SUNY Empire’s Active Learning Classrooms are a physical classroom redesign that promotes and emphasizes active learning - work with classmates, solving problems, and doing real work in the classroom environment. Compared to the traditional classroom, active learning classrooms include rounded tables known as technology enhanced active learning (TEAL) tables that serve as group workstations, instead of individual student desks. Each of these work stations have a computer, dual monitors, and Solstice software by Mersive. Solstice allows multiple students to simultaneously display their personal devices to the monitor at their work station in order for them to easily collaborate, share their work, and conduct research together.

Using the active learning classroom often requires that the faculty member or instructor reconsider their learning objectives and curriculum to maximize face-to-face time with the students. Specifically, the non-traditional layout of the room allows for activities that faculty may have never considered conducting in their classrooms. Therefore, we have established a framework that can be used to brainstorm and develop learning activities. Adapted from Debbie Morrison’s “Four-Step Strategy to Create Active Learning in any Learning Space—Online, F2F or Blended,” our framework proposes a six step process. The steps are:
Rewrite Lesson Learning Objectives
Identify Core Concepts
Design Learning Activity
Determine Pre-Instructional Content
Identify Tools for Learning
Create Activity Instructions
Steps 4-6 are where faculty or instructors are encouraged to really consider the classroom space and the time they will have with their students. In step 4, faculty are asked to determine what content specific material will need to be covered before the students enter the classroom and the means for delivering this information. Additionally, the effective practice recommends that faculty send students the instructional documentation for using the Mersive Solstice software in order to minimize the technology learning curve and free up more time for the activity while in the classroom. In some circumstances the faculty member may be able to bring students into the classroom early just to test the software. Then in step 5, faculty work with an Educational Technologist to determine and locate any additional technology or resources needed to complete the learning activity. The final step is to create activity instructions for the students that clearly identify expectations of the activity and their use of the classroom space. This encourages a better use of the time and resources while in the active learning classroom.
In the online environment, creating authentic learning opportunities that allow students to work collaboratively to solve problems is often a difficult task. Issues arise with students scheduling time to work together synchronously, using and monitoring collaborative technology, and with instructor availability for answering just in time questions. The blended model alleviates some of this difficulty by allowing students to come physically together throughout a semester. Active learning classrooms provide the space for blended courses to do what they do best, which is provide authentic learning opportunities for students with the support of a faculty member.
To most effectively use the active learning classrooms faculty should practice active learning methods with their students. This requires a combination of ability to manage the technology in the space and using pedagogically sound teaching strategies based on active learning and constructivist learning theory. The measures we have taken and will continue to take to encourage faculty to use the active learning classrooms is twofold. First, the Educational Technologists schedule interest sessions in the classrooms. During this hour, faculty discuss amongst themselves and with the Educational Technologists ideas for implementing the notion of active learning into their teaching. This is also an opportunity to test the technology in a low stakes environment. Second, an asynchronous course is available for anyone interested that lays out the six-step framework for developing learning activities that was discussed earlier. This exists as a resource for faculty and is not required to teach or use the active learning classroom.
Additionally, a student focused, one-page job aid is left in the classroom with instructions for using the Solstice software. A short statement describing the purpose of the technology and how to get support is available to instructors to paste in their learning contract or in assignment descriptions.
Designating and then designing a space to ser (cut off)