iNTERACTIVE

iNTEGRATED
iNSPIRING
IF EVERYONE TAUGHT IN HOPES
OF TRYING TO MAKE STUDENTS
THINK INSTEAD OF TELLING THEM
WHAT TO THINK, THE WORLD
WOULD BE A BETTER PLACE.
Lifelong learning ................................................................................................................ 4
Our solution ........................................................................................................................ 6
i3 ............................................................................................................................................ 8
Learning environments .................................................................................................. 16
Zones .................................................................................................................................. 18
Reference projects .......................................................................................................... 30
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The world is changing. The exponential
acceleration of technology requires all
new skill sets. Currently, the technology
gap is ever increasing, which means many
students graduating and starting their
careers dont have the necessary skills to
be proficient in business environments.
LIFELONG
LEARNING
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Todays lifelong learners face a very different world than
their parents did. They will live longer and have more
freedom than ever to choose their experiences, social
networks, and values. The rollercoaster of scientific and
technological (sci-tech) change runs faster every year,
spinning us irreversibly toward a very extraordinary future.
Our planet is wiring up into one vast, instantaneous,
transparent and increasingly intelligent global network,
which creates amazing new opportunities for business
and society. Yet there are great challenges ahead as well.
The world is now so interconnected that big problems in
any given place are becoming everyones problem. This
constant change will require todays learners to change
their future faster, learn new technology and networking
skills more frequently, and consider the environment they
live in from an entirely different perspective. They will also
be challenged to keep learning every day and thus should
experience these educational duties as a right to learn.
The Internet and technological growth have induced a
paradigm shift, changing the way business is conducted.
The specialized training and education requirements
for current and future employees and the lack of access
to diverse employee pools contribute to the problems
companies experience in employing a strong and diverse
employee base. According to recent studies, ICT skills are
becoming an increasingly important entry ticket to all levels
of the job market. In addition, the same studies indicate
that most European workers see the gap between the
expectations of and requirements for ICT skills of their
future employers and their own actual skills increase
year by year. The gap between demand & supply for ICT
literate employees imposes costs on business in the form
of lost productivity, hiring and recruiting costs and limits on
growth. This calls for a different approach than the actions
taken so far, such as changing the place of ICT education
in our curriculums, and boosting social inclusion through
innovation and training.
Also, taking into account the abundant flow of new
information being generated every year (estimates claim
a contemporary citizen gets presented more facts and
figures in one week of information gathering than a citizen
living in the 18th century would come across in a lifetime),
we should consider adapting our teaching methods to this
new reality. In the future, knowledge will not only be about
remembering facts, but about the skills to filter out relevant
information from this information flow. In the 21st century,
literacy will mean being able to adapt to ever evolving
technological means and use them to instantly access the
necessary and relevant information on a certain topic.
The question to be asked is whether the current traditional
teaching methods and environments are suited to the task
of teaching these skills.
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The VANERUM Group companies manufacture, import and/or install
products and solutions which help to create i3 environments. By i3 we
mean products of interactivity, integration and inspiration that are a result
of the needs of classroom and office furniture, interactive whiteboards
and other interactive solutions, projectors and displays, voting and room
control systems, digital signage software and static signage solutions,
Among the outcomes are more efficient meetings, stimulating learning en-
vironments for youth and adults alike, remote interactive collaboration,
Our mission is accomplished when learners of all ages consider their
educational duties as a right to learn.
LEARNING HOW TO SEE
Design is a way of seeing things. How you think about a subject depends,
in part, on your culture, your experiences, and your expectations --how
you see things. When most of us think of a learning space, we think of a
classroom with a professor in front of the room and maybe blackboards,
projectors, or interactive whiteboards. The presumption is of information
delivered in a lecture format.
What if you saw something different? What if you saw learners rather
than lecturers? What if you saw chatter rather than silence and action
rather than stillness? What if you saw learning as something social
rather than something cerebral? What would be different? Expectations?
OUR
SOLUTION
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Learning spaces? Learning? In the collection that follows you will find many
examples of learning spaces that began with seeing things differently. The
assumptions were different --there is no front to the room, and learning
doesnt happen at fixed times. The focus was different --often on groups
rather than individuals. And the desired outcome was different --successful
learning rather than teaching.
The content of this collection is offered to help others know how to see.
As you review the examples, it will quickly become apparent that these
learning spaces have a positive impact on people. Words such as learning,
engagement, interaction, and excitement come to mind, but you will see
patterns as well:
Space shaped by learning rather than by instruction
Socially active space
A shift from classrooms to learning complexes
Service philosophy
Technology integration
Experimentation and innovation
User involvement
Diana G. Oblinger - EDUCAUSE Learning PLaces chapter 14 page 1
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By i3 we mean the product of interactivity, integration and inspiration: a
(learning) environment in which all participants can learn and work without
constraints and achieve better outcomes. i3 trickles down to every level
of our solution: from the total environment through the zones it contains,
down to the features of each individual product. We are, moreover, fully
aware of the critical role of the facilitator in this environment, and have
developed specific services to support you at this level as well.
interactivity
Social dynamics, collaboration and feedback drive new ideas and help us
progress, decide and learn. By Interactivity we mean features that stimulate
the accessibility and exchange information and knowledge. Face to face
or distant, live or virtual, synchronously or asynchronously.
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integration
Properties that merge rooms, furniture, technology and facilitators into a
seamless, inspiring environment that makes it easy to access and exchange
information, to collaborate and to use technology to foster 21
st
century
learning skills.
inspiration
Ergonomic, aesthetic and functional features that provoke a sense of
excitement and well being which breaks down barriers standing in the
way of an optimal gathering and exchange of knowledge and information.
Interactive and integrated environments and tools, experienced trainers
and the right resources inspire learning and collaboration.
IT COMES DOWN TO EITHER
PRESENTING THE FACTS AND THE
RULES AND GETTING IT OVER WITH,
OR INFUSING THE STUDENTS WITH A
GREATER UNDERSTANDING OF THAT
ERA, IDEA, EMOTION, EQUATION, ETC...
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Although we are fully convinced of the need for and the benefits of these technologies, we believe that a number
of classic, less dynamic interactive means can support, or if cleverly used, even enhance the effect of technological
interactivity. Whiteboards, blackboards, magnetic boards, flipcharts and pinboards all provide instant access, are
approachable in different creative ways. Interactivity is also the way in which environments enable us to communicate
and collaborate. Good furniture helps to improve communication and collaboration: it is ergonomically correct, easy to
move and group in different setups, is flexible and/or modular, offers multiple seating options, is ready for advanced
IT and audiovisual integration,... One can combine all these components at once, or integrate them step by step (over
time) in order to gradually shape the i3 environment of their choice.
INTERACTIVITY
In our vision, interactivity is important in different
ways. Most obvious are the interactive IT products
in our product line: all products allow interactivity
in global, single user or small group collaboration
setups, both inside the working or learning
environment and at home.
The higher line of sight
of the OPTI+ Move
gives a clearer overview over
the other students desks, so
that students can collaborate
more efficiently.
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INTEGRATION
The goal of integration is to achieve the highest
possible level of synergy between the elements
that constitute the environment.
Various functions such as ergonomics,
communication, collaboration, technology,
mobility, storage,... integrate into well-thought
products, which integrate into the main i3 zones to
form an i3 environment.
Practical examples arent difficult to find. Wheeled bases bring easy and silent mobility to tables, cupboards, chairs,
whiteboards (even interactive ones),... Add ergonomical seating shells and upholstery options, height adjustable and
inclining seats and work surfaces on tables and walls, linking options for tables and chairs, intelligent technology
integration with cable guides, connection panels or docking hubs, room control panels etc. Also, provide ample
storage space for embedded technology, or to keep accessories, files, books and other items at hand. In order to
achieve a seamless, interactive and inspiring experience, integration at all levels is essential.
The RIZE computertable en-
ables you to choose between
theory or practice. Thanks to
the integrated screen, you can
easily switch between lessons.
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INSPIRATION
Interactivity and integration are essential parts of
i3 environments, but are not sufficient. Inspiration
is a prerequisite to reach advanced outcomes.
Climate, atmosphere, ergonomics, aesthetics,
technology and audiovisual interactive media each
have their own effect on the motivation and the
sense of well being of participants and facilitators
alike.
The right mix of these elements, combined with a skilled and driven facilitator who is able to leverage the physical
environment through education, training and experience is the best recipe for improving learners and workers
achievements. This obviously calls for a consistent strategy of professional development, content creation and
awareness building, in addition to the investments in infrastructure and technology that are often already in place.
Finally, engaging and empowering learners is of utmost importance if we want to inspire them. This means they must
be allowed to (inter)act inside the extended learning environment, have access to all integrated means that compose
it and be free to be inspired anytime, anywhere.
The OPTI+ shell is much
appreciated in learning
environments. The refreshing
colours and the elegant design
immediately attract attention.
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The cultural change required in thinking of space in a
new way should not be underestimated. We need to
ask such basic questions as Should rooms have a front
and a back?Should faculty offices be separate from
classroom facilities? Should food and talking be allowed
in the library?As Scott-Webber* pointed out, our sense
of space is one of the most primal of human instincts.
Deeply engrained attitudes about space in colleges and
universities mean it will take patience and persistence to
make changes, particularly more radical ones.
*Lennie Scott-Webber, In Sync: Environment Behavior
Research and the Design of Learning Spaces
(Ann Arbor, Mich.: Society for College and University Planning,
2004)College and University Planning, 2004)
LEARNING
ENVIRONMENTS
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CREATIVITY, ATTENTION AND CRITICAL THINKING
In order to exploit the potential for physical space to
advance learning, conversations about campus priorities
must include space as a critical factor affecting learning.
The perceived urgency of the conversation changes
dramatically when framed in terms of learning impact
rather than student comfort or preference.

Understanding how spatial arrangements preclude or
support retention, graduation, pedagogical innovation,
and a host of campus priorities is an essential first step.
From governing boards and legislatures (in the case of
public institutions) to central administration, facilities
planners, maintenance operations, faculty, and students,
all must realize that good space is not a luxury, but a key
determinant of good learning environments.

As we continue to study the effects environments have
on learning, we construct i3 environments that best
respond to the needs of today and to the needs of the
future.
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Assuming a classic school building and a conventional approach to the
learning space, each classroom can be divided into different zones that
all provide different functions.
Historically speaking, a learning environment (which used to be synonymous
with classroom) was composed of a (public) display zone, a teacher and
participant zone and one or more informal zones. The (public) display
zone would contain the blackboard and maybe a number of static learning
objects such as maps, photos and figures, a compass for board use etc. as
well as some storage space. This (public) display zone was mostly used by
DIFFERENT
ZONES WORK
TOGETHER
the teacher and usually situated behind the facilitators zone, which in reality
made it the exclusive property of the teacher. The facilitators zone mainly
contained the classic teachers desk and a low chair which only allowed
limited eye contact of students at the back of the class with the teacher.
The participant zone consisted of rows and columns of classic school
furniture that was perfectly suited to the rigid classical/frontal teaching
style that aimed to transfer knowledge instead of helping learners discover.
Social interchange between peers was virtually excluded from lessons. The
informal zone consisted of the study and the students home.
With the arrival of modern technologies and conceptions, the location
and physical properties of these zones have become less predefined.
The following pages will give you an inexhaustible overview of possible
contemporary applications.
As society keeps progressing, these views will continuously need to be
revaluated and if necessary adapted to the new social challenges and
technical opportunities.
All zones in our i3 solution are composed of consciencously selected and
if needed specially developed products and components that optimize the
functional value of each zone. The solutions are in line with the goals set
for the specific learning environment. Over the following pages, we will give
you some examples of the possibilities in our range of solutions.
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FACILITATOR
ZONE
After decades of being the center of attention and
standing at the front of the classroom, the 21st
century teacher (in this situation instructor, expert,
coach, co-learner,... might be more suitable terms)
moves to the back, the center or the sides, wherever
needed. The contemporary facilitator zone is
integrally embedded in every aspect of the learning
environment, through physical or virtual integration,
into other zones.
The result is sleek, mobile, flexible, connected
and integrated. It allows free movement, instant
switching between working with groups and
individuals, interaction with students anytime
anywhere (face to face or through technology) and
has advanced ergonomic and aesthetic features.
OPTI+ TEACH
The OPTI+ Teach table has a raised frame
that is available in three different heights,
improves the line of sight of the teachers
and brings student and teacher at the same
eye level.
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OPTI+ CABINETS
Learning is no longer contained within the boundaries of a
classroom. The OPTI+ Cabinet range gives you the freedom
to move thanks to the removable standard computer
power cable (IEC C14), its large polyurethane wheels that
roll smoothly on any surface and the small footprint that
fits through any door and in any environment.
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PARTICIPANT
ZONE
According to the constructivist learning model,
spaces should center on learning, not on experts.
Students not only sit down and listen, but construct
their own learning path in collaboration with their
facilitators and peers. Within the classroom, this
means the room has no front or privileged space.
Outside the classroom, it means providing ample
place for discussion and study.
The learning centered approach benefits from
small group work spaces, instant access to tutors
and experts, table space for a variety of tools,
integrated lab facilities and IT, IT facilities that are
always accessible, shared screens and availability of
printing.
OPTI+ MOVE
The OPTI+ Move student desk places the student higher for a more ergonomic
posture. The higher frame brings student and teacher at the same eye level. The
beautiful design provides a sleek appearance for inspiring learning environments.
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By making it easy to switch to other configurations, OPTI+ Move gives
teachers room for creativity and the ability to reach students through their
individual learning styles. Because pupil desks in different shapes and
sizes can be combined, OPTI+ Move is a concept that promotes lifelong
learning in a healthy environment. Built-in casters make OPTI+ furniture
easy to move within a classroom.
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OPTI+ CRUZER
OPTI+ Cruzer is a dynamic mobile tablet arm chair that delivers it all.
Promoting interaction, movement, ergonomics and visibility, Cruzer is like
no other. It brings the advanced ergonomic comfort and tiered seating
capabilities of the OPTI+ seating and desking collection, and pairs it with
the flexibility and mobility of a tablet arm solution.
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It also introduces flexible furniture arrangements,
decenters the room from teacher to student
activity, and stresses collaboration. As an example,
a group of learners should be able to move from
listening to one speaker (traditional lecture or
demonstration) to working in groups (team or
project-based activities) to working independently
(reading, writing, or accessing print or electronic
resources). Integration of moveable tables and
chairs allows quick reconfiguration to support
different kinds of activity. This furniture obviously
still has to be ergonomically correct and adaptable
to each individual. Discomfort makes a compelling
distraction to learning, and students may drop
classes because of uncomfortable chairs in the
classrooms.
Studies show that the current generation of students
expects seamless technology use. As technology
changes, smaller devices will travel with users more
and more. Wireless environments, the capacity to
network with other devices and display vehicles, and
access to power will be expected. In other words:
learning environments need to have plug and play
technology access..
Finally, in evaluating a model learning space,
students noted the paint colors, carpeting, and
lighting without prompting as important factors that
stimulate well-being.
SOLIFIBER
The Solifiber shell is designed around principles of good ergonomics. The shell
has five flex points that allow the shell to move with the user, fostering dynamic
movement.
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SHARED
(MEDIA) ZONE
In our i3 philosophy, the (public) display zone is
any place inside a learning environment (which no
longer necessarily corresponds to a classroom)
that enables static or interactive information sharing
between individuals, groups, or a mix. It should be
accessible to not only the teacher, facilitator, expert
or coach, but to the learners as well.
Resulting from this functional difference and the
technological progress, the designated area for this
zone is no longer the front of the classroom.
CABINETS
The VANERUM cabinets product line is made to fit the modern learning
environment: all didactic materials are ready to use when the course of the
lessons ask for it and can nicely and clearly be storaged.
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i3MOMENTUM
A visual communication platform that seamlessly integrates technology into a a flexible and modular board system creating a customizable architectural
solution for inspired learning environments.
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DISTRIBUTED
ZONE
The distributed zone is used for lounging, relaxing,
brainstorm sessions, group work or personal tasks
which require deep concentration.
It can be a local or remote location which offers
network connections and audiovisual options
when necessary. Classic signage can be used in the
depicted zones to point the way to other rooms
in the building while visitors stay up to date with
relevant live information through the digital signage
system.
SALSA
Just put the Salsa in a public space and add some books or technology on the
tabletops and youll soon see that people are going to be interactive in a funny
way! It gives you the opportunity to stay alone or to easily share the moment.
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Harvest BENCH
Students are attracted to intimate spaces where they can work and collaborate with their peers. The high vertical back panel helps control acoustics and
provides versatile space division, all while giving users the sense of comfort and security. Whether they are socializing, relaxing or working in small groups
Harvest BENCH creates an inviting place to touch base.
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VISION INSPIRES
The VANERUM Group companies manufacture, import
and/or install products and solutions which help to
create i3 environments. By i3 we mean the product of
interactivity, integration and inspiration resulting from the
application of VANERUM classroom and office furniture,
interactive whiteboards and other, easy to use, interactive
solutions, projectors and displays, intuitive voting and
room control systems, digital signage software and static
signage solutions, Among the outcomes are more
efficient meetings, stimulating learning environments for
youth and adults alike, remote interactive collaboration,
Our mission is accomplished when learners of all ages
consider their educational duties as a right to develop.
REFERENCE
PROJECTS
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OUR NEW CLASSROOM IS VERY
COOL! WE CAN SIT AND STAND
AT OUR DESKS, AND CAN SEE THE
BLACKBOARD MUCH BETTER.

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iNTERACTIVE
iNTEGRATED
iNSPIRING
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www.vanerum.com
VANERUM BELGIUM
Kleine Schaluinweg 7
3290 Diest
Belgium
T +32 (0)70 222 600
F +32 (0)70 222 601
info@vanerum.be
www.vanerum.be
VANERUM STELTER USA
549 Ionia Ave. SW
Grand Rapids, MI 49503
USA
T +616-451-7800
F +616-451-9698
info@vanerumstelter.com
www.vanerumstelter.com
VANERUM FRANCE
Parc dactivits de la Valle
de lEscaut Waka 1, n 9
59264 Onnaing France
T +33 (0)3 27 45 60 60
F +33 (0)3 27 45 60 70
info@vanerum.fr
www.vanerum.fr
VANERUM NETHERLANDS
Duwboot 89
3991 CG Houten
Netherlands
T +31 (0)30 212 20 10
F +31 (0)30 212 20 11
info@vanerum.nl
www.vanerum.nl
VANERUM SIS
Lollandsvej 16
5500 Middelfart
Denmark
T +45 (0) 64 41 04 90
F +45 (0) 64 41 17 47
info@vanerum.dk
www.vanerum-sis.dk
VANERUM GERMANY
Lohrheidestrae 72
44866 Bochum
Germany
T +49 (0) 2327 960 50-0
F +49 (0) 2327 960 50-50
verwaltung@vanerum.de
www.vanerum.de