achieve communicate

interact prepare Choose cr

integrate educate train gr
evaluate adjust provide an
play inspire question view
study collaborate progres
feel understand connect
reate change think
ow help
nalyze live apply
teach meet
ss
 Content
05 Lifelong learning
07 Our solution: i3 environments
09 i3 learning

11 interactivity

13 integration

15 inspiration

17 i3 learning environments
19 Different zones work together
21 Facilitator zone

27 Participant zone

37 Shared (media) zone

45 Informal zone

53 i3 services
55 vision inspires
 Lifelong
Learning
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 don’t have the necessary skills to be
proficient in business environments.

05
Today’s ‘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 everyone’s problem. This constant
change will require today’s 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.
Lifelong Learning 06
 our
solution:
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 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 learn.

07
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 at the 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? 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 doesn’t 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
i3 learning 08
 i 3
learning

What does i3 mean?

By i3 we mean the product of interactivity, integration

and inspiration: a (learning) environment where 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 developped specific services to support
you at this level as well.

The diagram on the next page lists some of

the elements by which we define interactivity,
integration and inspiration. By combining more
or less of these elements, the result will be more
or less interactive, integrated or inspiring, thus
allowing enough combinations to suit every need.

In case of doubt, our experienced advisors will

gladly assist you in defining which solution will
help you achieve your specific goals.

inspiration

09
 interactivity

INTERACTIVity =
Social dynamics and collaboration drive new ideas and help us
progress, decide and learn. By Interactivity we mean features
that stimulate information and the accessibility and exchange of
knowledge. Face to face or distant, live or virtual, synchronously
or asynchronously.

integration

INTEGRATION =
Properties that merge rooms, furniture, technology and
facilitators into a seamless environment that improves
information access and exchange, interactive collaboration and
technological education to provide 21st century learning skills.

INspiration =
Ergonomical, 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.

i3 learning 10
 The most obvious interpretation of
1
interactivity: interactive whiteboards
and other technologically interactive
products enable fast and easy display
of varied multimedia contents that
appeal to all learning styles.

A broader approach of interactivity:

2
interpersonal communication and
collaboration facilitated by
environments, furniture and specially
developed technology such as the
SMART Table.

11
09
 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.
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, flip charts and pin boards 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.

i3 learning 12
 integration
The goal of integration should be 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 aren’t 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.

13
1 A good example of the ultimate level of integration.
1
The computer screen, keyboard and mouse stow away
in the hydraulic lift, the CPU can be locked in the CPU
holder. The IT infrastructure is safely stored and out of
harm’s way, yet readily available when needed.

2 The desk makes it possible to switch from ‘normal’

classroom to IT lab in seconds. The tiltable screen
mount creates ergonomically correct viewing angles.
When the screens are hidden, learners are not
unnecessarily distracted and are unable to avoid
involvement or participation by hiding behind their
screen.

i3 learning 14
 The learner’s sense of well being depends on numerous
physical and psychological factors. Ergonomics, aesthetics,
shape and color, feel, atmosphere,… all have their effect.
The Uno-V chair is comfortable, allows dynamic seating
by offering multiple seating options and is available in a
15
range of fresh and bright shell and frame colors. Combined
with its sensual shape, the total package is very pleasing
to the eye and definitely at its place in a learning centered
environment.
 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.

i3 learning 16
 Learning
environments
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)

17
Creativity, attention and critical thinking

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.

learning environments 18
 Different zones
work together
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 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 teacher’s
desk and a low chair which only allowed students at the
back of the class limited eye contact with the teacher.
19
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 a 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.
 i 3
environments

Facilitator
zone
+ Participant
zone
+ Shared (media)
zone
+ Informal
zone

i3 Products

Products

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.

learning environments 20
21
 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
the learning environment, through physical or virtual integration,
into other zones.

The result is sleek, mobile, flexible, connected and integrated. It

allows for 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.

learning environments 22
 The Optimax design is based on three principles: dynamic
ergonomics and integration, equality and inspiration
and flexibility and interactivity. Applied to the facilitator
zone, this means various seating and standing positions
are possible, while it still remains easy to get in and out
of the chair and table. IT components and storage options
can easily be integrated. The feeling of equality resulting
from the raised seating system that literally brings every
participant on the same level as the facilitator, involves the
learner and has as a powerful inspiring effect. Its mobility
makes it exceptionally suitable for changing environments
where classic teaching, individual and group work alternate
at a fast pace. The teacher’s working unit no longer has
to be at a fixed place in the room, bringing the facilitator
closer to the learners and stimulating interaction.

The raised work surface also helps facilitators read their

notes by alternatively serving as a lectern. The raised chair
is designed to bring the head of an adult at the same height
as that of the learners, tall or small, providing a good line
of sight and enabling a true peer to peer dialogue. The
integrated modesty panel allows for more privacy.

The casters on the cupboard and the table (optional on

the chair) make the Optimax desking system an ultra
mobile knowledge exchange pod that facilitates both
classical-frontal teaching and learning centered teaching
methods.

23
The lockable, moveable cupboard easily
connects to and disconnects from the
table and contains the CPU and/or teacher
specific documents or objects.

learning environments 24
 The development of this teachers’ station was driven by the need for a mobile storage solution for facilitators.
The flexible layout of the desk and its articulated table top allow for flexible and instantaneous configuration options,
depending on the particular needs of the moment. The simple yet efficient technology integration completes the
package.

25
 The cart allows for computer and technology wires to be
completely concealed. Plenty of wire management from
top to bottom!

The table top surface can be adjusted to the user’s

comfort and allows the cart to fit perfectly in the space.

The fully extendable lower shelf is a great place to store a

printer or any other peripheral device.

The SMART Document Camera fits exceptionally well into the i3 teacher zone. It allows
the teacher to operate the camera from the interactive whiteboard through intelligent
integration with the whiteboarding software or from his desk, standing next to the
camera. This also enables learners to use the camera from the interactive whiteboard
while being supported by the teacher who can intervene on the camera itself.

learning environments 26
 Participant
zone
According to the constructivist learning model, spaces
should center on learning, not 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,
facilities that are always accessible, shared screens and
availability of printing.
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
27
independently (reading, writing, or accessing print or
electronic resources). Integration of moveable tables and
chairs allows for 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.
learning environments 28
 The unique rotating power entry
unit allows for hard wire connections
to the power source, without
permanently committing a table to
the start location.

This table is one of a kind. It allows you to quickly reconfigure
the space while maintaining the ability to distribute power
and data. The daisy-chainable 4 trac power system allows
quick and easy connections from table to table. When
reconfiguring, simply disconnect, rearrange, and reconnect
faster than ever before. The unique rotating power entry
unit allows for hard wire connections to the power source,
without permanently committing a table to the start
location.

29
Whether you choose one permanent PC at the back of the
room or look at furnishing an entire computer room, you
should take into consideration our classic computer table.
A table with a lot of leg room and that is easy to get in to
and out of. Flip open the lid to reveal an ample cable guide
with rubber passage that keeps the cables in optimal form.
The large side openings make it easy to transfer power
from table to table.
Mounted on the 5 star wheeled base, the active, passive
and reverse seating options of the Solifiber shell gain even
more functionality and inspire by their total freedom of
movement.
learning environments 30
 Optimax offers optional simple but efficient technology integration.
Cables can be hidden in the frame and passed through the work
surface. The removable bookshelf option makes sitting at both
sides possible and provides ample space for books and technology
such as interactive reponse systems.

The height adjustable footrest

can be installed on the table
or the chair, giving learners of
all heights various seating and
standing options.

31
Optimax’s mobility makes it exceptionally
suitable for changing environments where
classic teaching, individual and group work
alternate at a fast pace. The teacher’s working
unit no longer has to be at a fixed place in the
room, bringing the facilitator closer to the
learners and stimulating interaction.

The Optimax design is based on three principles: dynamic
ergonomics and integration, equality and inspiration and
flexibility and interactivity. Applied to the student zone,
this means learners can freely choose to sit or stand
without interrupting the lecture. Since getting in and out
of the chair and table is easy, learners can be actively
involved in the lesson. Network and power connections and
storage options can easily be integrated, which arguably
makes the Optimax the most versatile learning furniture in
the world. The raised seating system literally brings every
participant on the same level as the facilitator, involves the
learner and has as a powerful inspiring effect.

Optimax’s integrated wheels make it easy to group and

ungroup tables, and to pull the table into or away from
the chair. The additional height allows the facilitator to
stand comfortably next to the table to guide the learning
process.

learning environments 32
 Whether you are engaging in whole classroom teaching,
small groups collaboration, or individual learning, the
interactive whiteboard will answer your needs. With its
easy to use interface, the integration of the award winning
Notebook software platform and learner centered additional
software, this finger based interactive whiteboard solution
allows more students to interact on the surface without
passing a pen, and various accessories make it possible
for the teacher to intervene from even the back of the
classroom. With the interactive reponse system, facilitators
get instant feedback to on-the-fly or prepared questions,
allowing them to measure the level of understanding of a
certain topic in formative and summative assessments.
VANERUM provides various options and services to help
you integrate the solution in your environment.

With the push of a button on their remotes, students can

instantly tell you how much they know. You’ll no longer
have to wonder whether all your students are keeping up
with the lesson material, since you’ll see precisely how
well each student is doing. That insight will help you adapt
lessons based on students’ responses or test results.

33
learning environments 34
 As the world becomes ultramobile and even more connected, anytime anywhere
learning becomes a reality. The borders between classrooms and recreational
environments start to fade, requiring a new approach of the integral learning
environment. Our furniture fits this trend perfectly: connectivity and power supply,
private or shared display options, a modular system that makes it easy to realize
differently shaped work spaces are all integrated into one sleek package.

With the integrated articulated VESA screen mount, you can work in an
ergonomically correct way by connecting a small screen laptop to the
docking station. If needed, the mobility of the screen mount allows you
to simultaneously work on your laptop and share the content of your
screen with others.

35
Another possibility: all collaborators connect their laptops
to a power supply and VGA and network connection, and
are able to alternatively share the information on their
screen with the group, by displaying it on the shared public
display. When not in use, the docks neatly fold back into
the table surface, without compromising the stability of
the structure.

learning environments 36
37
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.

learning environments 38
 The rail system makes it
easy to move and replace
components, such as classic
flip charts or whiteboards.

If you are fed up with the plethora of audiovisual products
needed to deliver engaging lessons, lectures or meetings, it
is certainly worth to consider moving to a more integrated,
computer based solution. Interactive whiteboards and
their accessories are a perfect example of a technology
that integrates DVD players and television sets, audio
systems, overhead projectors, classic whiteboards and
flipcharts,… Yet as technology integration will only increase
in the future, it is wise to also consider alternatives that
will provide instant access to a range of modern means
of collaboration and communication, while taking a less
prominent position when the boards do not need to be the
focal point of the environment.
VANERUM’s media wall is a perfect example. The cabinet is
perfectly integrated into the room so that the visual aspect
is as light as possible. It does not seem like a big cupboard
takes up most space in the room. The folding doors permit

39
 Smart and easy connection
options allow freedom of
movement while ensuring a
sleek, stable connection.

instant access to the integrated technology, while hiding it

when they are closed. Because the media wall is integrated
in the room, it provides ample space for all audiovisual
equipment and accessories, including charging bays for the
participants’ laptops, for instance. When coated with the
same enamel as our whiteboards, the entire door surface Integrate a black- or whiteboard surface in the cupboard
can act as a giant static whiteboard. Add mobile or free doors and add casters to the cupboard to get more writing
standing cabinets to attain even more storage space. space and a mobile display, storage and space dividing unit.

learning environments 40
 The height adjustable magnetic white-
boards come in handy as a mobile static
display feature.

41
The mobile wallzone contains all necessary
connections for the PC, the integrated
projector and the whiteboard and ample
storage space for the CPU and/or shared
documents or objects.

Touch control makes everything easier.

Write, erase, move objects and control
applications by touching or writing on
the board. The Touch Recognition feature
offers even more convenience by allowing
you to write with a pen, erase with your
palm and move objects with your finger
without picking up extra tools.

Pick up a green, blue or red pen or the

eraser, and the Pen Tray automatically
detects which tool you’ve selected. Buttons
on the Pen Tray also allow you to activate
the On-Screen Keyboard and access the
right-click and help functions.

The lockable, moveable units easily connect

and disconnect and provide mobile modular
wall zones. Just roll it to a power outlet,
connect and start collaborating.

learning environments 42
 The SMART Board interactive
whiteboard is designed to
allow the use of dry erase
markers, just like a regular
enamel whiteboard. In this
particular setup, that means
three static whiteboard
displays are available at all
time.

For those who want to use video projections
and interactive whiteboards but still want
the extra space and functionality classic
whiteboards can provide, the patent board
is a perfect solution. The height adjustable,
sliding whiteboards can either be placed next
to the interactive whiteboard for additional
space, or in front of it if the interactive whiteboard is
not in use. Height adjustability means it is adaptable to
learners of various sizes and ages, while incorporating
the use of multiple boards provides the ability to
integrate multiple presentation and collaboration
styles into one lesson.

43
The whiteboards are height adjustable
and slide from left to right, which makes
them easily accessible to learners of all
heights and ages.

learning environments 44
 Informal
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.

45
learning environments 46
 The articulated seat support allows
for 270 degree movement. This not
only facilitates easy in and out,
but also 270 degree collaboration
with peers in front, behind and at
the sides.

47

The innovative design of Monomax combines ease of use
with ergonomic seating comfort. Since the Monomax seat
is attached to the base of the worksurface, it conserves
floor space without sacrificing the size of the seat; the
user’s comfort is preserved.
The foot plank comes equipped with an integrated wheel
that makes Monomax easy to move by just tipping the table.
Monomax is ideal for group work and rapidly changing
configurations.
Model available with a foot plank that may be anchored
to the floor. This is ideal for individual study areas, study
rooms, and libraries. The version with foot plank also
comes equipped with a wheel. Just tip the table and it‘s
easy to move. This makes it ideal for group work and
rapidly changing configurations.
The 270 degree movement is completely safe, because of
the specially designed foot plank that covers all angles
to avoid tipping over. Alternatively, a floor mounted non
moveable version is available.
learning environments 48
 As learning moves away from predefined locations and
systems, the adapted furniture evolves as well. The
depicted blocks started as an experiment and were very well
received. Meanwhile, other shapes, colors and functions
have turned this experiment into a true -be it alternative-
furniture line. Thanks to the modularity of these foam
components, the possibilities are endless. The free form
factor and fun colors add an inspiring, comfortable touch
to any environment.

Our foam line can be used as seating, relaxing, working

and playing furniture, depending on the requirements
and mood. The soft, easy to clean surface takes daily
reconfiguration abuse without suffering.

49
Blocks can be stacked into virtually any setup,
the only established rule being gravity. The
components’ shapes allow them to be interlocked,
which makes stacking fun, challenging and safe -
like a giant 3D puzzle.

learning environments 50
 Touch panels are an easy and efficient way to access and
change information and environmental parameters such
as temperature, light, AV sources etc. They can also be
used to reserve the tools and rooms one plans to use and
can serve to synchronize personal devices with the shared
agenda.

Information
As the learner gets more freedom to choose, the learning
path becomes less defined in terms of time and place.
There will, however be a need for face to face interaction,
which requires peers to be present at the same place at
the same time. This information can either be sent to the
learner’s personal devices, displayed on the public displays
at the information center and throughout the learning
environment, or both at the same time.
Support
Although students have little fear of technology, they are
not necessarily proficient with technology, information
retrieval, or cognitive skills --what many call information
fluency. It is not just technology or information resource
assistance students need; sometimes that assistance
involves writing, student services, and so on. Locating
support desks and help systems where students are
encourages their use. Technical support staff can be

51
 Totems offer the perfect mix between
mobility, static and dynamic signage.
Some information (eg directions)
seldom changes, while other, more
dynamic information attracts
attention. Mix and match to create
the ultimate information hub.

Admin PC
Administrator Group administration
(Super Monitor) Devices in the same group
(Super Reporter) repeat the same information and
share the same schedule

Projector
GROEP 1 Plasma
SMP
LCD

SMP TV walls

LED
LAN
WAN
Intranet

located in classroom buildings or one-stop centers,
incorporating services from the library, IT, and the writing
center. Although they may look different or have a new
name, information desks are likely here to stay.
Large public displays are efficient means to display
dynamic eye-catching information. If managed through
a digital signage system, this information can be edited
remotely and be instantly updated as new information
becomes available. Context sensitive input guarantees the
right information is displayed at the right time and place.
.

learning environments 52
 Our
services

Planning
Our method is tried and true.Time and time again
we have collaborated with our clients to deliver
exactly what they wanted. With you as our guide,
we detect the unmet need, brainstorm various
concepts, create an innovative functional design,
and deliver. Period.
Financing
When you finance your i³ environment through
VANERUM Group, you benefit from the fact that we
are passionate about our job.
Decide on your dream integration and let us provide
flexible financing to help you realize it. We offer
options for loan customization, low competitive
rates, and no down payment in some cases.

53
Installation
Once you decide on which environment suits
your needs best and have the financial means to
implement it, our installation teams come into
play. They each have years of experience in their
own field, be it furniture, audiovisual integration,
programming of interactive devices , etc.
They ensure that by the time you walk in, you will
find a plug and play environment, all ready to go.

Training
In our way of conducting business, our job does not
end there, though.
Our experienced accredited trainers will provide you
with the necessary training and tips to make the
most of your investment. As new options become
available, you will always be able to rely on our
expertise.

Support
Last but not least, we like to touch base regularly
with our customers to ensure everything runs
smoothly. Should any problems occur, we are there
for you. From first line support to authorized repair
centers and in house manufacturing – the best
guarantees you can get.

Vision Inspires 54
 Vision
Inspires

55
What if you “saw”
something different?

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.

Vision Inspires 56
 Classic classroom and school setup which provides
a certain amount of flexibility and is technologically
enhanced.

57
Vision Inspires 58
 Moving away from traditional school environments.
The borders between classrooms fade, learning
activities flow more freely from one space to
another.

59
Vision Inspires 60
 The school completely transforms into one vast
collaborative learning and meeting environment
with smaller traditional classroom spaces and a
more open atmosphere. Studying, learning and
collaborating takes place anytime, anywhere and
across subjects. This is the ultimate constructivist
approach.

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Vision Inspires 62
www.vanerumgroup.com
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Kleine Schaluinweg 5 | B-3290 Diest | www.vanerumgroup.com | T +32 13 35 52 66 | F +32 13 33 46 64 | E info@vanerumgroup.com