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The physical environment in Early Childhood and Care (ECEC) settings is believed to be important for children's play and development. In this study, the influence of the physical indoor environment in ECEC settings on children's well-being and physical activity was explored. The data were obtained from video observations of the free play of 80 children in eight ECEC institutions. Multilevel regression analysis indicated that children's well-being was positively associated with the use of rooms for physical activity and negatively associated with the use of high tables. Children's physical activity was strongly positively associated with the use of rooms for physical activity and tumbling zones. Furthermore, open floor space and cubbies were positively associated with physical activity, whereas tables were negatively associated with children's physical activity. These results indicate that physical environments supportive of physical active play are beneficial and that dominating the indoor space with tables should be avoided.

Sedentary behavior has increased over the last several decades, and this has led to major life-threatening health issues. Texas A&M University Libraries has introduced an innovative idea in three of their buildings. This case study highlights the implementation of Bike Desks at an academic library while offering strategies for other libraries wishing to replicate this project, and analyzes data from a user survey. The survey explored student experiences, including perceived satisfaction and any perceived gains in study habits while using the Bike Desk.

This mixed methods study explores one urban elementary classroom's use of stability ball chairs. Through surveys, interviews, and video observation, we investigated the teacher and her students' experiences in changing from traditional chairs to more active furniture. Results indicate that students' preferences for using the stability ball chairs was complemented by the teacher's belief that they were more productive. Additionally, the teacher's use of various classroom management strategies shifted towards more behavioral corrections after the implementation of the stability ball chairs. Findings have implications for the impact of innovative furniture on teacher and student experiences.

This quantitative, cross-sectional research study explored students' perceptions of five different seating styles within typical classrooms in an urban public higher education institution. The five seating styles included: modern mobile chairs, tablet arm chairs, fixed tiered seating with tablet arms, rectangle tables with standard chairs, and trapezoid tables with chairs on casters. To operationalize measurement of student perceptions, the Classroom Seating Rating Scale for Students (CSRS-S) was developed from the classroom and seating design literature to measure the dimensions of Comfort & Space, Learning Engagement, and Interactivity. Across all dimensions, students rated significantly highest the modern mobile chairs and trapezoid tables with chairs on casters, while traditional tablet arm chairs and fixed tiered seating with tablet arms scored lowest. Results indicate the need for campuses to (re)consider the purposes and roles of seating styles within the 21st century classrooms, with seating selection based on principles of universal design.

Traditional designs for most mid-sized college classrooms discourage 1) face-to-face interaction among students, 2) instructor movement in the classroom, and 3) efficient transitions between different kinds of learning activities. An experimental classroom piloted during Spring Semester 2011 at the University of North Carolina at Chapel Hill uses clusters of stationary desks that swivel 360-degrees and aisle space to address these challenges. The findings from a study involving ten courses taught in the room suggest that there is a need for designs that not only promote quality interactions but also facilitate movement between small group work, class discussion, and lecture.

A qualitative research project was conducted to evaluate the suitability of e-learning as a means of delivering training to workplace learners in the South African furniture manufacturing sector. Twenty learners participated in a three-month pilot e-learning course and were monitored throughout. While the study was designed primarily to investigate the effectiveness of various pedagogical techniques in a South African context, the importance of providing adequate support to learners emerged as a critical theme during the research project, and this is the subject of this article. Issues included: poor awareness among learners' superiors, IT staff, and financial managers about the e-learning activities that their employees were involved in; sensitivity about costs incurred by employees in connecting to the Internet; a "hands-off" attitude to online training by human resources staff; and a failure in many cases to set aside adequate study hours for employees. Recommendations for companies undertaking training via e-learning include: performing a cost-benefit analysis of face-to-face versus online training; facilitating clear and timely communication within the organization regarding e-learning activities; and establishing a study plan for each learner with the active involvement of learners' supervisors, IT support specialists, human resources staff, and financial managers. (Contains 1 table.)

Arts resources available on the Internet and DVDs provide a flexible, richly resonant, student-friendly framework for a coordinated study of the connections between the style and structure of Proust's novel and the social and cultural worlds he depicts. "In Search of Lost Time", a product of an artistic revolution as well as a critical and historical contemplation of the question of how this revolution came about, looks back towards the arts of previous generations, compelling its readers to adopt a multitude of approaches in order to move forward into the Proustian world. A deeper, more intimate understanding of the world of the "Search" can be achieved in any classroom anywhere by integrating carefully selected electronic resources for film, architecture, painting, music, costume, decor and dance with the teaching of the written text. In particular, perspective in contemporary painting as a model for Proust's innovations in narrative plays an important role in this study. (Contains 2 notes.)

Two experiments are present to examine the hypothesis that the ambiguity inherent within concept sketches can assist reasoning between different modes of representation, and engage translation from descriptions to depictions. The unstructured, ambiguous figures used as design cues in the experiments were classified as being at high, moderate, and low ambiguity. Participants were required to use the ideas suggested by the visual cues to design a novel table. Results showed that different levels of ambiguity within the cues significantly influenced the quantity of idea development of experienced designers, but not novice designers. For experienced designers, as the level of ambiguity in the cue increased so did the number of design ideas that were generated. Most design interpretations created by both experienced designers and novices were affected by geometric contours within the figures. We argue that the cognitive uncertainty engendered by ambiguous figures may inspire designers to search for substitute information in order to reduce this sense of uncertainty. With higher degrees of uncertainty the designer has greater freedom to search for more diverse ways to resolve presented ambiguities, thereby leading to innovations during the process of concept development.

This paper presents aspects of a space planning project assigned to Library and Information Studies postgraduate students and reflects on six themes that cropped up repeatedly in their design of a 24/7 postgraduate library space, namely: lighting, space and colour; tools and technology; defined zones; re-bootable spaces; furnishings; and respite. The projects are shown to present students' needs for a varied library space, but one that is primarily for work and study. Disappointingly, the projects did not reflect the needs of disadvantaged or differently-abled students, nor did they display a uniquely South African flavour. Despite the students being members of both the postgraduate user group and the LIS discipline, project omissions led the authors to conclude that, while this group had a lot of value to add, ultimately the library should cast its net as wide as possible when assessing user needs.

This article takes as a starting point the career of Sir Alec Clegg, Chief Education Officer for the West Riding of Yorkshire (1945-1974), and traces his professional connections with educationists in Australia and New Zealand. In exploring the nature of global exchanges between educators, artists, architects and designers in the decades immediately before and after the Second World War, the intertwining of modernism and progressivism is critically explored in the wider contextual frame of the Arts and Crafts Movement. The notion of increasing the humanity of the classroom occupied the efforts of a constellation of individuals caught up in the desire to redesign schooling in ways that would regenerate democratic relations of living in the post-war world. It is suggested that a common thread connected those concerned to strengthen democracy through combining progressive and modernist attitudes with the potent legacy of the Arts and Crafts Movement.

Students in elementary gifted class use discovery to learn about life in industrial New England. Taking multiple days to analyze this topic, students use artifacts (chairs), discussion, and primary sources to explore the politics of the 1830s. They examine the workings of Hitchcockville, Connecticut, and a Massachusetts Shaker colony. Students must use evidence to see the rise of industrialism and the reactions society had to it; the chairs reflect the geography, history, economics, and politics of the Age of Jackson. Students examine a parallel Shaker community that lived and worshipped together--people who rejected the industrial age and attempted to insulate themselves from the problems of the age. During this process gifted students unite in examining two artifacts and make discipline connections demonstrating the interrelatedness of the content. The artifacts or cultural materials are dependent upon student interpretation through critical thinking. This article discusses how artifacts can be used to teach about the rise and rejection of industrialism in the young republic. Gifted students find using artifacts important because it allows them to make connections between physical objects and ideas. They can think about these ideas to make evaluations when they compare two cultures. The reactions of the two groups to the Industrial Revolution give students opportunities to critically examine unrestrained capitalism. (Contains 9 online resources and 12 notes.)

This study investigated appropriate pedagogical techniques for workplace e-learning programs in the South African wood products (furniture) manufacturing sector. The study found that learners responded favourably to constructivist teaching approaches, such as asynchronous discussions, open-ended task-based activities, and assignments incorporating authentic, real-world examples. Learners viewed constructivist activities to be more useful than quizzes and traditional essay-based assignments, as they allowed new concepts to be learned in context and were perceived to promote deeper understanding of the subject matter. Nevertheless, they valued the inclusion of a blend of pedagogical approaches in the course design, as this enabled them to approach and analyze new concepts in an assortment of ways. Learners placed importance on regular interaction with other learners and course instructors, and were strongly in favour of including face-to-face components in Web-based courses. (Contains 2 tables and 2 footnotes.)

Carrying, lifting, and turning chairs improve learning activities in schools, which leads to higher quality education. However, it has been shown that elementary school chairs in Indonesia are too heavy for children aged 6 to 9 to easily lift and carry. The present study aimed to investigate children's methods of carrying chairs as well as lifting and turning them onto desks. Forty-two children (aged 6-9), including 17 Indonesians (6 boys, 11 girls) and 25 Japanese (12 boys, 13 girls), participated in the study. The experiment used three elementary school chairs (one Indonesian, two Japanese) and two desk types (standard and tall). The most popular method for carrying a chair was to carry it in front of the body with the chair in a lateral position (75%). In all carrying methods, participants showed a preference for grasping two particular points to hold the chair. Children lifted and turned chairs most successfully when they used this popular grasping pattern. The carrying method and the popular grasping pattern for carrying, lifting, and turning chairs need to be considered when redesigning heavy Indonesian elementary school chairs to improve the ease of transport without decreasing the weight.

The high level of overweight and obesity in children and adolescents has been termed a public health crisis and is associated with low levels of physical activity (PA). Experts recommend that youth engage in 60 minutes or more of moderate to vigorous PA per day, yet two-thirds of adolescents do not obtain this goal. Schools have been identified as locations in which PA promotion should occur, but there are limited opportunities for adolescents to enhance their PA during school hours. The present study used stationary bicycle desks (FitDesk) in a secondary school to investigate whether these desks enhanced student PA over an academic year. Results indicated that the students on the bicycle desks spent less relative time in sedentary activity, spent more time in moderate-to-vigorous physical activity (MVPA), and improved each of the PA outcomes compared to the control group from Assessment Period 1 to Period 2. Students and teachers noted both advantages and limitations of using the desks during the school day but overall were enthusiastic about the use of FitDesks in classrooms. Implications for enhancing activity during the school day for occupational therapists and limitations of using the stationary bike desks are discussed.

The aim of this article was to determine the mismatch between the existing desks and chairs in elementary schools and the anthropometric measurements of students in several regions of Central Java, Indonesia. Based on the mismatch, recommendations are given to improve the fit of the desks and chairs with the students' anthropometry. Five critical dimensions of desk and chair were included in the analysis: seat height (SH), seat depth (SD), seat width (SW), desk height (DH), and under-desk clearance (DC). The analysis provided three critical chair dimensions and two critical desk dimensions with a high degree of mismatch. ANOVA and Tukey tests were performed to determine the grouping of students' anthropometric data. Four sizes of chair and three sizes of desk are proposed based on the results of the analysis. The proposed dimensions lower mismatch more than the existing dimensions.

In response to the global trend of low carbon and the concept of sustainable development, enterprises need to develop R&D for the manufacturing of energy-saving and sustainable products and low carbon products. Therefore, the purpose of this study was to construct a decision model for sustainable product design and development from product servicizing in Taiwan. The study used the grounded theory to extract the results of the expert interviews to analyze factors of sustainable product design and development under principles of product servicizing. Then, this study established a sustainable development checklist of product servicizing based on life cycle as the criterion of evaluation for sustainable product design and development. Finally, the study constructed a decision model for sustainable development of product design and servicizing.

Purpose: The purpose of this paper is to share lessons already learned and work currently in progress from one higher education institution's experiences of developing several flexible and technology-enhanced active learning spaces. It further proposes that the potential of such spaces can be more fully realised through the enactment of programmes of digital literacy development amongst their users. Design/methodology/approach: In identifying a convergence of profound challenges facing higher education and proposing that innovations in physical learning spaces are one approach to addressing such challenges, the paper examines a number of institutional policies and initiatives for rethinking and redesigning several physical classroom environments. It sets internal findings and position statements amidst a broader context of relevant field literature. Findings: The paper provides insights from several years of experience in higher education learning space development, including the benefits of iterative experimentation, the consultative role of a multi-stakeholder specialist group, the challenges of balancing pedagogic need with often conflicting institutional requirements and the value of varied programmes of staff development. Originality/value: This paper's insights will be of value to individuals and institutions engaged in reconsidering their provision of physical classroom spaces in higher education and to those promoting the effective use of learning spaces in the digital university.

Recent scholarship looks at the relationship of learning to space and place within educational research. The purpose of this article was to put data produced from teaching in four Japanese preschools into conversation with spatial theory and Ma, a Japanese spatial esthetic. We seek to understand "how" and "what" spaces (physical, curricular, and relational) are produced in Japanese hoikuen. We engage with Soja's Firstspace, Secondspace, and Thirdspace in order to examine space in the Japanese preschools. We also think with concepts from Ma esthetics in order to understand the appreciation of unexpected moments and interactions. Specific insights gained from analysis focus on the design of the preschools, flexibility of furniture, shared workspaces, field trips, inquiries with nature, bonds between students, and addressing conflict. We present these insights to add to an emerging discussion of how spatial aspects of environments influence teaching and learning in early childhood education.

As electronic gadgets predominate a student's life, there comes a need for silence. A quiet place free of electromagnetic spectrum waves, dirty and stray electricity, and the endless chirps, whistles, beeps, and customized signaling. A quiet place can offer solitude for meditation, inspiration, and spiritual awareness. Student involvement in the classroom and campus activities is of utmost importance for student retention and successful program completion; however, student veterans often face overwhelming transitioning barriers as they cross from combat to the community college environment. Whether student veterans need a place to calm themselves, compartmentalize traumatic memories, or concentrate on overcoming an educational challenge, the quiet place can offer sanctuary. The proposed quiet place will be designed inexpensively using furniture available on the host rural community college campus, the state surplus warehouse, and from employee donations. The labor to paint and refurbish will be provided by dedicated veteran college staff and members of the Student Veterans of America association on the community college campus. The quiet place will utilize a small room less than 10 feet squared, however with low earth sounds emanating from an MP3 player and speaker, soft comfortable seating, and a rug, the room will be free from all other electronics and electrical devices. This dedicated student-veteran space will be unstaffed, self-policed for quiet enforcement, although a Career Coach will be available to handle any situations and address messages left by student veterans.

Problem solving is essential to everyone's life. People survive if they are nourished, sheltered, and protected--and they construct ways to obtain nourishment, shelter, and protection through problem solving. Though problems vary in complexity--survival at the one end and the pursuit of comfort at the other--we are reliant on our ability to solve problems. The design process provides a cognitive framework of analysis, synthesis, and evaluation, which is used by many professional designers to create solutions to design problems. Students in art education programs may be taught these problem-solving steps to use as an effective life and career skill. Students discover through testing, revising, and retesting that there may be some solutions that work better than others but there are many possibilities for success. Teachers can use their viewpoint as art and design educators to teach the design process as a framework for training students to identify and solve complex, multidisciplinary, open-ended problems that people routinely encounter in many situations. In this article, the authors describe each step of the design process and then provide one example of how the process is used by a professional interior designer, followed by the methods two teachers have used in working with young students.

The author states that raising her twins the Montessori way has made her life easy. Imagine two 1-year-olds eating entire meals on their own, setting their own tables by 20 months, and becoming potty-trained before 2. These are not statistics found in just one household. Children raised the Montessori way can take care of themselves and their environment at surprisingly young ages. The author shares her beliefs and experiences of raising her twins the Montessori way and promoting independence.

This article initially demonstrates the parallels between the learner-centered approach in education and the user-centered approach in design disciplines. Afterward, a course on human factors that applies learner-centered methods to teach user-centered design is introduced. The focus is on three tasks to identify the application of theoretical and methodological approach. The major instructional methods utilized in the tasks are role enactment, project-based learning, case-based learning and reflection. These tasks develop students' knowledge, attitude and skills reflecting on their selves, their social and physical environment. Finally, the results of the study on students' evaluations of the course and their learning are presented. The study findings indicate that the course has been successful in its learning objectives. Multiple methods of learner-centered instruction complement lecture sessions and one-another to enhance student learning of user-centered design in different levels of cognitive and affective domains.

In this paper I use group-analytic, philosophical and psycho-social lenses to explore phenomena associated with the convening of an experiential large group within a two-day conference on the theme of "knowing and not-knowing". Drawing in particular on the work of Earl Hopper, two different models of large group convening--in which the chairs for the group are arranged either in concentric circles or in spirals--are described "topographically" and compared in terms of the tasks which each model might address. I argue that the spiral topography may be more suited to the attempt to construct what the conference organisers posited as "insecure edifices of knowledge" and I borrow from the letters of Keats on "negative capability" to suggest that phenomena of "half-knowledge" may be generated and fleetingly perceived within the dynamic processes in the dilemmatic spaces of experiential large groups thus constituted.

The authors argue that a script perspective can lead to a better understanding of learning in new learning spaces. Scripts can be understood as flexible, individual memory structures guiding our understanding and actions, but also as instructional interventions that help students use the affordances offered in new learning spaces. In study 1 (N = 82), the authors observed that when thrown into an unfamiliar, new learning space, students showed low individual learning and low satisfaction with the learning space, compared with students who received basic hints concerning how to use the affordances of the learning space. Study 2 (N = 77) demonstrated positive effects of an external script to guide collaborative decision-making in the new learning space, compared to unstructured collaboration. Thus, a script perspective helps to understand why it is so difficult to use new learning spaces effectively. Script theory can also guide the design of support to overcome these difficulties.

Educational policies mandate the consideration of accommodations so that students with disabilities become proficient in the objectives outlined by state academic content standards and demonstrate proficiency on high-stakes assessments. However, neither policies nor empirical research provide sufficient guidance for educators to effectively select and implement accommodations. This study reviews the effectiveness of accommodations for students in the special education eligibility category of emotional disturbance and those with diagnoses of attention deficit hyperactivity disorder (ADHD). First, we propose definitions that delineate accommodations from modifications and interventions. Next, we identify strategies that could serve as potential accommodations for this population. Next, we conduct a systematic literature review and calculate effect sizes to evaluate the effectiveness of the included strategies. Finally, we review the evidence to determine whether each included strategy meets the proposed definition of an accommodation. Although several potential strategies are beneficial to youth with ADHD and/or emotional and behavioral disorders, this review indicates that very few purported accommodations actually meet all the criteria in the definition of accommodations, and there is very little evidence supporting the effectiveness of commonly recommended accommodations for youth with behavioral challenges. Our critique of the state of the science on accommodations highlights several important issues that can be used to inform current research and practice in schools.

The need for adjustability in school furniture, in order to accommodate the variation in anthropometric measures of different genders, cultures and ages is becoming increasingly important. Four chair-table combinations, different in dimensions, with adjustable chair seating heights and table heights were designed, manufactured and distributed to schools in Riyadh city. The number of the student participants was 28 (6 to less than 9 years), 30 (9 to less than 12 years), 30 (12 to less than 15 years) and 30 (greater than or equal to 15 years) in first, second, third and fourth age-group sets respectively. Muscular activity signals (EMGs) for both neck dorsal muscles and upper trapezius muscles, posture measures in terms of neck angle, viewing angle, back angle and discomfort ratings were considered as dependent factors. New designed adjustable sets versus current sets available in the schools were the independent variables. The results indicated that EMGs signals for both neck dorsal and upper trapezius muscles in the new sets were significantly lower when compared to the current sets. The three posture measures associated with the new sets were significantly improved when compared to the current sets. Finally, the participants' ratings of discomfort were significantly low for sitting on the new sets compared to sitting on the current sets. (Contains 6 tables and 6 figures.)

As instruction shifts to a learner-centric, individualized approach with a focus on small group activities, heavy furniture that small hands cannot move on their own have become less desirable. The most popular pieces are lightweight, portable, and colorful. The Smith System furniture company encourages schools to select chairs and desks in their school colors to boost school spirit, or vary colors based on grade level. Sheer variety of choice is also a driving trend. Standing desks are available for students who may work better not seated. Special wheelchair-accessible desks, wheelchair/desk combinations, and height-adjustable science lab tables are adaptable for wheelchair-bound students. New desks should allow for easy in and out access for students of different sizes, say industry experts. This article discusses school furniture and tips to consider when purchasing for specific schools. (Contains 10 resources.)

This article explores how the affective "set-up" of Freud's legendary couch has been exported into modern education relations. The so-called psy-sciences from pedagogy, psychology, and psychiatry have informed self-management in school. Managing self-management has a material-affective dimension. Through affective encounters with the couch, we argue, management can foster and maintain students' desire to take part in school and enhance their own learning. Combining Karen Barad's notion of intra-activity, a Gilles Deleuzian/Brian Massumian concept of affectivity, and Malou Juelskjaer's concept of comfort technology, we explore how the couch participates in transforming intensities and shaping desires by affecting bodies, voices, atmospheres, and relations. We look into the Danish school, which over the past decade has intensified its focus on preparing students to take part in a workforce in the knowledge economy. This means that much focus is on cultivating a learning subject that desires personal development and lifelong learning. We look at the couches placed near or inside the principal's office to explore their role in affective management and how they tune and charge subject formation. Through our material-affective perspective we zoom in on everyday practices in the offices of principals to see how the couch, a mundane comfort technology, affects management relations between principal, students, parents, and teachers.

This is the first article in a six-part series on the elements of a collaborative classroom: furniture, social media, video/web conferencing tools, collaborative software, interactive devices, and mobile devices. With most universities facing tight budgets, convincing administrators to invest in expensive new classrooms is a challenge. Many higher education officials involved in space planning are increasingly focused on how classroom setups can enhance collaboration. University staff members and faculty are particularly interested in modular furniture that can be reconfigured quickly for different group sizes and activities. The author points out that cutting-edge learning spaces are designed with flexibility and collaboration in mind, right down to the modular tables and chairs.

Students spend hours a day in classrooms, so it is critical to their learning to have places to sit that are healthful and comfortable. Schools and universities should outfit their classrooms and other learning spaces with furniture that enables students to carry out their school work comfortably and does not detract from their ability to focus and learn.

Effective classroom design is a crucial element in learning. Additionally, learning opportunities can be extended well beyond the classroom to create entire learning environments that support student success. Despite the transformations necessary to equip students with 21st-century skills, planners and decision-makers at education institutions continue to design classrooms and campuses that reflect outdated modes of teaching. Exploring educational space design using a "learning per square foot" concept can improve student success, creating a community of learning and strengthening the country's competitive position. Schools can think of furniture and furnishings in new ways. The need to transform education has a profound effect on the planning and use of space. Conversely, classroom design also can serve as an agent for effective changes in education, supporting a diversity of learning styles, as well as new teaching styles. Opportunities for learning go beyond the classroom, and good planning and space design can help harness them. It's important to integrate planning for both informal and formal spaces across a school or campus in an effort to establish an entire learning ecosystem, one that enables learning to take place anytime, anywhere.

When one thinks of 21st century schools, one thinks of geometric modern architecture, sustainable building materials, and high-tech modular classrooms. It's rare, though, that a district has the space or the money to build that school from the ground up. Instead, the challenge for most is the transformation of the 20th century architecture to support a 21st century model of learning. In this article, the author discusses how school officials in New York City decided they would not let the limitations of a century-old building stand in the way of delivering the best educational technology available to its students. The key was ensuring a truly robust online environment and working with the constraints of the building rather than against them.

The library at George C. Marshall High School in Fairfax County, Virginia, needed an update to better meet the needs of 21st century students. A major renovation was in the works, but head librarian Graboyes wanted to do something to make the library useful and appealing for current students. With careful budgeting and donations of time and money, she was able to adapt the space to bring in more natural light, create comfortable areas for reading, and replace outdated and heavy furniture with modular tables and chairs that made the space more flexible. Little-used rooms were adapted for student group work, video viewing, and more. Careful culling of the collection ensured that books were current, and strategic rearrangement of the collection and color-coding made books of interest easier to find and reshelve. The entire project cost $12,500, with almost half of the cost covered through grants and donations. (Contains 1 figure.)

Journalism today--like almost every other profession--has been revolutionized by technology. And just as the workplace has changed, so too must the teaching spaces in which the next generation of professionals will be trained. When renovating their campuses to meet these 21st century needs, many administrators will be tempted simply to bulldoze old buildings. Sometimes that's the wisest course. But sometimes the past has a role to play. In professions like journalism, it's important not to lose sight of the storied tradition that connects today's students to the core tenets of print and broadcast journalism. Certainly, that was one of the guiding principles when the City University of New York Graduate School of Journalism set out to revamp the former home of the "New York Herald Tribune" in midtown Manhattan. Its goal was to create a 21st century learning facility within the confines of a 90-year-old building--and bring the profession's past, present, and future together for the benefit of the school's journalists in training.

Interactive tabletops are gaining increased attention from CSCL researchers. This paper analyses the relation between this technology and teaching and learning processes. At a global level, one could argue that tabletops convey a socio-constructivist flavor: they support small teams that solve problems by exploring multiple solutions. The development of tabletop applications also witnesses the growing importance of face-to-face collaboration in CSCL and acknowledges the physicality of learning. However, this global analysis is insufficient. To analyze the educational potential of tabletops in education, we present 33 points that should be taken into consideration. These points are structured on four levels: individual user-system interaction, teamwork, classroom orchestration, and socio-cultural contexts. God lies in the details.

Classroom design for the 21st-century learning environment should accommodate a variety of learning skills and needs. The space should be large enough so it can be configured to accommodate a number of learning activities. This also includes furniture that provides flexibility and accommodates collaboration and interactive work among students and teachers. Flexibility is a recurring theme throughout the history of school design. In the framework of a 21st-century learner, flexibility in the learning environment is even more critical. Many space configurations are possible for learners. Some of the new configurations will have to provide for teacher-directed instruction, individual study, small groups, large groups, presentations, one-on-one instruction, as well as discussions among students and teachers. Classrooms with flexible space and furniture should enable learning to take place through all of these media.

We studied student seating habits in both a traditional lecture hall with the instructor in the front and in a SCALE-UP (Student-Centered Activities for Large Enrollment Undergraduate Programs) studio-style classroom with the instructor in the middle. Like several previous authors, we find that students with higher course grades tend to sit in the front of a lecture hall and those with lower course grades toward the back. However, no clear pattern of either high or low grades appears in a SCALE-UP classroom. We compare our results with previous studies, both those using assigned seating and those allowing free-seat selection, as we did. Seat selection at the beginning of the semester did not correlate with any demographic or grade factors, but rather students appeared to choose their seats arbitrarily or because of social factors (e.g., near friends). Student seat location remains remarkably consistent throughout the semester, indicating that students form a bond with their initial seat. The observed mixing of A students throughout the room suggests that the SCALE-UP room has effectively eliminated the "front of the room" phenomenon seen in lecture halls. However, the small number of D and F students prohibits determining whether the SCALE-UP room has equally eliminated the "back of the room" phenomenon. (Contains 1 table and 6 figures.)

The "sage on a stage" is looking increasingly like a potted plant. While there will always be a role for a great teacher who can command a room, colleges and universities today are putting greater emphasis on student collaboration, small work groups, and interactive learning. Unfortunately, the classrooms of yesterday, with their focus on a single instructor at the front of the room, cannot deliver on the vision of tomorrow. This article profiles four schools that are using technology, new design concepts, and flexible classroom furniture to reinvent their teaching spaces. (Contains 1 online resource.)