Lighting the Way for High Tech Classrooms

Computers, telecommunications and multi-media technology are placing new

demands on lighting design
By Daniel Zuczek

IN TODAY'S EDUCATIONAL arena, where elementary schools use the

computer as a teaching tool and college classes are conducted via satellite,
the influx of new technology has greatly altered classroom design. As schools
compete for funding and students, both the availability of technology and the
physical environment which houses it can be key marketing elements. An
important component in the design of contemporary classrooms is lighting
systems that complement the teaching technology and enhance the learning
process.
Conventional classrooms include large windows and omni-directional light
fixtures that illuminate room surfaces and create bright, stimulating
environments. This approach is not suitable for classrooms that contain
computers, projection systems or video cameras. These classrooms require
controlled lighting systems that provide sufficient illumination for typical
classroom activities, while also supporting the technology employed.
Lighting for computer classrooms
Computers have raised many issues concerning proper lighting. Studies have
shown a direct relationship between computer screen glare and vision-related
health problems. Visual display terminal (VDT) screen glare is produced by
bright reflections on computer screens, typically from lights and windows.
Because the eye is naturally drawn to brighter images, the reflections distract
the user, and can cause eye strain and headaches. To reduce VDT glare, light
sources and room surfaces should be of the same brightness. For illuminating
computer classrooms, there are two basic types of lighting systems: direct
and indirect.
Direct or indirect: making the choice
Direct lighting systems consist of luminaires that distribute light downward.
Direct systems that use lensed fixtures commonly produce VDT glare. A new
series of parabolic luminaires, with improved reflector optics, has been
developed specifically for computer environments. The fixtures reduce VDT
glare, but computer viewing can still be impeded by the light wash that
accompanies all direct systems,; moreover, the special optics prevent light
from striking upper wall surfaces, which creates a visually distracting effect.
Supplemental lighting systems, such as track lighting, are then required to
properly illuminate vertical teaching surfaces. In addition, maintenance and
energy costs can be reduced by using electronic ballasts that control three or
four lamps, thereby reducing the number of ballasts required.
By lighting the ceiling and walls, indirect systems are an effective method of
illuminating computer environments. Indirect systems not only reduce VDT
glare but also sufficiently illuminate vertical teaching surfaces. By illuminating
room surfaces, indirect systems eliminate shadows and create better visual
environments. However, since light is absorbed by the ceiling and walls
before reaching the desktop, more lamps and energy are required for indirect
systems to produce the same light level as direct systems.
On the other hand, studies have shown that due to improved visual acuity,
lower indirect lighting levels are perceived as equivalent to higher direct
lighting levels. Even when indirect lighting systems are employed, VDT glare
can still result. Poorly designed systems, with luminaires mounted too close
to the ceiling or spaced too far apart, can produce bright "hot spot" images
on the computer screen. In addition, indirect systems require higher ceilings
and are typically more expensive and labor-intensive to install than direct
systems. When utilizing an indirect lighting system, it is recommended that
clear acrylic dust covers be provided on top of the luminaires to protect the
optical chamber and facilitate cleaning.
Computers, layouts and projection systems
The physical layout of classrooms has also been affected by the introduction
of computers. In computer classrooms it is recommended that students face
away from the instructor and the front of the room. This orientation
eliminates VDT glare produced by windows commonly located at the rear of
the room and enables the teacher to see each student's computer. The layout
also encourages students to pay better attention by requiring them to turn
around and look toward the front of the room for instruction.
Lighting conflicts arise with the addition of technology, such as ceiling-
mounted video projectors and rear screen projectors, to computer
classrooms. A common solution has been to switch off the room lights when
operating projection equipment, but this application is not practical when
projection is continuous and occurs simultaneously with computer use.
Although indirect systems are effective for computer environments, the
reflected light from ceilings and walls washes out projected images, even at
low levels. In addition, suspended indirect luminaires may obstruct the
projection. Because they produce less light on vertical surfaces and the
luminaires can be recessed into the ceiling, direct lighting systems are better
suited for projection applications.
To accommodate both projection and computer use, ceiling-recessed VDT
parabolic luminaires are recommended for general room lighting. In order to
minimize projection screen washout, the luminaires should be positioned
away from wall surfaces and the projection screen.
In addition to the VDT parabolic luminaires, a supplemental lighting system is
required to illuminate the teaching surfaces. Accent lights, such as track
lighting, can be installed in the ceiling or wall-mounted luminaires can be
employed, as long as they do not interfere with the projection screen. The
supplemental system should be controlled separately from the general room
lights.
Distance learning classrooms
Designing lighting systems for distance learning classrooms, where activities
are taped or broadcast, poses even greater challenges. The lighting system
must accommodate the use of computers, remote site display monitors,
teaching surfaces and projection systems, while also providing proper
illumination on the instructor for video transmission.
In a distance learning classroom, three cameras are typically employed: one
at the back of the room aimed at the instructor; one above the teacher's
desk aimed at the instructional material; and one at the front of the room
aimed at the students. The lighting system's effect upon the teacher's
desktop camera and the class camera is not a concern for video transmission,
because the instructional data is sent digitally to the remote sites, and the
students are only shown to convey a sense of interaction.
Distance learning classrooms differ from teleconferencing rooms in that
teachers are not located at fixed positions, but move about the room with the
camera following. Therefore, studio-type lighting systems, with established
aiming positions, are not applicable.
Proper illumination of distance learning classrooms also requires two lighting
systems. Ceiling-recessed VDT parabolic luminaires are recommended for the
room's general lighting and a supplemental accent lighting system, such as
track lights, is recommended for illuminating the instructor and teaching
surfaces. The accent lighting luminaires should be shielded to limit spill light,
which may wash out projected images or produce lamp glare, distracting the
instructor.
As illustrated by these "layers" of technology, lighting for modern classrooms
requires considerable planning. Whether constructing a new facility or
renovating space to incorporate technology, the lighting infrastructure should
consider not only current elements, but those which might be added in future
years.
Daniel Zuczek is a senior associate in the Albany office of Einhorn Yaffee
Prescott Architecture & Engineering, where he has been responsible for many
lighting design and electrical engineering projects.

Community college tackles challenges of technology in the classroom

Joseph J. Bulmer Telecommunications and Computations Center at Hudson
Valley Community College (HVCC) in Troy, New York, combines sophisticated
computer, teleconferencing and multimedia capabilities in a facility designed
to develop computer-based educational applications and distance learning
op-portunities.
The building's three-story wing has classrooms that provide varying levels of
technology. Basic classrooms include a networked computer at the
instructor's desk and a document camera from which images are projected
via a ceiling-mounted video projector. In addition to projection capabilities, a
number of classrooms are equipped with computers for approximately 25
students. There are also several distance learning classrooms which contain
video cameras, remote site monitors, sound systems and fully interactive
fiber optic links.
HVCC's goal is to eventually provide each classroom with the components
necessary for distance learning. With that in mind, the lighting for each
classroom type was designed to accommodate projection, computer use and
distance learning technology.
The lighting system consists of two systems: general room lighting and
accent lighting. General room lighting is accomplished by recessed
fluorescent VDT parabolic luminaires which are located away from the
projection screen to limit wash out and switched to allow multiple light levels.
The accent lighting is performed by ceiling-mounted incandescent track lights
that are separately dimmed to illuminate the instructor and/or teaching
surface.
All of the facility's lighting is managed by automated control systems. Passive
infrared occupancy sensors are used to control the lighting in classrooms,
offices and storage rooms. The wall switch type is employed in offices and
storage rooms, while ceiling sensors with relay power packs are used in
classrooms. To allow light level adjustment, the classrooms are equipped
with standard dimmer and toggle switches that become operable after the
occupancy sensor activates the room's lighting system.
A programmable lighting control system is used to control the lights in all
other building areas, such as lobbies, corridors, production studios and
exterior. The lights are automatically turned on and off according to a pre-set
time schedule, and the interior lights can be activated by local override
switches.