Campus Technology: An Introduction to AV Over IP

In my March 2017 article in Campus Technology Magazine I talk about the basic concepts behind the AV-over-IP trend.

An Introduction to AV Over IP

by Mike Tomei, Tomei AV Consulting

If you've been paying attention to the audiovisual industry for the past couple of years, you've certainly noticed the AV over IP trend. While it may not yet be widespread in higher ed classrooms, it's definitely going to play a big part in the future of AV system design. There are lots of details to pay attention to when designing AV over IP-based systems, but I'll try to give you a big-picture view of the technology.

Existing Designs

These days, when dealing with high-definition resolutions and frame rates, AV system designers typically look to transport video, audio and control signals throughout their classrooms using twisted pair extenders. Many of the popular classroom AV products (like Crestron DigitalMedia and Extron DTP) are based on HDBaseT technology. These are point-to-point systems with transmitters at source devices and receivers at destination devices. Even when you place a switcher between those source and destination devices, you're essentially adding more mid-stream transmitters and receivers into your point-to-point environment. We see larger and larger matrix switchers coming from the manufacturers, but our switching design is still limited to the number of inputs and outputs on those switcher frames. Everyone knows the feeling of needing to add one more device to your AV system, but the switcher doesn't have any available inputs. While limited in some respects, these point-to-point systems offer a bandwidth-controlled environment, high resolutions and frame rates, and very low latency.

AV Over IP

The AV over IP model differs from existing classroom AV designs in that it's essentially a streaming infrastructure. We're all used to video and audio streaming over the network, but AV over IP technology is taking streaming to a different level. Instead of placing HDBaseT transmitters and receivers at all the devices in the room, the AV over IP model calls for an encoder at each source device and a decoder at each destination device. The encoders and decoders are all connected to standard Ethernet switches. As a result, we're no longer limited to a finite number of inputs and outputs, and theoretically we can connect as many encoders and decoders as our network design allows — with the ability to scale up at lower costs. Based on the network configuration, we're also no longer limited to AV signals being confined within the room. The decoders can be controlled to display any stream from any of the encoders.

Bandwidth

AV and IT professionals pay attention to bandwidth restrictions, and the AV over IP trend is certainly in the thick of the bandwidth discussion. While it might sound like an easy solution, you can't just start throwing these high-end AV encoders and decoders on your network and expect flawless results. There are different classes of these encoders and decoders; for instance, SVSI (AMX) offers everything from low-bandwidth H.264 compression that's friendly to your enterprise networks, to higher bandwidth technology like JPEG2000 compression, and beyond. When comparing AV over IP technologies, pay attention to bandwidth requirements and explore the possibility that you'll need to establish a separate, dedicated AV network to keep your network services department happy.

Considerations

As you start to investigate the various AV over IP technology that's being offered, there are quite a few features and limitations that you need to pay attention to. Different manufacturers have different resolution, frame rate and color compression capabilities. Some may boast that they can offer 4K60 4:4:4 video, but then you'll find out that they require a 10 Gb/sec switch, while others claim they can do it over a 1 Gb switch. Even if you're not yet heavy into 4K-resolution sources and display devices in your classrooms, you should certainly be planning the infrastructure to handle it in the future. Achieving 4:4:4 color sampling is the goal, but plenty of manufacturers are using 4:2:0 compression to save on bandwidth.

Latency is a big topic too in the AV over IP world. Encoding and decoding high resolutions and frame rates with limited compression can take some decent processing power, resulting in latency issues. It may not be a concern if you're talking about a simple one-way video and audio stream to an overflow room, but excessive latency is a big deal when talking about encoders and decoders that are in the same room.

Just like in your existing classroom AV systems, HDCP (high-bandwidth digital content protection) is a major consideration when comparing AV over IP devices. Settling on encoders and decoders that don't properly pass current HDCP signals means you're in for a massive headache as source devices continue to migrate to outputting HDCP signals.

Many of these encoders and decoders also offer power over Ethernet (PoE) capabilities, which is a nice feature compared to having to deal with those bulky wall-wart power supplies. Just pay attention to the PoE capabilities of the network switches you're using.

Since higher ed classroom AV designers love to incorporate control systems into their designs, pay attention to the control capabilities of the encoders and decoders that you choose. The majority of them integrate well with IP-based control systems from the major manufacturers like Crestron, Extron or AMX. Maybe even a cloud-based control solution like Utelogy will be a fitting option for your new AV over IP design.

The Future

A few key market indicators came out of the Integrated Systems Europe tradeshow last month that point to a strong future for AV over IP technology. The first major announcement was from Crestron, debuting its DigitalMedia NVX product line. Crestron is claiming that its NVX encoder/decoder can transport 4K60 4:4:4 signal (along with many other features) over standard 1 Gb/sec Ethernet cabling and switches. Crestron certainly isn't the first company to develop this AV over IP technology, but for a company that has made lots of money off its HDBaseT-based point-to-point DigitalMedia line, this is a big tip off that it's embracing AV over IP. Also during the ISE 2017 show, the HDBaseT Alliance announced that by June it will debut an extension to the HDBaseT standard that will allow for HDBaseT over IP.

Campus Technology: The Art of AV Equipment Rack Design

In my January 2017 article in Campus Technology Magazine I give some tips and tricks to AV equipment rack design and installation.

The Art of AV Equipment Rack Design

By Mike Tomei, Tomei AV Consulting

As I work on AV system design and installation projects at various college campuses, there's always one area that plagues everyone: poorly designed and installed equipment racks. It seems like a basic concept, but it can be a real pain point when done wrong. We've all opened up an equipment rack or lectern to see a rat's nest of cables inside. Like most aspects of installed AV systems, when it's done right most people don't notice it. But when it's done wrong, it's hard to miss.

Rack design/building can be a real art: There's a reason there used to be a rack building competition at the InfoComm Show. Paying attention to some basic rack design concepts early in the project's timeline can prevent a handful of issues you'll have to address in the future. Per my usual disclaimer, any specific products I mention are simply products I prefer to use, and I have no affiliation with those manufacturers.

Cable Management

The first thing that comes to mind when talking about proper rack building is cable management. Every field technician knows that disastrous AV equipment rack on campus that he's scared to open. Cables are everywhere inside, and it takes 15 minutes of tracing balls of cables to determine the system's signal flow. When your field tech is responding to a trouble call while a class is in session, that's valuable time wasted that could have been prevented with some simple cable management tactics.
Using some inexpensive rack components like horizontal lacing bars (on rear rack rails) and vertical lacing strips allows the rack installer to bundle and secure cables with Velcro strips. Plastic zip ties are best avoided since they pinch and compress the Category cables that are often used in modern AV systems, and Velcro strips are easier to remove and reinstall if you need to swap out a cable. If you're still using plastic zip ties, make sure they're trimmed flush, so the rack isn't full of little razor blades for the poor field tech who needs to service the rack. As cables are bundled, rack designers and installers need to be implementing InfoComm's best practices of signal separation in racks. Make sure to pay attention to concepts like sufficient service loop length and connector stress when bundling and dressing cables.

As AV-over-IP designs become more prevalent in modern AV systems, we're finding larger network switches being installed in AV equipment racks. Using these switches means that rack designers need to pay a bit more attention to cable management. Many network switches have front-facing ports, as opposed to the typical rear-facing ports/connectors on traditional AV equipment. AV rack designers need to include front-facing patch panels or something like Middle Atlantic's BR1 brush grommet panel to cleanly get cables out of the rack and into the network switch.

Equipment and Power Management

One aspect of poor rack building that I frequently see is a bunch of small pieces of equipment stuffed in the back of a rack. Just because they don't have rack ears on them doesn't mean they should just be free floating inside the rack. Incorporate a couple internal rack shelves to secure all of your small items like twisted pair transmitters/receivers, distribution amplifiers, scalers, converters, power supplies, etc.
Related to the cable management discussion above, properly dressing cables inside a rack will also help free up equipment access during those troubleshooting situations. Having clear access to the back of all pieces of equipment is key. That being said, don't go overboard with horizontal lacing bars, which can make it hard to reach inside the rack.

Power management is often overlooked by rack designers. A few power strips free floating inside the bottom of the rack can make for a messy install. There are quite a few UPS and horizontal/vertical power strip options that can be mounted to the rack to clean things up. Some power distribution solutions even have IP, serial or relay control options to remotely power cycle rack equipment. Specifying the proper number and type of these rack-mounted power distribution units will help you avoid fire code violations like daisy chaining power strips or using extension cords.

Anyone who has designed or built a rack can tell you that those power supply bricks can be a real pain in the rear. They take up room inside the rack and on your power strips, and if you don't devote a shelf or two to just power supplies, they can really get in the way. Sometimes you just have way too many power supplies to deal with in a rack. Those are situations where a DC power distribution box comes in handy. Installing a product like the Middle Atlantic PD-DC-125R or the TechLogix Networx TL-RKPS-01 allows you to eliminate the individual power supplies and feed typical DC voltages (5V, 12V, 18V and 24V) to your equipment. They're not cheap, but very handy for those packed racks.

Equipment Security

Every campus is subject to AV equipment theft. There's thousands of dollars of AV equipment sitting unattended in each classroom, and some small steps can prevent that equipment from "walking off." Using rack screws that require a security bit will slow down thieves who only have a Phillips head screwdriver with them. Equipment that doesn't have rack ears needs to be secured with at least clamping shelves to hold it down. Locking rack drawers can prevent wireless mics from disappearing, and locking rear rack doors keeps the general public out of your rack.

Rack security doesn't necessarily pertain just to theft. Perforated security covers, for example, will prevent general users from adjusting equipment settings on equipment with front-facing buttons and knobs. Fill all empty rack spaces with blank or vent panels so users aren't able to reach inside your rack and disconnect cables, store their belongings, power cycle equipment, etc.

Thermal Management

There's no denying that heat kills AV equipment. Cramming all of our AV equipment into a metal rack with front and rear doors can really be a bad thing, unless you take some time to focus on thermal management. Prolong the life of your equipment by paying attention to your equipment's heat output, active/passive rack venting and cooling options, airflow around the rack, and AV closet HVAC solutions. This is one of those areas where an experienced AV system designer is needed to specify all the correct rack components and infrastructure considerations early in the project's timeline. Proper rack thermal management could easily be a series of articles, but Middle Atlantic has written a nice white paper outlining many of these concepts.

ADA Standards

Lectern/teaching station design requires a strong understanding of ADA standards, but often equipment rack design doesn't take these ADA Standards into account. AV equipment racks are subject to ADA standards for reach ranges and ground/turning space, to make sure that all "operable parts" on the rack are accessible to wheelchair users. Rack-mounted AV equipment that is to be accessible to general users (not just for servicing) needs to be within the reach range of no more than 48 inches above the finished floor, and no less than 15 inches AFF. The 2010 ADA Standards for Accessible Design also dictate acceptable ground and turning space that needs to be adhered to when considering the location of AV equipment racks. (For more on accessibility standards, see my November 2015 article, "Decoding ADA Standards for Classroom AV.")

AVNation EdTech Podcast: Episode 49 (Jan 2017)

In this month's episode of AVNation's EdTech podcast we discuss HDMI 2.1, USB-C, SDVoE, and Crestron's new amps.

AVNation EdTech podcast: Episode 48 (Dec 2016)

In this month's AVNation EdTech podcast we discuss Dante, Blue Ribbon Chips and Digital Signage and the demands on your infrastructure.

Campus Technology: AV Design and Project Management Software That Makes Life Easier

My December 2016 article in Campus Technology Magazine discusses software that helps with the AV system design and project management process.

AV Design and Project Management Software That Makes Life Easier

By Mike Tomei, Tomei AV Consulting

With all the factors that go into implementing the correct audiovisual systems for a higher ed classroom, AV design and installation projects can be rather daunting for those who are new to the industry. There's no substitute for experience when it comes to AV system design — and even though colleges and universities often use AV contractors for equipment installation, in-house AV or IT departments still must handle many of the initial design and project management tasks. Thankfully, there are tools out there that can help you through the process. Here are some recommendations on software that makes my life easier during the design and construction phases of AV projects. I have no affiliation with any of these pieces of software — I'm just a fan.

Time Tracking

Even though time tracking software isn't directly related to AV design, it can be incredibly helpful with streamlining your project management process. I use an app called Harvest to track all of my hours. I'm able to break each project out into all the major project phases (schematic design, design development, construction documents, bidding, construction), then within each phase I can associate my time spent working on a specific task. At the end of each project I'm able to pull a report showing how much time I devoted to each phase and task, to help me better manage my time on future projects. Higher ed tech support managers can pull time tracking data to pinpoint which project tasks take the most time from their employees, and even determine where they need to focus their staff's professional development efforts. Those that work in the corporate world are very familiar with time tracking to aid in billing, but I don't see it being used very often in higher ed tech support departments. It's a great way to streamline your AV design and project management efforts on future projects.

Site Surveys

If you're working on the renovation of an existing classroom, the initial site survey is very important. If you overlook details relating to electrical or mechanical infrastructure, or architectural aspects of the room, it could result in a costly last-minute change order during the construction phase. You don't want to walk in at the end of a project to commission the AV system, only to find out that the old HVAC system in the room is making an excessive amount of noise, or you didn't have accurate room measurements for proper projector throw.

I like to start a site survey by taking room measurements with an app called Magic Plan. It helps me create a floor plan for those rooms where I don't have architectural CAD drawings to work with. Everyone has those old buildings on campus that don't have reliable architectural drawings. Using my phone's camera, I can take photos of the room to automatically create a measured floor plan drawing. I still use my trusty tape measure and laser measurer to get more accurate numbers, especially when it comes to projector throw distances, but Magic Plan helps to quickly determine general room dimensions.

There are plenty of complex and expensive measurement tools out there to help with AV design, especially when it comes to sound and acoustics. While there's a time and place for these tools in site surveys, often they're not necessary for basic classroom design. We'd all love to spend half a day in each room setting up measurement microphones with a nice RTA (real time analyzer), pop some balloons for reverb tests, and measure numerous sound pressure levels across the entire room. The fact of the matter is that your AV support and design staff members are probably stretched pretty thin, and only have time to collect the essential room information during their site surveys. Simply using phone apps like an RTA, SPL meter and tone generator will help AV design staffers gather the info they need. Sure, those apps are using a cheap, tiny phone microphone, but they can be useful in a pinch to highlight issues in classrooms, like excessive HVAC background noise.

Design

For those of you who create your own AV design CAD drawing packages, you know that it can be a very time-consuming process. Providing detailed AV design drawings for bids and to AV contractors is the key to setting the stage for a smooth construction phase, but getting all of those details on the drawings takes lots of time.
There are a handful of AV design software packages on the market, like D-Tools and Stardraw, but my personal preference is AutoCAD for my design drawings. The apps I mentioned in the previous two sections of this article are relatively cheap (or free) and easy to use. AutoCAD is neither of those. There's definitely a bit of a learning curve to overcome when starting on AutoCAD, but after becoming a moderate to advanced user, you will be able to quickly pack your drawings with all the details the installers need. I have a lot of interaction with architects' CAD drawings, adding AV equipment and electrical/mechanical infrastructure requirements to their designs. Using AutoCAD makes my life easier, rather than having to import the architect's AutoCAD files into another program for editing.

AV design software packages like D-Tools and Stardraw typically have a database of equipment specifications and pricing, and allow users to create drawings like floor plans, signal flow, rack elevations, connector panels, etc. They also help in creating equipment and wire lists for your project. AV contractors also like using this software to generate quotes. These software packages are certainly packed with features to make an AV designer's life easier, but they usually have a large price tag. Take a look at your time tracking data and see if it's worth the money to purchase one of these programs for your in-house AV system designers.

Many times, on smaller projects, a full set of AV design drawings isn't necessary. You may simply be able to "redline" the architect/engineer's construction drawings with various markups to show AV equipment locations and necessary infrastructure. Or you may need to do the same with the shop drawings that AV contractors submit for approval before starting installation. If that's the case, there's no need to do this work in a program like AutoCAD. I use Bluebeam Revu to edit construction drawings. There are other good PDF editors out there, but Bluebeam Revu is made for reviewing and editing architectural and engineering drawings. There are measurement tools in the program for interpreting floor and reflected ceiling plans, and markup tools to help you insert all the AV system details.

There are a few different software packages available to help AV designers speed up their drawing process, but there's also no substitute for making sure those AV designers are well trained on whatever piece of software they choose to use. This is certainly an area that I focus a lot of my professional development time and funds on.

Commissioning

Too many AV design and installation projects fall flat on their faces at the very end of the project timeline. There's usually an urgent need to wrap up construction right before the semester starts, so the system commissioning process can be rushed or completely overlooked. This will inevitably result in panicked support calls from instructors on the first day of classes. Establishing an organized system commissioning process will help you to properly wrap up these projects.

One piece of software that helps organize the system verification process is iAuditor from Safety Culture. This app allows those responsible for testing the new AV installations to create a detailed and organized verification checklist, add notes and photos during the testing process, and share the punch list with those who need it to make necessary repairs. One of my favorite InfoComm standards — "ANSI/INFOCOMM 10:2013 Audiovisual Systems Performance Verification" — includes a checklist for system verification. This checklist can be used in iAuditor, or you can customize your own checklist.

Campus Technology: 3 Key Resources for AV Professional Development

In my October 2016 Campus Technology article, I talk about professional development suggestions for AV support departments, focusing on InfoComm certifications, manufacturer training, and industry conferences.  Learn how to use your time wisely for professional development opportunities.

3 Key Resources for AV Professional Development

by Mike Tomei, Tomei AV Consulting 

Working in a technical role, especially within a rapidly changing industry like audiovisual design, installation and support, means that you constantly have to keep your finger on the pulse of ever-changing technology and design trends. I've worked with a wide variety of higher ed AV support staff, with some keeping up with technology and others letting it pass them by. I've made the decision to be diligent about keeping up with technology and industry trends, but it's not always easy to figure out the best methods of doing so. Everyone in AV design, installation and support roles seems to be busy and often totally overworked. Throw in the fact that departmental budgets are always being tightened, and you have a recipe for needing to really pick and choose the most effective professional development opportunities out there.

I've spent lots of time in my professional life acquiring certifications, taking manufacturer training classes and attending conferences. This article conveys my opinions and experiences with all of the above. There are plenty more professional development opportunities than I touch on here, but hopefully these suggestions point you and your staff in the right direction.

InfoComm Certifications

Other than being a member, I have no affiliation with InfoComm International, but anyone who knows me understands that I'm a big fan of the various CTS (Certified Technology Specialist) certifications. There are three types of CTS certifications: the basic CTS, which focuses on industry trends and core AV technologies; the CTS-D, which focuses on AV design and project management; and the CTS-I, which focuses on AV installation practices. I've taken the time over the years to acquire all three of these InfoComm certifications, and I'm very pleased that I made the decision to invest my time in doing so.

I feel that all staff members in higher ed AV design, installation and support departments should be required by their management to obtain the basic InfoComm CTS certification within one year of being hired. It not only establishes that employees are at a certain knowledge level with a baseline understanding of the AV industry and the core technologies, but the study process is also very worthwhile. There's no way that any one staff member can be an expert in every facet of the AV industry, but the process of studying for the CTS exam is a great way to at least introduce AV support staff to all the different areas of the AV industry. Your live event support technicians will begin to understand what the integrated systems designers are doing, and vice versa.

Once AV staff members have obtained the basic CTS certification, they can move on to the next level: the CTS-D (design) and CTS-I (installation) certifications. These are really made for individuals in roles that focus on specific system design and installation duties, and not for your AV support generalists. I believe that it's important for every higher ed AV support department to have at least one CTS-D on staff. Even if you don't have a staff member 100 percent devoted to AV system design, you must have someone who at least initiates AV installation projects by writing a program report or scope of work, and works with your independent consultants/integrators. That person really needs to have a CTS-D, to make sure that he or she has a baseline of AV system design and project management knowledge. I found the study process for the CTS-D exam to be one of the most worthwhile aspects of obtaining my various CTS certifications. The CTS-D exam is certainly the most challenging exam of the three, and I've seen some experienced system designers fail it. The study process really brings together all the InfoComm and industry design standards that the test is based on. Passing the CTS-D exam was my most rewarding professional development achievement.

The CTS-I (installation) certification is another all-encompassing exam that requires a study process, but it isn't a certification that I see very often among higher ed AV support department staff. Often, these departments are relying on AV support staff to provide level one and two troubleshooting and minor equipment repair/replacement, but they push major equipment repair and systems installation out to integration firms. For that reason, I feel the CTS-I certification is a bit too advanced for the level one AV support folks, and most departments don't have a higher level installation technician on staff.

When I took the three CTS exams, the study process was a bit more challenging than it is now. Currently, InfoComm publishes study guides for the three exams. These books didn't exist when I took the exams. The study guides cover the majority of subjects in the exams, but it's still important for the student to pull knowledge from industry experience as well as outside study sources. I've taken many of the online and classroom courses offered by InfoComm. I found many of the online courses to be a bit outdated, and I really got much more from the organization's in-person classroom courses. I took a great online CTS-D study class with InfoComm instructor Tom Kehr that really helped bring many of the design concepts together, but I still did plenty of research using alternate sources.

One of the big reasons the InfoComm CTS certifications exist is to serve the consultant and integrator community. Clients will often require a certain number of consulting or integrator staff to have one or more of the CTS certifications. This is often dictated in the project's bid documents, excluding certain companies that don't meet the certification criteria from even beginning the bidding process. All that being said, I certainly see the CTS certification's value in the higher ed AV support world.

Manufacturer Training

Many of the AV industry equipment manufacturers offer training classes and certifications that are available to higher ed AV support folks. Many people simply disregard these manufacturer-led training classes as sales pitches to captive audiences, but I think many of them are very worthwhile. Naturally the manufacturer's motivation is to pitch their products to their target audience, but these training classes have really evolved over the years to now include useful information taught by some of the most brilliant minds in the industry.

Some of the larger manufacturers in the industry offer "big picture" training classes that teach general AV industry technology and design trends. Naturally they relate these trends back to their specific product lines, but the majority of information taught in these classes is very useful to general higher ed AV support staff. Some of the manufacturers even tailor these classes to academic AV support subjects, so your staff doesn't have to sit through training sessions intended for other industries, such as the latest trends in 911 emergency command center design. Some manufacturers offer these classes online, but I usually get the most out of actually being in the classroom.

Drilling down a bit more, the manufacturers also offer higher level training sessions that often focus on one specific AV technology, or a specific piece of their equipment. Some of the specific content taught in these classes may include AV streaming technology, control system/DSP programming, digital system design/installation techniques and networked AV systems. These classes often rely on lots of hands-on setup and testing of equipment, which is always very helpful. Having face-to-face access to the folks who designed the equipment is a great learning resource.

When it comes to control system and DSP programming classes in particular, I have strong opinions about how AV programming should be handled on higher ed campuses. To really do control system programming right for anything more complex than a basic classroom system, schools really need to devote a full-time staff member to programming. While a full-time AV programmer is a tough expense to justify on most campuses, a staff member who is also responsible for system design, installation, daily support, etc. cannot really stay on top of current high-level programming techniques and features. All that being said, I think manufacturers' control system programming classes can be valuable for any higher ed AV staff. Staff members responsible for system design duties need to take at least the 101 programming class, to make sure they have an understanding of the features and capabilities of their control systems. Being able to at least talk the same language as the programmers (either independent or from hired integration firms) is key. DSP programming is a bit of a different animal, and I do think that higher ed AV support departments should devote a portion of someone's job description to high-level DSP programming. It's an easier learning curve than advanced control system programming, and it's certainly worth the time for managers to send their employees to the higher level DSP configuration classes.

Don't think that these manufacturer training classes require large travel budgets just because the manufacturer is headquartered across the country. Many of these companies will offer regional training opportunities, often renting meeting rooms at hotels in select large cities across the county. I will say, though, that attending training sessions at the company's headquarters is usually best, since they typically don't have the same amount of demo and test equipment at the regional training sessions as they do in their HQ's training classrooms. Some manufacturers offer rewards programs to their customers, who can in turn obtain comped travel expenses to attend these training classes. It's always worth a conversation with your manufacturer rep if your department is able to accept gifts like this from companies.

Conferences

Over the past few years, the question has been asked if large AV conferences are still necessary, considering the plethora of online resources and manufacturer training opportunities available elsewhere. The record-breaking attendance numbers at the annual InfoComm show each year say to me that conferences are indeed still regarded as worthwhile events. Most higher ed tech managers seem to agree, but with the large price tag these conferences have for registration fees, travel expenses, training class tuition, etc., it's often hard to justify the expense. Still, I feel the show floor booths, training opportunities and networking opportunities presented to InfoComm attendees are an excellent resource to higher ed AV staff. There are many programs at the InfoComm event tailored to higher ed AV support. Between networking receptions, training classes, certification prep courses and technology tours of other schools, it really makes sense for technology managers to budget for their staff to make the trip. I think that higher level design and installation staff members need to make the trip to InfoComm every year or two, while mid- and low-level support staff can benefit from the trip every three or four years.

Even though it's the largest AV conference in the U.S., InfoComm obviously isn't the only event available to higher ed AV staff. Conferences like CCUMC, UBTech and Educause are especially relevant to higher ed AV technology managers. These conferences don't focus as much on system design and installation, but rather on management and administrative topics.

AVNation EdTech podcast: Episode 46 (Oct 2016)

In this month's AV Nation EdTech podcast, we discuss manufacturers selling and marketing directly to end users, fostering brand loyalty, InfoComm education opportunities for high school students, and VR in the classroom.

AVNation EdTech podcast: Episode 45 (Sept 2016)

After a couple of months off, we're back with a new AV Nation EdTech podcast discussing OLED display technology, back boxes and flat panel display mounting, and the internet of things.

Campus Technology: A Benchmark for AV Support Staff

In September 2016 I wrote an article for Campus Technology discussing some of my opinions about AV support staffing and I also talk about a staffing survey I conducted in 2014.

A Benchmark for AV Support Staffing

by Mike Tomei, Tomei AV Consulting

How many AV support staffers should an institution have? In my job as an audiovisual consultant, I've honestly never met someone in a higher ed AV support role who feels like their department is adequately staffed and they're not overwhelmed with the amount of work put on their plate.

It's hard to pinpoint why AV support departments aren't usually staffed properly. Maybe it's because AV support went through a transition from dealing with carousel slide projectors to managing high-end digital presentation, collaboration and conferencing tools, and staffing levels just didn't keep up. Maybe it's because AV support departments sometimes fall under non-technical departments (such as facilities) that just don't understand what it takes to properly staff an IT group.

In 2014 I decided that I wanted to study higher ed AV department staffing levels, so I put together an online survey. It turns out I wasn't the only person curious about staffing structure, so I ended up getting a very positive response to the survey. It seems like technology managers are always looking for a data-driven way to approach staffing.

This survey attempted to determine an average ratio of the number of AV equipped rooms per support staff at any given institution. I knew that it would be difficult to compare AV staffing levels across schools, since there are lots of factors differentiating one school from another. One major factor is the school's approach to IT support: Is it centralized or decentralized across campus? Audiovisual technology levels also affect the number of support staff needed. A school with only basic presentation systems in its classrooms needs a very different support structure from a school that has quite a few complex collaboration, capture and conferencing rooms. Schools that outsource their AV design and/or installation work to consultants and integrators, rather than handle that with in-house staff, will surely have different staffing levels. All that being said, I still think that a survey quantifying AV support staffing levels across multiple schools is helpful for higher ed tech managers to at least see a benchmark and have a starting point in determining their staffing needs.

Survey Information

I conducted the survey online in the spring of 2014, and posted a link on a couple of online forums frequented by AV tech managers. I ended up receiving 61 responses, giving me a pretty diverse pool of data to look at. I'm by no means a professional survey writer, but I think the data is very useful.

The first few survey questions looked to gather some information about the respondent's school. I asked for the number of classrooms, meeting rooms and offices with installed AV equipment. I also asked about the number of digital signage displays, and the number of students at each school. Respondents' number of AV-equipped classrooms varied from around 30 to more than 500. Number of students varied from 176 to 50,000 — a nice mix of small and large schools.

I then asked about full-time staffing levels in specific positions relating to the design, installation and support of AV systems. This survey didn't look at staffing levels for AV event support departments. The titles I asked respondents to consider were: director; assistant directors; managers; supervisors; AV project managers; system designers; control system programmers (full-time); field repair technicians; bench technicians; daily support field technicians; administrative assistants/business services employees; and student employees. Every school classifies its AV department staff by different titles, but I tried to focus on a variety of common titles/roles.

Results

The most important result that came from this study is an average ratio of the number of AV-equipped rooms per full-time staff: 43:1. This ratio is based on classrooms/meeting rooms only, and does not include admin assistants or student employees. Some respondent's ratios were down as low as 15:1, while some topped out over 140:1. Obviously there is wide variety in the number of AV-equipped rooms each full-time AV person is tasked with supporting.

Not surprisingly, the most common positions that exist in the respondents' departments are daily support field technicians and field repair techs. Looking at the big picture, I would consider those positions to be essentially the same, with lots of crossover of duties. There are also plenty of student employees reported by the respondents, but I didn't include student employees in determining the average ratio of AV-equipped rooms per full-time staff. Falling into the middle range in the respondents' departments are AV project managers, system designers, managers and supervisors. The most uncommon positions in the respondents' departments are bench techs, administrative assistants, control system programmers and assistant directors.

Many of the freeform notes sections of the survey were populated with comments about how understaffed people felt their departments were, and how each staff person has to wear a bunch of hats when it comes to AV support duties.

Even though all those previously mentioned factors come into play when comparing one school to another, the 43:1 ratio can be helpful as a quick benchmark in determining how far off your AV support department staffing level is compared to others. If you would like to see a full copy of the survey results, feel free to send me an e-mail (mike@tomeiav.com).

Campus Technology: Keep Your AV Support Team in the Loop

In August 2016 I wrote an article for Campus Technology about when to involve campus AV support departments in design-bid-build projects.  If you need a refresher on the phases of these larger projects, refer to these articles I wrote for Campus Technology:  1, 2, 3, 4, 5

Keep Your AV Support Team in the Loop

by Mike Tomei, Tomei AV Consulting

If you're in an AV support role on campus, you've probably experienced this scenario: A large classroom renovation project is underway, with an audiovisual design consultant subcontracted under the architect. The AV support team is brought into the project too late, after design decisions have already been made, after the AV contractor bidding process is complete, and often after construction has already started. When this happens, the project usually takes two different routes: Either the campus AV support folks ask the project manager for a bunch of changes to the AV system design to conform to their established standards, or the project doesn't have the money for more change orders, and the AV support department just has to live with a bunch of non-standard AV systems. Either way, plenty of extra time and/or money is spent, and it's a stressful experience for all project stakeholders. With a little foresight and planning, though, it doesn't have to be that way.

During the InfoComm show in June, I taught a seminar that focused on the phases of a classroom audiovisual installation project, and I received multiple questions from higher ed technology managers about how they should be involved in the larger design-bid-build construction projects that are typically led by a construction project manager and architect. In particular, attendees asked, at what point during a large construction project should the campus AV support department get involved? My answer: before the project even exists.

You may be wondering how this is possible without a time machine. I'm suggesting that the AV support folks need to meet with the campus construction/facilities management department before projects start. Rather than a meeting about a specific project, this needs to be a general meeting introducing the construction project managers to the established campus AV standards, the AV support department's preferred level of involvement in larger construction projects, and the staff that's responsible for supporting and maintaining those systems. The project managers need to understand the importance of maintaining AV design and construction standards across all buildings on campus. Even if the construction project managers don't involve the AV support department at the very beginning of future projects, they can at least get the campus standards documentation in the hands of the contracted AV design consultant right from day one. (If you have not established clear AV standards documentation for your campus, you can read a 2015 Campus Technology article I wrote about the importance of documenting AV standards.) 

Now that you've stressed the importance of future AV system designs adhering to established standards, you can focus on the important milestones where the project managers need to get the campus AV support department involved. The first major milestone should be right at the beginning of the project, when the construction project manager is just starting the needs analysis (or programming) process with the client. This occurs before the architect has been hired on the project. The AV support folks need to be involved in these initial discussions to make sure that all stakeholders are paying attention to audiovisual system design and installation. I'm not suggesting that the AV department should dive right in and start the design process; rather, the AV team can help the client establish the basic AV scope for the project and remind the project managers that the AV design process needs to be a part of the project's overall design process. Depending on the size of the project, this may take the form of hiring an AV design consultant, looking to an AV contractor for a design-build contract, or relying on the campus AV support department's in-house design services.

Many clients don't realize the scope of AV that's needed on a project until well into the design phases, and sometimes during the construction phase. Having a set of experienced AV support department eyes on the project from day one assures that a relatively accurate AV scope is established. As a consultant, I'm sometimes not hired on projects until well into the architectural design phases, probably because AV design services just wasn't on the project manager's radar. Electrical, structural and HVAC design engineers/consultants are typically hired on the project at the same time as the architect, but many non-technical clients and project managers don't initially think of their AV needs. When I'm hired on a project right at the beginning of the architect's contract, and presented with a clear idea of what the project's AV scope will entail, I'm able to spend the proper amount of time on the AV design portion of the project.

The next major milestone for AV support department involvement should be the bidding process to determine the project's architect. Since AV design consultants are subcontracted under the architect, it's important for the AV support department to review the architect bids and provide an opinion on the AV design consultant attached to each architect's proposal. The campus AV department may have worked with these AV design consultants in the past, and can provide insight into the good, bad and the ugly. The AV department folks are also able to help with evaluating the qualifications of the proposed AV consultants. Watch out for architects who may want to squeeze AV design services into the electrical engineer's scope, or subcontract an AV contractor to handle design only. 

Because of the amount of work and deliverables involved with larger design-bid-build projects, typically the AV design consultant needs to handle the bulk of the work, rather than the campus AV department. Campus AV folks should retain a review role, but not be burdened with the bulk of the design and construction administration work. That brings us to the next major milestone for AV department involvement: The campus AV team should be brought in by the architect and AV consultant during the needs analysis process (during schematic design) to present the established campus AV standards. This will set the stage early on for a solid base of standardized design and installation processes, and allow the AV consultant to grab the ball and run with it for the remainder of the design process. I never feel that AV support departments are stepping on my toes when they ask me to understand their standards at the beginning of a project. Due to my experience in past jobs when I worked in their roles, I appreciate the fact that I'm able to gain an understanding of the established AV standards from the get-go, rather than much later in the project when I need to redo a bunch of design work.

As the design phases of the project evolve, the AV design consultant will be handling the heavy lifting, but the campus AV support department should be involved in reviewing design and construction documents from the architect and AV consultant. The conclusion of the schematic design, design development and construction document phases involves review and approval (by the client) of submittal documents from the architect, engineers and consultants. Typically these take the form of a program report, CAD drawings and construction/bid specifications. Getting these documents in front of the AV support folks is another cross check for making sure that AV standards are being met, and the design hasn't taken a wild turn for the worse. Most AV support departments aren't staffed with full-time design engineers to create all of this documentation, but they should be able to provide these review services as needed. Spending a little extra time in these phases to make sure the AV design is on point will prevent many headaches down the line.

During the bidding phase, when the AV contractor is hired, the AV support department should be involved either in suggesting the list of preferred AV contractors that will be asked to submit proposals, or at least in simply reviewing that list before the RFP is sent out. The AV consultant may suggest AV contractors that have been problematic on past campus projects. Often the AV consultant isn't local, so they don't have the same local market knowledge that the campus AV support department has.

After the AV contractor has been hired, it's typically the AV consultant's responsibility to take a construction administration role and oversee the AV contractor's work. This is one phase that the campus AV department should not be heavily involved with. The project managers need to rely on the consultant and contractor's expertise to install AV systems that adhere to the reviewed and approved design documents. Campus AV support folks may need to review change orders, but they can't get bogged down in the granular construction administration duties that the consultant should really be handling. 

The next milestone that should include the AV support department staff: the client training process, at the conclusion of the construction phase. In addition to a training session for the non-technical clients, the project's AV consultant and AV contractor should hold a separate training session for the technical AV support staff that will be tasked with supporting and maintaining the new AV systems. This should occur after the AV consultant and AV contractor have concluded the systems verification process and punch lists. If during this training session the AV support folks notice aspects of the AV system that don't conform to established standards, or simply aren't working, then someone dropped the ball back in the design and construction phases.

The final major project milestone for AV department involvement should be the AV contractor's close-out submittal. It's the AV consultant's responsibility to review and approve this submittal package, but the contents need to be passed along to the folks responsible for supporting and maintaining the new AV systems. Items such as as-built drawings, control system and DSP programming files, equipment and system manuals, MAC/IP address tables, equipment inventory, warranty details and service contracts all need to get in the hands of the campus AV support department.