
• Understand the need to provide screens and writing surfaces for simultaneous use.

• Demonstrate knowledge of the different types of writing surface and their different uses.
• Discuss the different problems associated with types of writing surface and pens or chalk.

1.5 Video playback / recording facilities

• Types of cassette e.g. VHS, SVHS, CVHS, Hi8, 8mm, long play and standard play.
• Recording standards NTSC/PAL/SECAM.
• Multiple monitor systems e.g. signal connection and termination.
• Video projection systems (Understands the principal of keystoning and how to correct it).
• Different types of connectors used for video and audio connection e.g. SCART, BNC, phono and Belling-Lee coax, s-video.
• The difference in terms of signal quality in using s-video, BNC- phono and r.f. connections.
• The different levels of line quality in monitors.
• Fault finding and first line maintenance.
• Video recording techniques using differing inputs.

Practical

• Set up a camcorder system to record a role-play exercise. Demonstrate correct composition of two-shot and one-shot.
• Understand the differing uses of camcorders eg: research, overflows, presentation recording, basic use etc.
• Fully understand basic camera techniques, in conjunction with required lighting and sound recording techniques.
• Understand the importance and effects of white balance and demonstrates knowledge of colour temperature.

1.6 Data display facilities

Practical

• Set up a data projector and connect to a P.C. or Mac computer
• Set up an OHP and data palette and connect to a P.C. or Mac computer
• Faultfinding of output port and resolution problems.

• The principal of keystoning and how to correct it.
• Different display resolutions and how to adjust resolution on both PC and Mac.
• Different laptop output port enable functions eg: Toshiba Fn F5.
• Use of projector remote as a mouse.
• Need for signal booster.
• Connection of either Mac or PC.

1.7 Video conference and remote teaching equipment

• The importance of and correct use of lighting when using videoconference equipment.
• Different requirements when calling abroad.
• The difference between videoconference transmission systems e.g. ISDN 2 and ISDN 6.
• The use and limitations of desktop systems roll about systems and room systems.
• Alternative transmission systems such as LAN, CAT5, Internet, ISDN, ATM, leased line, fibre and satellite transmission.

1.8 Audio systems

• Recognise the different types of microphone available e.g. dynamic, condenser.
• Understand the differences between omni-directional / uni-directional types of microphones and their various polar patterns.
• Demonstrate knowledge of phantom powering.
• Understand the use of radio-microphones, the frequencies available and the licence requirements.
• Understand the different signal levels e.g. microphone and line levels.
• Demonstrate an ability to operate a basic audio mixer.
• List the components of a public address system.
• Understand the different types of loudspeaker systems.
• Demonstrate knowledge of audio recording techniques and types of recording formats available.
• Demonstrate knowledge of speech reinforcement and presentation sound (type and positioning of loudspeakers).
• Demonstrate an understanding of audio feedback and how to reduce it.
• Demonstrate knowledge of induction loop or infrared Assistive Listening (both individual and room fitted).

1.9 Cine film projection

• Demonstrate a knowledge of different film gauges i.e. 8mm, 16mm 35mm
• Demonstrate how to show a film using a basic portable 16mm projector
• Demonstrate various splicing procedures for all film gauges

1.10 Document viewers

• Demonstrate knowledge of operation of a document viewer.
• Show how to use the viewer for documents, large transparencies and 35mm transparencies.

1.11 New Technologies

• Demonstrate a knowledge of the new technologies that will have an impact on learning space e.g.

• interactive audience response systems
• interactive whiteboard systems
• plasma display screens
• DVD

• Understand the key components of control systems in lecture theatres
• e.g. touch panel, control systems, remote handsets, interface systems

• Knowledge of windows operating system, especially resolution levels.
• Knowledge of MS Office Pro especially MS Powerpoint.
• Knowledge of computer networking and Internet access.
• Knowledge of Mac operating system, especially resolution levels.
• Knowledge of file formats suitable for presenting still images and moving images on both Mac and PC.
• Knowledge of file formats suitable for presenting audio material on both Mac and PC.

2.2 Hardware

• Processor types and speeds.
• Hard disk and capacities.
• Graphics display card.
• Network card.
• Modem.
• Sound card.
• Power supply.
• Motherboard.
• Floppy disk.
• CD Rom drive.
• Ram.

• Parallel.
• Serial.
• SCSI.
• USB.
• Firewire.
• PS2.

2.2.3 Recognise alternative storage solutions.

• ZIP drive.
• JAZ drive.
• Portable hard disk.
• Syquest.
• DVD drive.
• CD

• Recognise the basic plugs and sockets used in AV installations.
• Demonstrate skill in soldering different types of plug onto appropriate cables
• e.g. BNC onto coax, five pin DIN onto multi-core audio.
• Demonstrate the ability to correctly wire a mains plug and fit correct fuse.
• Recognise the different common cable types in terms of electrical and physical characteristics.
• Demonstrate the ability to choose the correct cable for appropriate use.
• Demonstrate knowledge of correct wiring protocol for connectors used in AV systems including data connection.

4.1 Understand the need to disconnect equipment from the mains when changing

• Understand the need for suitable workbenches with RCD or isolation transformer.
• Spacing and physical isolation of workbenches.
• Recognise that certain equipment may still present a risk when disconnected from the mains supply.
• Demonstrate the use of a multi-meter to measure AC and DC voltage as well as use for continuity testing.
• Demonstrate an understanding and interpretation of colour coding and other basic component descriptors.

4.4 Understand the need for PAT testing.

• Keeping of records.
• Use of PAT testing equipment.
• Frequency of testing.
• Knowledge and use of Ohm’s law to calculate fuse value.

4.5 Safe use of Laser Pointers.

• Understand the classification of laser pointers in terms of power and wavelength.
• Understand the safe use of laser pointers in learning space environment.

4.6 Manual handling.

• Understand the need for correct lifting techniques.

4.7 Risk Assessment.

• Understand the need to carry out risk assessment for particular tasks.
• Understand the need for appropriate record keeping.

4.8 COSHH assessment.

• Recognise the need to carry out assessment of operations involving use of chemicals.
• Understand the need for recording these procedures and making records easily accessible.
• Understand the locally adopted procedure for dealing with spillage and disposal of waste.

4.9 Personal Protective Equipment (PPE).

• Protective equipment for workshop or workshop activities.
• Understand the need and legal status for PPE.

4.10 First Aid

• Understand the reporting route for first aid in own institution
• e.g. cardiac arrest procedure,

4.11 Fire Safety

• Understand and can carry out correct procedure for dealing with a small electrical fire.
• Demonstrate knowledge of the fire and evacuation procedure particular to ones own institution.

• Understand the need to conform to the required responsibilities and expectations of the job position exhibit dependability and meet the defined expectations of the institute.
• Understand the need to comply with the rules, regulations and policies of the institute including any staff handbooks, safety books or safety documentation.
• Understand ones own institutes’ policy on equal opportunities and harassment policies.
• Recognise the role you have as a service provider in relation to both internal and external customers.
• Understand and practice cost effectiveness.
• Understand the principles of time management and the need to meet agreed work schedules.
• Understand your personal role as a representative of your institute and your impact on the customer perception of your institute.
• Understand the role of good dress standards, personal hygiene and cleanliness in relation to your impact on the customer perception of your institute.
• Understand the importance of providing good customer service.
• Recognise the need to be flexible at all times.

• Understand the need to respond constructively to suggestions for improvement.
• Understand the impact of non-verbal communication.
• Understand the need to treat customers and fellow staff with respect and respond with sensitivity to their needs.
• Understand the need to exhibit positive behaviour and channel or control emotional reactions positively.

• Demonstrate knowledge of team structure and operating procedures.
• Recognise the interactive relationships necessary for effective teamwork.
• Understand the need to adopt a flexible approach to tasks.
• Recognise the importance of shared knowledge between the team.

• Understand the importance of providing the customer with the correct assistance / advice.
• Fully explain equipment to the customers’ satisfaction through demonstrations etc.
• Respond efficiently to call-outs and rectify by the quickest method.
• Be able to diffuse heated situations, without becoming personally involved.
• Follow a task through to completion, including all the customer requirements.
• Be helpful at all times.
• Ensure that the customer is made aware and is in agreement with any cost involved in service provision before providing the service.

• Have a confident, polite and helpful attitude.
• Be able to reassure customers at all times.
• Be able to record full details of bookings / problems etc. correctly.

• Demonstrate the ability to use Microsoft Powerpoint to prepare a presentation suitable for use on a data projector, a set of three acetates for use with an OHP and a set of three 35mm slide transparencies.
• Demonstrate the correct choice of font size, type and overall colour scheme.
• Understand the need to choose the correct media for the job.

• Understand the basic principles of giving a lecture or seminar with and without learning aids.
• Be able to undertake presentations about AV equipment and their uses to audiences.

Demonstrate knowledge of the following:

• Room bookings systems.
• Fault reporting, logging and monitoring systems.
• Feedback systems from customers.
• Equipment loan booking systems.
• Sickness and accident reporting procedures.

• Understand the correct storage procedures for equipment.
• Knowledge of transporting equipment correctly and safely without damage.
• Good driving techniques and road sense.

1. Set up an Overhead projector and screen.
2. Set up two slide projectors for dual (simultaneous) projection.
3. Correctly fit a mains plug to a given appliance and demonstrate correct choice of fuse.
4. Make a video and audio lead with a scart plug on one end and two video and four audio plugs on the other.
5. Preparation of Powerpoint presentation for use with a data projector, OHP and slide projector.
6. Set up a data projector and connect to a P.C. or Mac computer
7. Set up an OHP and data palette and connect to a P.C. or Mac computer
8. Faultfinding of output port and resolution problems.
9. Set up a camcorder system to record a role-play exercise. Demonstrate correct composition of two-shot and one-shot.

Prepare and submit a paper of approximately 3000 words on one of the following topics:

Presentations may be submitted on paper or electronically using MS word or HTML. Diagrams, illustrations and photographs may be used to illustrate where appropriate.

From the Blue Book we would score someone with all of these skills as a grade E (or equivalent), assuming that they have no (or minor) supervisory responsibilities. If further sections covering Supervisory Skills and Management skills could be added we have the potential for a training structure which provides career progression as well as developing the skills required within the institution:

Grade C – Complete 3 Sections from Sections 1 to 9 with their associated practical tests

Grade D – Complete 6 Sections from Sections 1 to 9 with their associated practical tests

Grade E (Technical) – Complete Sections 1 to 11

Grade E (Supervisory) - Complete 6 Sections from Sections 1 to 9 with their associated practical tests plus the Supervisory Section

Grade F – Complete Sections 1 to 11 plus the Supervisory Section

This structure will need to be developed and is beyond the scope of this document

The level of knowledge and work ethics required by the modern teaching space technicians has been detailed in this document. This document should be used to form the basis for a national accreditation that will raise the profile of the teaching space technicians.

The training needs of teaching space technicians are, to some extent, technology driven. Consequently the content of the training should be reviewed on an annual basis due to the speed of technological change in this area. This also highlights the need for Continuing Professional Development (CPD) and a culture of CPD needs to be developed and rewarded in order that the investment in skills development is maintained and updated.

Whilst this document deals with technician level teaching space technicians we recognise that the managers of these staff will also benefit from structured training and continuing professional development. Not only will the managers of these technically skilled staff need to be aware of the technological aspects of the field but they will also need skills in areas such as:

• Man management
• Financial management
• Project management
• Presentation and report writing skills

This area will need to be developed on from the technician accreditation programme and then provides career paths for the best technicians that are recognised throughout HE.

The programme outlined should be developed in conjunction with The Higher Education Training Organisation (THETO) in order to ensure a nationally recognised quality qualification.

Initially it should be trialled on Grade E(or equivalent) technicians for 2 years.

A structure to support the training and development of other grades of technician should be developed in parallel with the trial period. This should also include supervisory training and separately suitable management training for managers of these staff.

The creation and implementation of performance indicators will follow the establishment of standards and objectives for lecture room services.

Performance indicators must reflect any such standards as well as other objectives set for an institution/department. They must be truly reflective of the service ACTUALLY provided, for example, a MEASURED improvement MUST also be an improvement in practice.

They must also:

• Be credible and able to be easily evaluated
• Informative and act as a tool for monitoring trends towards particular goals
• Measure how well institutional/departmental objectives are being met
• Measure inputs to service (what goes into the service)
• Measure outputs to the service (what is produced by the service)
• Measure outcomes to the service (what happens as a result of the service).

EFFECIENCY is gauged by looking at how the outputs relate to the inputs.

EFFECTIVENESS is gauged by looking at how the inputs relate to the outcome, and QUALITY needs a set of indicators covering both efficiency and effectiveness.

In order to have any value, performance indicators need to be part of a comprehensive and cyclical review process which looks at the setting of targets, staff involvement and the reviewing of policy priorities. In this environment, they can help to not only achieve objectives, but also aid overall performance and effectiveness.

In order to identify appropriate and effective performance indicators, the following must be considered:

• What is the Service for, what are the fundamental objectives?
• How is the service currently performing against its objectives?
• How are other similar organisations performing locally nationally?
• How do staff and students (service users) think the service could be improved?
• How do the staffing structure, service procedures and service infrastructure contribute to or hinder the achievement of the objectives?
• Create a plan for improvement.
• Set key targets
• Devise local performance indicators to measure whether targets are being achieved.
• Establish a regime for continuous review and improvement.

Dealing with Users:

• Answering the telephone (within so many rings), e-mail (same day), memo/letters (within so many days of receipt)
• Response to calls for immediate assistance (say within 10 minutes)
• Response to calls to repair faults in teaching rooms (say within 24 hours depending on access)
• Dealing with complaints
• Access to buildings, room and equipment ( for both able and disabled users)
• Provision of training
• Maintenance of rooms and equipment
• Procedures to deal with unavoidable disruption to teaching due to breakdown

These are less than easy to define due to the vast differences in the funding arrangements of Service Providers throughout the sector. The following are simply for illustration.

• ££ per student spent on new equipment/refurbishment per year
• ££ spent on support and maintenance of equipment
• comparison of staff costs against the number of rooms supported

Some institutions (Birmingham is one of those) carry out regular surveys of actual room use during a fixed period of time. This data if held, could be used for example to indicate the best location(s) for new resources in addition to indicating rooms that are poorly used.

Most institutions will have the physical maintenance of rooms managed by their Estate Management Office. Although service providers will not be directly responsible for repairs etc, they are often perceived to be responsible, especially if a "one stop shop" service is being provided.

In this situation a log of all work to be carried out by maintenance which has been passed on by the service can be kept and used not only to monitor (and ultimately encourage the improvement of) the response, but also be used in the feedback process to the users.

Satisfaction surveys must include both academic and administrative staff who are increasingly making use of the rooms. Students as the ultimate "client" should also have an opportunity to comment and contribute to this.

Areas covered could include:

• Comments on existing equipment/facilities available
• Lecture hours lost due to breakdown of equipment
• Lecture hours lost due to inadequate prior training
• Provision of support to users both in an emergency and generally
• Level of courtesy of service providers
• Delivery and set up of portable equipment (on time, working, training etc)
• Consultation when refurbishment projects are planned
• Provision of training and information sessions for new and existing facilities
• Feedback mechanisms in place once faults reported to alert staff to repairs carried out or problem remaining
• Mechanisms in place for the dissemination of news etc relating to the service to all staff/users

In his forward to the eQuip online disability resource directory Professor Brian Fender says:

This paper highlights areas that should be addressed in the design, upgrade and refurbishment of teaching space in used in HEIs in order to achieve the inclusive learning environments referred to.

1. Standards should be reviewed at 2 yearly intervals, as advances in technology will enable many more facilities to support disabled staff and students in the future.
2. The HEFCE Report (99/04) suggests all institutions have a policy of providing disability awareness training to all staff including teaching issues. Staff need to be made aware of the different needs of disabled people: Each individual's needs are unique.
3. The organisations servicing teaching space, coordinated by Teaching Space Management, should be involved with producing their HEIs disability statement and advise on the facilities required. This should feed into strategic planning on the services provided in teaching space.
4. Staff should be aware that good presentation skills are essential, for example facing the front, repeating questions from the audience, etc. This is more important than ever for an audience with special needs.
5. Facilities for guide dogs should be considered, e.g. water availability.

Access to the rooms

1. The Disability Discrimination Act required companies to ensure their facilities are accessible by all. At the moment this does not cover education but the educational exclusion may be removed in 2004. New and refurbished space should take account of the requirements of this act.
2. Ideally, all teaching rooms should be accessible to those with mobility difficulties, including wheelchair users. However, staff should be aware of any which are not, and suitable alternatives offered to those with students with special needs.
3. Accessible space for wheelchair users should be provided within the main body of the audience and at the lectern or front of the room. These should be positioned to ensure that the user can exit the building safely and unhindered in the event of a call to evacuate the building.
4. If a room is carpeted, it should be low-pile looped with the nap in the direction of exit so it does not impede wheeled traffic.
5. Wheelchair users should have access to a suitable table or writing surface and power points
6. Signs should be clearly displayed showing the fire exits and the fire escape policy regarding wheelchair users should be clearly displayed.
7. Teaching rooms should have a toilet suitable for use by the disabled nearby. Ideally one should be sited on each floor.

1. The use of a strong colour contrast and avoidance of similar tones (e.g. pink and grey or green and brown) should be normal practice for all signage, doors and their furniture, light and other switches and other building facilities. This will aid someone with impaired vision to see and use those facilities.
2. Stairs should always have contrast colour edging or nosing in white or high contrast yellow.
3. Use of colour coding on doors and other features within a building aids visually impaired people with orientating themselves within the environment. Any colour coding should be explained.

1. A handrail to guide people up the line of the stairs should also be considered. Handrails at the top and bottom of stairs should have Braille inserts stating the floor number and the direction of the stairs. (This can be 'Dymo' tape.)
2. Braille numbering and /or other tactile signage should be used to allow rooms to be identified. Safety signs should also be available in Braille.
3. If a sign language interpreter or lip speaker is required then they should be provided with a chair at the front of the room. If the lighting is dimmed a manually switched spotlight should illuminate them.
4. Provision of additional power and network points in the audience that will allow safe connection of a laptop computer or other devices should be considered to support facilities for disabled people, such as speech to text facilities for the deaf.
5. Mobile or fixed audio taping facilities should be available to record lectures for those unable to take effective notes.
6. Switches or controls should be accessible to the wheelchair user, (1200 mm from floor level).
7. Any staging or platform at the front of a room for the lecturer or teacher to use should be accessible to wheelchairs and trolleys.
8. Where a Assistive Listening system (eg Induction loop or IR) is present, it should be clearly signed and when it is operational, there should be some indication, for example a light to show it is on.

1. When videos are used, close caption videos could be considered. Sound from the playback device and the lecturer should feed into an assistive listening system or other facility for deaf or hearing-impaired people.
2. As projection technology improves, the degree of ambient light reduction required becomes less. Consider installing bright devices and raising the lighting levels in a teaching room to aid the visually impaired.

1. Wherever teaching space has facilities for audio in addition to the lecturers voice (e.g. video playback, PC with a soundcard etc.) there should be a suitable assistive listening system that allows a hearing aid user to pick up audio from all of the sources, including the lecturer.
2. When induction loop systems are used they should be installed so as not to interfere with other induction loop systems. The user should only be able to receive the audio relevant to the room that they are in.
3. Where infra red systems are used, the operating frequency should be chosen such that dimmable fluorescent lighting does not interfere with it.
4. In teaching space where the sole audio source is the lecturer’s voice, personal radio systems could be used. It should however be a long term aim to provide permanent assistive listening systems in these rooms (e.g. induction loop, IR)

Also available online at http://www.agocg.ac.uk/wshop/32/report32.htm

1. Developing and implementing a strategy for central teaching space at Leed's University - a Service Providers view.

David Brook; University Media Services, University of Leeds

2. Audio Visual Centres in the 21st Century

T.J.Storey; Media Services Unit (Academic Information Services) Queen Mary and Westfield College, University of London.

3. The Tools for the Job: Teaching with Technology

Therese Walker; Leeds Metropolitan University

4. An integrated approach to technology within Lecture Room Services.

Douglas Marsland, Dr Nils Tomes, Dr Patrick McAndrew; Heriot-Watt university.

1. Using video conferencing to support distance learning: A staff development course.

Sandra McKillop & Maria Lee; The Queen’s University of Belfast.

2. Encouraging staff to fully exploit the multimedia lecture room.

Jo Hamilton-Jones, Andrew Rothery, Jane Barstow; University College, Worcester.

Barry Smith; Department of Visual and Performing Arts; Nottingham Trent University

Keith Buckman; Media Services Manager, Brunel University; Associate author, Wiodad Oumar.

Dr D G Jameson; University college, London.

National Council of Inquiry into Higher Education "Higher Education in the Learning Society" July 1997 (The Dearing report) – also available online at http://www.leeds.ac.uk/educol/ncihe/

Higher Education Funding Council for England " Building repairs and maintenance value for money (VfM) study)" published in June 1998.

The National Audit Office report "The Management of Space in Higher Education Institutions in Wales""(HC458 dated 28 June 1996) and "Space Management in Higher Education – a good practice guide".

Lander, R, (1998). Videoconferencing in Higher Education: Staff and Student Attitudes Towards Teaching and Learning in a Virtual Environment. Presentation made at UKERNA/JTAP event, University of Nottingham.

Purdom, Nick, The Complete Guide to Electronic Presentations, Sony Broadcast & Professional UK 1996

Robertson, Ian, Audio-Visual Equipment: a technician's and user's handbook, Butterworth-Heinemann Ltd., 1991.

Simpson, Robert E., Effective Audio-Visual: a user's handbook, Focal Press, 1987 and 1996

Talbot-Smith, Michael (Ed.), Sound Engineer's Pocket Book, Focal Press, 1995.

Tomes, N Dr, Higgison, C (1998). TALiSMAN Training Needs Analysis (Exploring the Network for Teaching and Learning in Scottish Higher Education). A Report for The Scottish Higher Education Funding Council.

The Electronic Industries Association and The Electronic Industries Foundation "Raising the Standard Electronics Technician Skills for Today and Tomorrow."

Midlands Electricity Board Customer Information "Guaranteed Standards of Service"

Holmes-Siedle, James (1996), Barrier Free Design: A manual for building designers and managers, Butterworth Architecture, ISBN 0 75061636.

The Dulux design guide on the use of colour and tonal contrast, published by ICI

The Dearing Report "Higher Education and The Learning Society" http://www.leeds.ac.uk/educol/ncihe/

Advisory Group On Computer Graphics; http://www.agocg.ac.uk

Lecture Room Case Studies; http://www.agocg.ac.uk/wshop/32/report32.htm

Advanced Presentation Technologies JTAP Project; http://www.umist.ac.uk/apt/index.htm

Personnel Manager, Performance Indicators, http://www.doi.gov/hrm/pmanager/

Lecture Theatre Services Managers http://www.staff.ncl.ac.uk/az.mohammed/lts_managers/

British Standards Institution, BS 8205: 1985. (Now Withdrawn) British Standard Code of practice for determining the design of learning spaces where audio-visual equipment will be used.

British Standards Institution, BS 5550: Part 7: Subsection 7.2.6: 1991. Cinematography - Screen luminance for the projection of motion picture prints in indoor theatres and review rooms.

British Standards Institution, BS ISO 9004-2: Part 8: 1991. Guide to the Quality Management and Quality Systems for Services.

British Standards Institution, BS ISO 9568: 1993. Cinematography - Background acoustic noise levels in the theatres, review rooms and dubbing rooms.

British Standards Institution, BS ISO 11314: 1995. Photography - projectors - image size/projection distance calculations.

British Standards Institution, BS 6083:Part 4:1981 Hearing aids. Specification for magnetic field strength in audio-frequency induction loops for hearing aid purposes. Gives a standard value of magnetic field strength in audio-frequency induction loops for hearing aid purposes that will give an adequate signal-to-noise ratio without overloading the hearing aid.

British Standards Institution, BS EN 61938:1997 Audio, video and audio-visual systems. Interconnections and matching values. Preferred matching values of analogue signals. Establishes electrical matching values for the interconnection of analogue signals for audio, video and AV system equipment, and includes audio but not video signals for broadcast and similar use.

British Standards Institution, BS EN 60118-4:1998 Hearing aids. Magnetic field strength in audio-frequency induction loops for hearing aid purposes. Gives a standard value of magnetic field strength in audio-frequency induction loops for hearing aid purposes that will give an adequate signal-to-noise ratio without overloading the hearing aid.

British Standards Institution, BS 7947:1997 Connectors used in the field of audio, video and audio-visual engineering. Gives guidance on identification and application of connectors and definitive electrical and mechanical standards, such as IEC 130, where these exist.

British Standards Institution, BS 7594:1993 Code of practice for audio-frequency induction-loop systems (AFILS) Provides recommended design and measurement methods for use by local authorities and administrators of public buildings and sports stadia, purchasers, designers, manufacturers and installers, for the correct installation of AFILS with an acceptable performance level and good reliability for use by persons who are hard of hearing.

British Standards Institution, BS 5817:Part 5:Section 5.1:1981 Specification for audio-visual, video and television equipment and systems. Control, synchronisation and address codes. Synchronised tape/visual operating practice. Recommends procedures for the projection and playback of automatic cue tone operated tape/slide and filmstrip sequences and also covers synchronisation, magazine operation, slide identification, changes and stop points. Procedures for tapes with recorded cue tones, reeled or cassettes also given.

Also see: http://www.bsi.org.uk/