A Measured Approach to Microcomputer Lab Design

By Brian Duggan

C onsider the impact that the topical issues of ergo- nomics, access for the disabled, security, and media usage have on the design of an educational

microcomputer lab. Computer technology seems to change weekly, requiting a Herculean effort on the part of the educator to stay abreast of current developments. The basics of good facilities design, however, remain essentially the same while allowing for new trends and ideas. We will explore both the apparent and the obscure considerations for designing a functional micro- computer lab.

Ergonomics & Furnishings With an increasing reliance on computers for work

and recreation, more people are spending long periods of time at a terminal and are experiencing eye strain, repetitive stress injuries of the wrist and hands, neck and back problems, and general discomfort from poorly designed chairs and furniture. Ergonomics is the science of designing and engineering facilities, furnishings, and equipment so as to cause the least amount of strain and injury to the user. The growing number of computer related injuries demonstrates the need to carefully attend to the personal requirements of the user in computer work areas. It is increasingly apparent that the immedi- ate cost of installing quality furnishings for computer users is far less than the later, greater cost of user inju- ries and damage claims against a negligent institution.

Brian Duggan is Head of the Presentations Unit at the University of California at Santa Cruz. He works with faculty, staff, and students using electronic media, and consults on the design of media-equipped classrooms and facilities.

24 TEGH TRENDS

Seat comfort is essential if a computer user is expected to spend any length of time at a terminal. Keeping in mind that " . . . the activity of the cerebrum tends to vary inversely by the square of the compaction of the gluteus maximus," then the "0-1-2-3" directive is a useful guideline in selecting lab chairs. 1 When a user is seated for a brief working period, no padding or upholstery is needed (0 inches). When the user is to be seated for thirty minutes or more, there should be at least 1" of resilient padding on the chair. A study ses- sion of one hour or more requires 2" of padding, and anything longer than one hour requires 3" of padding, hence Cobun's "0-1-2-3" directive. 2 It is helpful to actu- ally sit in the chairs being considered for various lengths of time to determine their suitability for prolonged use. Comparatively few computer sessions are brief; in fact, they frequently last into the dawn when midterms are due.

A group of planners was choosing chairs for engi- neering work stations and had predictably selected the cheapest of the line. A little connivance on the part of the facilities design committee forced the planners into an all-day meeting, during which they were seated in the very chairs that they had chosen. By the end of the day the committee had changed their minds and re-wrote the purchase order for a considerably more comfortable chair of higher quality and only moderately more expen- sive.

Chairs should allow users to accommodate their individual body sizes and postures. The chair height as well as the vertical and horizontal adjustments of the backrest should be easy to manipulate. Five-leg castor bases are the most stable of the movable types of chairs. The backrest should provide support to both the lumbar and shoulder areas. For adults, the seat depth should be 18" or greater and the backrest should be 18-20" high and 20" wide. 3 Robust frame construction and easily cleaned, institutional-quality fabric should also be key selection factors.

It is not always possible for workstation surfaces or carrels to be adjustable for the individual; in fact, most institutions usually select furniture that theoretically serves a broad average of body shapes and ages. Com- puter work areas or carrels for adults should be between 22" and 30" in width to allow for books, papers, writ- ing, and elbow room, and there should be 24" of foot space under the table. 4 Keyboards and mouse pads should be positioned approximately 26" from the floor.

SEPTEMBER 1994

The standard desk/table height of 29" is too high for efficient and comfortable keyboard and mouse usage. Some types of computing furniture have an adjusta- ble keyboard platform which allows quick adjustments between 24" and 26" for the user's comfort (add-on adjustable keyboard trays are also available for !

tables and workstations). ~ [ ] Work surfaces should allow fre-

quently used items to be within 16" of the user's body. Wrist rests or palm sup- ports are used to keep the wrists in a neu- tral position and prevent them from rest- ing on the sharp edges of the table. Lab users may often bring their own wrist rests or braces and space for these items should be provided.

Adequate provision should be made for left handed users and any desks with writing tablets should have at least 10 percent of their number as left hand seats. Space on either side of the com- puter will allow left handers to move the mouse pad as needed. !

Room must be provided for foot rests that allow correct positioning of legs and hips. These can be essential for many long-session users but particularly q~ for those with shorter legs. Adjustable monitor platforms provide the capability to tilt the monitor to the individual's best viewing position.

The ideal position for computer use places the nose level with the computer screen, the feet firmly on the ground, and the knees, hips, and elbows at 90- degree angles. The body should be kept upright, wrists and fingers in a relaxed position, elbows close to the body, and hands and arms parallel to the floor. Proper hand/arm positioning can be determined by placing a quarter on the back of each hand when typing. If the quarters do not fall off, then the hands are cor- rectly positioned. The degree of individual adjustability should be kept firmly in mind when selecting furniture. It is often not the most expensive gadget that solves an ergonomic problem, but an awareness of poor practices and individual body posture.

Computing accessories that may help with specific ergonomic concerns include screen hoods, glare filters, and adjustable monitor platforms. Trackballs, joysticks, split keyboards, and a variety of mice allow users to adjust for different preferences or levels of manual dex- terity.

Furnishings should be selected for serviceability as well as comfort. Upholstery and drape fabrics should be of institutional quality, i.e. durable, stain resistant, eas- ily cleanable, and fire resistant. Desk and counter mate- rial should be constructed of high-pressure plastic lami- nates in matte finish colors that compliment the color scheme of the room.

Chalkboards produce amazing quantities of dust and are not recommended for computer labs. White boards are popular substitutes, but may cause problems

SEPTEMBER 1994

Forward Reach (inches & mi l l imeters )

from the Uniform Federal Accessibility Standards

48 1 1220

High F o r w a r d Reach Limit

I

X

Z

48 1220

4 8

M a x i m u m Reach Over an Obstruct ion

Figure 1: Guidelines for an Accessible Facility

for people with sensitivities to the chemical odors pro- duced by the marking pens. Upon completion of the ren- ovation or construction, it is well to allow at least a week for the vapors from new paint, carpet, and adhe- sives to dissipate. Chemical sensitivities and environmen- tal illnesses can be aggravated by occupying a room immediately after the contractors and painters leave.

Access for the Disabled The new Americans with Disabilities Act became

effective for schools and public accommodations on Jan- uary 26, 1992, and is of concern to any facilities design team. This new civil rights act forbids discrimination against disabled people. Discrimination can include employment practices, physical barriers, lack of signage or interpreters, and other impediments to a disabled per- son. Most universities and colleges as public institutions already provide varying degrees of access for the dis- abled, but are now required by federal law to provide access to all educational facilities and programs.

Accessibility improvements to existing facilities are encouraged but may not be required. Access and reason- able accommodation is mandated in new construction and facility renovations unless the cost of the addition or renovation becomes an undue hardship. "Undue hard- ship" is a relative and nebulous concept pertaining to

TECH TRENDS 25

A student computer lab of ancient vintage and long overdue for renovation. Note the mismatched terminals, cast-off furniture, and poor wire management. PHoto BY BRIAN DUGGAN

The Ming Ong Computer Center at UC Santa Cruz is an excellent example of lab design and layout. The facility features ergonomic furniture, ample working room for the users, and an instruction area with projection screen. Note the built-in wire management in the tables. PHoto BY BRIAN DUGGAN

physical or structural impossibilities, or financial hard- ship. In the latter case, the addition of a $20,000 wheel- chair lift to a campus classroom already at the 100% blueprint stage, may be an impossible addition to the project's budget. However, when that $20,000 is com- pared with the multi-million dollar budget of the entire university, it is difficult if not impossible to claim undue financial hardship. The authors of the ADA recognize that access to every area is not necessary when equiva- lent facilities are provided nearby, and even these need not constitute a 100 percent duplication. In certain cases, computer access to all equipment and physical areas of a computing lab need not be provided if all of the functions and services are available to the disabled elsewhere in the same facility.

Access in a computing lab begins with convenient disabled parking spaces and includes ramps, lifts or ele- vators across any level changes in the pathway to the lab. The door to the lab must be at least 36" wide and turn-around space of 5' diameter must be allowed for in the lab. These guidelines accommodate average wheel- chairs, but some universities are revising their construc- tion and renovation guidelines to allow students with oversized wheelchairs access to the facilities. Figure 1 shows a sample of the visual guidelines developed for the California Access Code to be used in designing an accessible facility.

Typically the term "disabled access" is thought of as providing for wheelchairs, but there are many other disabilities that must be considered. Blindness, vision impairments, deafness, hearing impairments, dyslexia, reduced motor skills, chemical sensitivities, and stamina problems are only some of the disabilities that require accommodation. People with disabilities, both obvious and hidden, are their own experts on what they need to make things work and will tell you precisely what is required. You cannot be expected to recognize hidden disabilities and people will usually cue you on what accommodations they need. Other provisions that may be required for disabled students include Braille signs and labels, optical character recognition, voice syn- thesizers, over-sized or split keyboards, joysticks or trackballs, large character software, assistive listening devices, and telephone handset amplifiers.

Many companies offer software designed to assist specific disabilities. Older Macintosh computers offer "Easy Access" options in the System File for customiz- ing the computer. New Macintosh computers (System 7 and above) now offer several customizing options, described in the user manual under "Adapting Your Mac- intosh to Your Own Use." Even simple control panel set- tings such as keyboard and mouse sensitivity, Sticky Keys, Slow Keys, Mouse Keys, and Close View can go a long way toward accommodating users. Macros can even be made to combine multiple key stroke operations into a solitary stroke.

American Sign Language interpreters may be required for teaching sessions and if instruction takes place with low light levels, illumination sufficient to enable the deaf student to see the interpreter's hands will be required. Service animals may not be disallowed in any public building (and are better behaved than some students).

Media If the lab may be used for mediated teaching or pre-

sentations, then it will need to be equipped with a pro- jection screen, and some form of large screen display device, such as a CRT (cathode ray tube), LCD (Liquid Crystal Display) video/data projector, LCD projection panel, or overhead projector. Matte white screens offer the widest angle of vision and an even spread of reflected light and consequently are excellent multi-pur- pose projection surfaces and the best choice for this type of application. Beaded, gain, and lenticular screens can produce a brighter image (useful where ambient light is difficult to control), but have a considerably narrower viewing angle and may produce hot spots in the image. If an overhead transparency projector is used, keyston- ing of the image may be corrected by mounting man- ually operated screens slightly out from the wall with the bottom edge of the screen surface attaching to the wall or chalk rail. This intentional angle of the screen surface offsets the angle of the projected image and elim- inates the keystoned or trapezoidal image one would see if the screen were mounted flush on the wall. However, angled screens are contra-indicated for standard video and slide viewing as the projected image will be dis- torted if viewed on a slanted surface. If the screen will be used for both overhead/LCD panel and slide/video projection, then it is best to go with a screen mounted

26 TECH TRENDS SEPTEMBER 1994

parallel to the wall. The optimum distance between views and the screen should be no less than twice the height of the image and no more than four times the image height for maximum text legibility)

Video/data projectors may be permanently sus- pended from the ceiling or installed on a rolling cart. A ceiling installation requires seismic safety restraints, and conduit and cabling from the instructor's station to the ceiling mounted projector. At a fixed instructor's sta- tion, in addition to the computing hardware, a scan fre- quency converter box and control or switching device will be needed for selection and display of the projected image. A mobile cart arrangement for the instructor's station will also require converters and switchers, and cabling from the cart should be bundled and secured under a mat or cable cover to prevent tripping. A video deck may be added to the instructor's station for play- back of demo tapes of animations or new products.

If the room is large enough, a sound system may be necessary for amplifying either the instructor's voice or the audio output of the computer. Speakers, micro- phone, amplifier/mixer, and an equalizer will need to be installed. A lavalier or high quality radio microphone gives freedom of movement, and provides the best pick- up of the instructor's voice while rejecting most local noises such as fan hum from overhead projectors. Pro- viding somewhat less selective voice pickup, but elimi- nating the "tether" of the lavalier, a cardioid microphone on a boom stand suspended over the instructor's com- puter is adequate to pick up both voice and computer generated sounds. If only software generated sounds need to be amplified, most computer supply catalogs offer dedicated, amplified speakers. If MIDI (Musical Instrument Digital Interface) is a part of the curricula for the lab, special 5-pin DIN connectors are needed and cabling is limited to a maximum run of 50 feet. 6 It is recommended that an electronic music specialist be con- suited for integration of MIDI or synthesized music into a computing lab.

Hardware Security Despite a faculty member being surprised in her

office on a Saturday morning by a man peering into her office from above the false ceiling tiles, nothing was done about securing the office or a certain department's computers. Some months later, the same offices had a number of computers stolen when thieves gained access through the false ceiling space in an adjacent hallway and dropped down into the locked offices to haul away monitors and hard drives that were not secured. The one workstation with the most rudimentary security cables was left untouched. The moral of the story is that any impediment will slow down a thief and may well pre- vent the object's removal.

When planning and selecting hardware, security measures for the lab must be carefully evaluated, pur- chased, and installed. Windows, doors, false ceilings, and HVAC ducts should be fitted with electronic alarms. Anything that will slow down a thief can pre- vent a theft. If access to the lab is limited to a small group of users, then a keypad or magnetic card entry system may be effective. A computer lab located on an upper floor is a less likely target for window break-ins.

Computers within a room can be linked by elec-

tronic cables connected to a central alarm system. The cable is looped through the pieces of equipment and interruption of the signal by disconnecting any of the cables relays an alarm message to the dispatch or police office. High grade stranded steel wire cables can be used to physically lock the equipment to tables, work- stations, floors, or walls. Central file servers or central processing units can be locked in secure cabinets or clos- ets. Lab furniture is now available that incorporates lock- ing metal cabinets as supports for the table. The secure metal lockers are designed to house high power central processing units.

Engraving the computers with school names and property numbers is a basic necessity. A very simple, inexpensive, and effective level of security can be obtained by stenciling the school or department's name prominently in several places on the equipment. A thief would have to spend considerable time and effort with solvents and sandpaper in order to remove the stencils from the equipment. A log should be kept of all equip- ment models, serial numbers, and school property num- bers.

Recent thefts at several universities have raised new security considerations. Thieves gained access to labs and offices and cracked the CPU cases, removing costly expansion boards, video cards, and RAM chips. Expensive, one of a kind items, such as color printers, film recorders, and scanners, should be subjected to extraordinary security measures.

Lab monitors and consultants should also be respon- sible for attending to security. Breaches of security should prompt the immediate change of access codes and passwords, and if necessary the re-keying of locks. Easily portable and theft-sensitive materials such as application manuals, discs, and tools should be kept in locked cabinets. Security can be implemented on any or all of three basic barrier types: psychological, physical, and electronic. At least two different levels of security (e.g., electronic alarm and security cables) should be implemented in any computer facility.

Software Security The lab should be equipped with virus detection

and disinfectant applications and the consultant should make certain that all users submit their disks for exami- nation. If each station has its own CPU, then each should have a virus checker installed on the hard disk drive. Virus checkers that give the user the option of bypassing the virus scan are self-defeating in purpose and should be avoided. Lab hard disk drives should be checked by attendants regularly for viruses, illegal cop- ies of applications, unauthorized storage of files, exces- sively large and costly files, and inappropriate material (you'd be surprised at the images students can pull off of networks).

Summary In order to plan, build, and manage microcomputer

centers effectively, it is imperative that you know who your users are and what they will be doing. It is perhaps less obvious but no less important to also know what can go wrong. At the rate technology changes, planners are faced with the paradox of having to plan for comput- ing technology that has not yet been invented or which

SEPTEMBER 1994 TECH TRENDS 27

exists only in the mind of the inventor as vaporware. This makes it difficult to forecast much beyond five years down the road, but it is important to make some effort as the evolution of technology won't stop and wait for your project. Brain storming and trend analysis can yield fairly good ideas about the future of comput- ing, both in the field at large and within your own insti- tution. It is always useful to clarify the computing goals and objectives for today, and five to ten years from today. Combining goals and objectives with forecasting should give you a pretty fair picture of what your facil- ity needs to stay current with the technology and to meet the educational goals of your institution.

Further Reading Anderson, Pauline H. Planning School Library

Media Facilities, Hamden, Connecticut: Library Profes- sional Publications, 1990.

Davis, Gary and Jones, Ralph. The Sound Rein- forcement Handbook, Milwaukee, Wisconsin: Hal Leon- ard Publishing Corp., 1989.

Hoke, John Ray Jr., Editor in Chief. Ramsey/Sleeper Architectural Graphic Standards, 8th ed. New York: John Wiley & Sons, 1988.

Kaiser, Harvey H., ed. Planning and Managing Higher Education Facilities, San Francisco: Jossey-Bass Inc., 1989.

Knirk, Frederick G. Designing Productive Learn- ing Environments, Englewood Cliffs, New Jersey: Educa- tional Technology Publications, 1979.

Sleeman, Philip J. and Rockwell, D.M., eds.

Have you considered being the

catalyst for organizing

a local Chapter of

AECT?

Designing Learning Environments, New York: Long- man, Inc., 1981.

Vlcek, Charles W. and Wiman, Raymond V. Man- aging Media Services: Theory and Practice, Englewood, Colorado: Libraries Unlimited, 1989.

Weal, Elizabeth. Creating and Managing an Aca- demic Computer Lab, Sunnyvale, California: PUBLIX Information Products, Inc., 1991.

Notes 1. Ted C. Cobun, "Facilities Technology for Indi-

vidualized Instruction," Sleeman, Philip J. and D.M. Rockwell Eds., Designing Learning Environments, New York: Longman, Inc., 1981, p. 182.

2. Ibid.

3. Gustave J. Rath and John Ittleson, "Human Fac- tors Design Educational Facilities," Sleeman, Philip J. and D.M. Rockwell Eds., Designing Learning Environ- ments, New York: Longman, Inc., 1981, p. 152.

4. John Ray Hoke, Jr., Editor in Chief, Ram- say~Sleeper Architectural Graphic Standards, 8th ed., New York: John Wiley & Sons, 1988, p. 5.

5. Eastman Kodak Company, "Audiovisual Projec- tion: Motion Pictures, Slides & Filmstrips," Motion Pic- utre and Audiovisual Markets Division (Rochester, NY, 1988), p. 5-6.

6. Gary Davis and Ralph Jones, The Sound Rein- forcement Handbook, Milwaukee, Wisconsin: Hal Leon- ard Publishing Corp., 1989, p. 372. l

LOCAL CHAPTERS OF AECT ARE NOW A REALITYt

Chapters have great potential for bringing indi- viduals with like interests together to share information related to the field. Each local Chapter can develop a personality depending on the interests of the local members. AECT would especially encourage the establishment of a local chapter on every university campus with a graduate program in Instructional Technology.

For information on forming a local chapter of AECT and a sample copy of Chapter Bylaws, please write or call:

ASSOCIATION FOR EDUCATIONAL COMMUNICATIONS AND TECHNOLOGY 1025 V e r m o n t Ave., NW, Suite 820, Washington, DC 20005 Voice (202) 347-7834 �9 Fax (202) 347-7839

28 TECH TRENDS SEPTEMBER 1994