AVNation EdTech podcast: Episode 39 (December 2015)

In this latest episode of the AV Nation EdTech podcast, we discuss Extron's lecture capture management software, my SCN article about designing advanced learning environments, and apps that we use for AV design and installation.

Campus Technology: Decoding ADA Standards in Classroom AV

In November 2015 I wrote an article for Campus Technology focusing on ADA Standards in relation to classroom audio visual system design.  Click on this link to see the original article with some illustrations.

Decoding ADA Standards for Classroom AV

by Mike Tomei, Tomei AV Consulting

Classroom audiovisual systems can quickly turn into complex designs integrating a mix of technology, furniture and room design into one (hopefully) cohesive system. AV designers are not only tasked with determining the equipment needed in the system, but also the required infrastructure design specifications to make sure the system adheres to building, electrical, structural and life safety codes.

In the midst of all those specifications, one often overlooked — but critical — aspect of AV system design is compliance with the ADA Standards for Accessible Design. The Americans with Disabilities Act of 1990 is a federal law that prohibits discrimination and ensures equal opportunity for persons with disabilities. The most recent revision, including the ADA Standards for Accessible Design, was established in 2010. Many regulations defined in the 2010 ADA Standards for Accessible Design document apply directly to classroom audio visual system design. Disregarding these ADA Standards results in AV systems that are unusable by persons with disabilities, and may result in lawsuits.

As a quick disclaimer, this article is simply my interpretation of the 2010 ADA Standards for Accessible Design as they relate to AV system design, and should not be used as a substitute for seeking out the advice of an expert on accessible design. Every AV system design is different, so look to your campus ADA coordinator or a qualified design consultant for the final determination on the ADA compliance for your specific classroom AV system installations. This may not be a complete list of all the ADA Standards applying to your specific AV installation project. The 2010 ADA Standards for Accessible Design document is very extensive, and should be read carefully by anyone involved with classroom audiovisual design.

This article will focus on the aspects of the 2010 ADA Standards that apply to an audiovisual system installation, but not the numerous room design elements that also need to adhere to ADA Standards. Aspects like number of wheelchair-accessible seating areas, aisle pitch in auditoriums, fire alarm systems, signage, student desk height, door sizes, etc. need to be determined by the project's architect, facilities project manager or interior designer, and aren't addressed in this article.

Scope

The 2010 ADA Standards for Accessible Design apply to both new construction and alterations to existing buildings/facilities. There are many exceptions for unique facilities (historic buildings, limited access spaces, etc.), so make sure to check Chapter 2 of the regulations to determine how they apply to your facility.

Classrooms are defined in the ADA Standards as "assembly areas" and are subject to these regulations. The types of assembly areas that are specifically defined in the ADA Standards, and may apply to higher education campuses, are: classrooms, lecture halls, public meeting rooms, motion picture houses, auditoria, theaters, playhouses, concert halls, centers for the performing arts, amphitheaters, arenas, stadiums, grandstands or convention centers.

Operable Parts: Sections 205 and 309

Sections 205 and 309 of The 2010 ADA Standards address "operable parts" on accessible elements, which can include classroom AV system components like touchscreen/button user interfaces, projection screen switches, laptop input plates, etc. that are mounted on lecterns, teaching stations and walls. ADA Standards dictate acceptable floor space, height, reach ranges and difficulty of operation pertaining to these operable parts, of which are defined in subsequent sections.

Work Surfaces: Sections 226 and 902

These sections apply to the acceptable height of work surfaces such as lecterns, instructor tables, and teaching stations. ADA Standards dictate that the height of work surfaces shall be a minimum of 28 inches AFF (above finished floor) and a maximum of 34 inches AFF. Lectern height is frequently overlooked by AV system designers, resulting in AV equipment mounted on lecterns with work surfaces that violate these standards. Lecterns that are 34 inches tall (to comply with the ADA Standards) are usually too low for standing users. Adjustable height lecterns solve this issue and create a comfortable teaching experience for all users. The AV equipment mounted on these work surfaces is subject to ADA reach range standards, which are addressed below.

Reach Ranges: Section 308

The 2010 ADA Standards clearly define forward and side reach ranges for users in wheelchairs. A forward or side reach by a user in a wheelchair can be defined as "unobstructed" or an "obstructed high reach."

An example of an "unobstructed forward or side reach" is when a person in a wheelchair approaches a wall-mounted AV control system touchscreen or a laptop input wall plate. These AV system elements can have a maximum height of 48 inches AFF and a minimum of 15 inches AFF. Take caution when specifying the height above the finished floor for wall boxes to be installed by electrical contractors. Typically, if you specify your 2-gang box for the wall-mounted touchpanel to be installed 48 inches AFF, the electrical contractor will measure 48 inches from the floor to the center of the box. All AV system user interface controls above the center line of that 2-gang box will be above 48 inches AFF, creating a violation of the ADA Standards. A common laptop input plate wall mounting height is 18 inches AFF, which matches typical power outlet heights. Make sure that the bottom of your AV input plate doesn't drop below 15 inches AFF.

These minimum and maximum height ranges for unobstructed reach also apply to user-accessible rack-mounted AV equipment, projection screen switches, sliding white/chalkboard systems and manual projection screen pull strings. One exception described in the ADA Standards is that "floor electrical receptacles" (which I interpret to include AV input plates inside floor boxes) are not required to adhere to these reach ranges.

The "obstructed high reach" minimum and maximum ranges for forward and side reaches depend on the size of the obstruction the person in a wheelchair has to reach over, and are clearly defined by illustrations in Section 308. These obstructed high forward reach ranges apply to the acceptable depth of ADA compliant teaching stations/tables that wheelchair users can roll up to, with their knees under the desk. Knee and toe clearance is addressed in a different section of the Standards. Obstructed high side reach ranges define the maximum acceptable depth and height of obstructions wheelchair users can reach over to access AV equipment. Even though you may have a height adjustable lectern in the classroom, if wheelchair users are expected to perform a side reach over the lectern to access AV equipment that doesn't meet this section's requirements, you're in violation of the ADA Standards.

Knee and Toe Clearance: Section 306

Teaching stations or instructor tables that allow users in wheelchairs to roll under the desk/table are subject to ADA Standards for knee and toe clearance, which are defined in Section 306. Minimum and maximum height and depth ranges are defined for the space under these desks/tables; AV-related items like keyboard trays/drawers, cable trays, under-table-mounted AV equipment, and the underside of elements like table boxes can decrease the available knee and toe space, causing a violation of ADA Standards.

Turning Space and Clear Floor/Ground Space: Sections 304 and 305

These sections of the ADA Standards address the required space needed for wheelchair access to AV system components. Users in wheelchairs need proper access to approach lecterns, instructor tables, teaching stations, AV equipment racks, walls with mounted AV equipment, etc. — and enough room to turn their wheelchair. As a minimum, there needs to be 30 inches by 48 inches of clear floor/ground space in front of the accessible element, with a turning space minimum of 60 inches in diameter, or a T-shaped turning space that is defined in section 304.3.2. Clear floor/ground space is defined for "either forward or parallel approach to an element."

Protruding Objects: Sections 204 and 307

Sections 204 and 307 address the distance that wall- and post-mounted items can protrude and the vertical clearance required for overhead items. These standards often come into play when designing wall- and ceiling-mounted digital signage displays in hallways as well as ceiling-mounted projectors in classrooms. For example, the ADA Standards dictate that a wall-mounted digital signage display between 27 inches and 80 inches above the floor may not protrude more than 4 inches from the wall. This is a common ADA Standards violation. Recess your display, mount, media player and power/network outlets in the wall to adhere to this standard. Another example that this section addresses is a digital signage display ceiling-mounted in a hallway or a ceiling-mounted classroom projector. The bottom of that display/projector must have at least 80 inches vertical clearance above the floor.

This section specifically addresses protrusion minimums and maximums for items in "circulation paths." The ADA Standards define a circulation path as: "An exterior or interior way of passage provided for pedestrian travel, including but not limited to, walks, hallways, courtyards, elevators, platform lifts, ramps, stairways, and landings." I've heard differing opinions on applying the circulation path definition to objects mounted on a classroom wall or ceiling. I err on the side of caution in this respect, and make sure any wall- or ceiling-mounted AV equipment in my designs meets these protrusion standards. I frequently see wall-mounted ultra-short-throw projectors and ceiling-mounted projectors installed in classrooms that don't meet these ADA standards.

Assistive Listening Systems: Sections 219 and 706

When audiovisual system designers think of ADA Standards, assistive listening systems are the first thing that come to mind. It's required that assistive listening systems be provided "in each assembly area where audible communication is integral to the use of the space." Classrooms certainly fall into this category, as do meeting and event spaces on campus. The ADA Standards dictate the specific number of required receivers in relation to the audience size, as well as some technical requirements for the different types of assistive listening systems (induction loop, infrared and FM radio transmission). Section 703.7.2.4 addresses the necessary signage required when there's an assistive listening system present. The assistive listening system requirements are commonly neglected ADA Standards in schools, but AV support departments can look to the assistive listening system manufacturers for some guidance on becoming compliant.

Wheelchair Spaces in Assembly Areas: Sections 221 and 802

Sections 221 and 802 address requirements for wheelchair spaces in assembly areas like classrooms and meeting/event spaces. Many of these requirements (number and location of wheelchair spaces, the size of those spaces, companion seats, etc.) fall under the architect or interior designer's responsibilities, but these sections do address sight lines from wheelchair spaces, which affect the AV designer. The sight lines to a "screen, performance area, or playing field" from the wheelchair spaces are specifically addressed. AV designers need to work with the project's architect or interior designer to make sure that sight lines from all wheelchair spaces meet these ADA Standards.

System Contractor News: Who's Who of Consulting Guide 2015

SCN published their annual Consulting Guide, and not only is my business profile listed in the Guide, but I also wrote a small piece that was published inside the Guide.  Since it's a bit hard to link to the article, I'll reprint it below in this newsletter.

How To Create Advanced Learning Environments that Students and Teachers Alike Can and Will Take Full Advantage Of

by Mike Tomei, Tomei AV Consulting

With the increasing popularity of concepts like active (collaborative) learning, flipped classrooms, and lecture capture, higher education AV system designs have evolved past the typical “hang-and-bangs.” AV design consultants and integrators see lots of opportunity in the higher ed market to provide more complex AV system designs to support these new teaching trends, but they aren’t necessarily paying attention to clients’ needs. Having worked in higher ed AV support roles, and many of my current clients being colleges and universities, I’ve experienced a large divide between how college administrators and faculty view these enhanced AV systems in classrooms.

Administrators at the helm of these classroom-upgrade projects love the idea of a flashy active-learning classroom with multiple displays, a complex control system, and elaborate matrix switching. As I dig deeper and meet with faculty members, I sometimes hear a lack of interest in these types of rooms, or outright opposition to being forced to teach in these environments. Some faculty believe that too much installed AV equipment will create more of a distraction for students, rather than aid in the learning process. More often than not, less is more when it comes to designing higher ed collaborative learning environments. Many times a handful of basic single-display huddle spaces in a library are of more interest than installing one very complex active-learning classroom. Administrators may still want to create a showcase active-learning classroom on their campus, but a thorough needs-analysis effort during the AV design process assures that all parties will have their voices heard, and the end product will be a classroom that meets the varying demands of all users.

AVNation EdTech podcast: Episode 38 (October 2015)

In the October 2015 episode of the AV Nation Ed Tech podcast we discuss consumer electronics in the classroom, web interfaces on AV equipment, the AV-iQ site, Middle Atlantic furniture, HDMI cable licensing, and the latest from CCUMC.

AVNation EdTech podcast: Episode 37 (September 2015)

In the September 2015 episode of the AV Nation EdTech podcast, we discuss my feature in the Commercial Integrator 2015 "40 Influencers Under Forty" list, Extron making a move deeper into the lecture capture market, lecture capture workflow, and network security concerns relating to AV equipment.

AVNation AV Week podcast: Episode 209 (8/21/15)

Since August is a very busy month for higher ed tech managers, we didn't record an episode of the EdTech podcast.  Instead, since I made Commercial Integrator's "40 Influencers Under 40" list, Tim Albright invited me and some others from the list to record an episode of the AV Week podcast.  I joined Hope Roth, Victoria Ferrari and Commercial Integrator's Editor-In-Chief, Tom LeBlanc.  We discuss USB-C connectors in pro-AV, and how millennials like to be managed.

Commercial Integrator 2015 "40 Influencers Under Forty"

I'm very honored to be voted into Commercial Integrator's 2015 "40 Influencers Under Forty" list.

AVNation EdTech podcast: Episode 36 (July 2015)

In the July 2015 episode of the AV Nation EdTech podcast, we discuss in-house vs. integrator installation for higher ed AV support departments, the various education technology trade shows out there, and we give our views on InfoComm 2015.

InfoComm 2015 recap

InfoComm 2015 has come and gone, so I figured I would write up a quick recap of some items that made my "oh, that's cool" list as I wandered the aisles of the show floor.  I'm in agreement that the show was really worthwhile to attend, but there just wasn't anything groundbreaking that blew me away.

Here's my quick list, since I'm sure you've all read plenty of lengthy InfoComm Show recap articles already:

• AMX (Harman) purchased SVSi:  This was by far the biggest news from the show, in my opinion.  If you're not familiar with SVSi, spend some time on their website and learn about their video over IP technology.  It's all routed through typical layer 3 network switches.  Combining their video over IP technology with AMX's products will really be interesting to watch in the future.  

• WePresent WiPG-2000:  Every wireless presentation device out there has its pros and cons, but now that WePresent has licensed AirPlay, this device is pretty handy for standard classroom wireless display of tablets and laptops.  You don't have to spend money on collaboration features that you won't need in a classroom anyway.  This is the company that Crestron purchased the AirMedia from, by WePresent has done a nice job of updating their features.

• Middle Atlantic furniture:  They've been making lecterns and credenzas for a while, but this show was my first chance to get my hands on them for a demo.  The lecterns are very solidly built, with great technical features geared toward the integrators.  I stressed the need for an adjustable ADA compliant lectern, and their rep said he's heard the same request "50 times" during the show.

• Extron DTP CrossPoint 108 4K:  They obviously weren't at the InfoComm Show, but I did also attend the UB Tech Show and saw this new switcher in Extron's booth.  

• FSR & Middle Atlantic ceiling tile boxes:  One of my missions this year was to hunt down products that allow me to hide a Crestron DM scaler (the 4K version is a big boy) and a power outlet in the ceiling above a projector.

• Beyerdynamic Revoluto array microphones:  Very cool low profile mics that use array technology to steer their pickup pattern.

• Crestron Fusion Cloud Edition:  They're (finally) offering a could-based service for Fusion, so clients don't have to stand-up and maintain their own server.

• Crestron and Dante:  In the beginning of 2014 Crestron announced that they were licensing Dante, and now they're finally starting to incorporate it into some of their DM switcher cards.  With both Extron and Crestron on-board, I think that's a big win for Dante.

• Crestron .AV Framework:  During the Crestron colsultant's lunch, they announced that they'll soon be re-releasing their pre-programmed touch screen user interface with improved graphics.  A quick screen shot from them showed a much cleaner looking interface, compared to what they're already including with the DMPS3-4K-150-C.

• Crestron Studio:  A big surprise for me was that Crestron Studio is still alive and they hired someone new to revive it and start pumping out updates.  I thought they had just let it die a slow and quiet death, but I guess not!

• Audio-Technica System 10 Pro:  A relatively inexpensive wireless mic receiver that allows for remote antenna mounting up to 300 feet away using Cat5 cable.

• Middle Atlantic Lever Lock System:  This has been around for a couple of years, but they have some real nice solutions to help you properly install all those small boxes (scalers, Cat6 extenders, media players, power supplies, etc.) inside equipment racks.

Campus Technology: How to Create an AV Standards Document

I wrote an article for Campus Technology magazine in June that describes the importance of higher ed AV support departments taking the time to write a document defining all of their AV design and technical standards.  Taking the time to assemble such a document now will save you countless hours and headaches later, when you're in the middle of the busy season for AV installations on campus.

June 10, 2015:

written by: Mike Tomei

Audiovisual technology is becoming increasingly complex and important in today's classrooms. And with higher education IT departments being tasked with the design, installation and support of instructional AV systems — areas in which IT staff may or may not have expertise — it's extremely important to develop, define and enforce AV system design/technical standards on campus.

The easiest way to do so is to create a comprehensive audiovisual design and technical standards document that can be referenced by all the parties involved with classroom AV installations. The goal of this document is to standardize AV installations across the institution, as well as streamline the design and construction process for these systems. A standards document will also help your IT department make progress toward the institution's audiovisual strategic goals.

Why Write This Document?

Some higher education institutions have a centralized department that's responsible for standardizing AV technology across campus, but many don't. Many institutions leave AV design and support up to the individual departments and/or schools across campus, resulting in a hodgepodge of different AV systems being installed with varying degrees of usability and installation quality. Others might exclusively outsource all of their audiovisual design and installation duties to consultants and systems integrators. In both cases, it's all the more important to develop an audiovisual design/technical standards document that all parties can rely on.

Every higher education AV support professional has experienced a situation where he or she is brought into a classroom construction or renovation project long after many AV-related system-design and infrastructure decisions have been made. Rather than issue costly change orders to fix what the general contractor and electricians have already incorrectly done, the school's AV department is expected to make compromises to systems to work around infrastructure issues. This almost always results in more work and AV support headaches in the future. If your campus's construction project manager had provided the project's architect with an AV standards document on day one, many of these problems could have been prevented. Architects are most likely provided with a similar document defining campus construction and interior design standards, and the AV standards document needs to be included.

Many readers from state schools will recognize this scenario: A different audiovisual design consultant and systems integration firm are chosen for each project, based on the lowest bid. You end up with a revolving door of AV professionals installing equipment on your campus. They have very limited knowledge of your existing classroom systems, and what direction you're trying to go in with new installations. This is a great reason to have an AV standards document written and ready to hand to these individuals at the beginning of a project.

A common thought is that if you hire an AV design consultant, that individual will perform a comprehensive needs analysis, review your existing systems and benchmark comparable systems before starting the system design process. Unfortunately, that's not always the case, and some unmotivated consultants will just slap their boilerplate technical specifications on your design, not taking into account any of your standards. Even an excellent consultant still needs guidance to meet your standards. Your AV standards document will be necessary to get the unmotivated consultants on the right path, and the great consultants will appreciate the information as a starting point for their design.

Remember, an AV standards document defines the design rationale that dictates the technical specifications of an audiovisual system — it's not the same as the technical specifications document an AV consultant writes when a project is put out to bid. Rather, it's one of the building blocks for the consultant's technical specifications document.

Who Should Write It?

As important as it is to write a standards document, it's more important to write it properly. Incorrect, nonexistent or vague information provided in the document can cause just as many problems as not having the document in the first place. It's imperative that you look to an individual who really understands audiovisual system design to write this. Better yet, pull together a group consisting of campus AV and IT professionals, your academic technology support staff, your school's construction project managers, the campus's interior designer, facilities staff, etc., to help cover all angles of AV system design and installation. Ultimately, you want an InfoComm CTS-D certified individual to write most of this document, with someone who has a CTS-I certification contributing to the technical specifications. If those qualifications don't exist within your staff, hire an AV consultant to assist with the writing. Relying on someone with these certifications will make sure you're starting with a baseline of industry standards, then building on them to customize for your campus's needs. This will be a constantly evolving document that adapts to past AV installation lessons and mistakes, as well as changes in technology and teaching trends, so pull your group of contributors together every year to revisit these documented standards.

What Content Should Go Into It?

Your AV standards document content will be all-encompassing, defining every technical, infrastructure, aesthetic and environmental variable that will affect your AV installation. Specifics are needed to clearly define your standards. For example, "Projection screen shall be properly sized for the room" leaves way too much room for interpretation. Replace that statement with "The projected image height should be no less than one-sixth the distance from the screen to the farthest viewer," and you're starting to get into the kind of measurable specifics that will ensure you get the AV system you need. Include pictures of properly installed equipment and infrastructure-related items to reinforce what you've written.

These standards documents can run long, but properly organizing them will go a long way. Making the document easy to read will result in more parties using it and referring back to it as they work on the AV system designs that you'll ultimately have to support. A quick online search of other schools' standards documents shows a mix of properly organized documents as well as others that simply threw their ideas on paper in an unorganized fashion.

Your standards document should also include codes and regulations that affect AV installation. Even though you assume that architects, engineers, general contractors and electricians have a good understanding of building to code, you still need to clearly define these standards. Include standards that make sure your AV installations are adhering to ADA Standards, National Electrical Code, etc.

Who Should Receive It?

Now that you've spent the time to write your comprehensive AV standards document, it's time to get it out to the public. This is one of those situations where the more publicly accessible this document is, the more apt people are to reference it. Send it to your campus's construction project managers, each department/school's technical support representatives, interior designers, electricians, facilities managers, AV integrators, architects and engineering firms. Post your standards document publicly on your department's Web site for download. Ask your facilities department if your AV standards document can be included with their construction and interior design standards that they have most likely already created for the campus.

It may seem like a daunting task assembling a standards document like this, but a little bit of work on the front end will result in a noticeable improvement in your campus's future audiovisual installations.