EXHIBIT III_Hybrid_Project__Set_up_Scenarios.pdf

Hybrid Project: Scenarios for AV Integrator

Appendix C

Background:

The US Holocaust Memorial Museum offers a wide variety of programs and events that necessitate flexible classroom spaces. Classrooms do not feature a single, static setup and are regularly reconfigured to meet the content delivery and participant engagement needs of each program. This flexibility helps the Museum offer world-class educational programming that delivers on our mission and vision while incorporating essential considerations including accessibility, inclusion, and community building.

The Museum presents numerous programs and events each year, and classroom spaces are regularly used. Based on staff-provided data, the Museum annually offers:

● 243 in-person events, many of which use the classrooms.

● 387 virtual events, which typically do not use classroom space.

● 94 hybrid events, which use classroom space for in-person attendees and require flexibility to include remote attendees and presenters via in-room technology.

Classroom Setup Requirements:

Typically, classroom setup incorporates tables and chairs in one of several formats:

Classroom (30%)

Hollow Square (30%)

U-Shaped (20%)

Theater (10%)

Pods (10%)

Rows of tables and chairs facing the front of the room

Tables positioned to create a square

Tables positioned to create a U-shape

Rows of seating with no tables;

sometimes positioned in a straight line or

V-shape

Clusters of tables arranged throughout the classroom

Configurations are selected by Museum staff and program facilitators to accommodate planned content delivery, engagement activities, and other programmatic elements that require a specific layout or setup.

Other classroom setup configuration considerations include:

EXHIBIT III

● Projector screen placement: when used, the existing screen is positioned at the front of the classroom.

● Head table: some facilitators request a head table to arrange their materials or for their use during a program.

● Podium: some facilitators request and prefer to use a podium.

● Food and beverage: when needed, food and beverage tables are currently set up along the left side of the classroom.

Technology Considerations:

Currently, classroom spaces have a single projector at the front of the room, which does not always meet the needs of increasingly complex programs that require more screen space to show slides and remote participants. The Museum seeks guidance on the number of monitors needed to accommodate flexible usage and suggested placement that is best suited for these spaces. Recent internal conversations about monitors have included:

● 1 monitor (110’’ centered on the wall opposite the entrance to the room)

● 2 monitors ( 2- 110’’ seam between monitors centered on the wall opposite the entrance to the room)

● 3 monitors ( 1 - 110’’ center and 2- 85’’ L/R; located on the wall opposite the entrance of the room)

Concerns have come up in discussions with project stakeholders about the appearance of too many or too large monitors at the front of the room, particularly when running in-person programs where all the screens are not being used. However, all equipment will need to stay in each room, as we are unable to store it or move it elsewhere when it is not in use. We welcome recommendations on how this could be addressed.

Additionally, Museum staff have requested tracking cameras for hybrid meetings, which can create a more inclusive experience for in-room and remote attendees alike. The Museum seeks guidance on the number of tracking cameras and their placement based on the classroom setup requirements described above and the details below.

Audience Considerations:

The US Holocaust Memorial Museum attracts diverse audiences with varying needs, expectations, and levels of technological proficiency. Attendees include but are not limited to:

● Holocaust Survivors, representing older audiences 80+ years old

● High school and college students

● Professionals including leadership audiences (military, judges, police), educators

(teachers, professors, and university faculty), clergy, domestic and foreign policy experts, government officials, among others

● Heads of State and other international government officials

Sample Use Scenarios:

To illustrate how classroom space is used on a regular basis, these sample use scenarios are representative of programs the Museum offers. Given the high number of programs offered each year, it is possible that all four programs could be offered during a single day or over the course of a single week. In general, 30-60 minutes of setup time is allocated per event prior to the program’s start time.

One of our goals is to encourage staff to build their comfort with classroom technology to encourage them to independently manage their own setup whenever possible. These scenarios are intended to elicit recommendations and accommodations that can make classroom spaces easy to manage and configure. Additionally, we seek solutions that make it easier for staff (non-IT experts) to interact with classroom technology.

We would like offerers to demonstrate how you would equip the space and arrange the room to meet the needs of the following types of programs.

Use Case # 1: Hybrid Program: Survivor Volunteers meeting Participants listen to sessions while viewing on monitors slide decks and videos about program work happening at the Museum. In-room and online participants are encouraged to ask questions during the session. All participants need to be able to see and hear each other to promote engagement.

A. 20 participants in the room; 15 participants online (majority of the participants are 75 - 90 years old; some may be attending from international locations)

B. In-room setup: U shape for 20* C. Presenters: (2) at a head table at the front of the room D. Moderator(s) (1 - 2) on a computer(s) (one each) using use Zoom features such as:

Zoom to broadcast the meeting, share the PowerPoints/videos, etc., monitor the chat feature, and microphone access for the participants online

E. Internet Access F. Wireless Microphones (1-2) (using mic runners) G. Monitor(s) to show the PowerPoint presentation (with sound/video elements) and to show those in the room, the virtual participants (positioned at the front of the room or in another arrangement that will facilitate engagement and easy viewing)

H. Tracking camera(s) to enable participation of virtual audience and virtual presenters I. Confidence monitor J. T-coil usage available

*another typical use case involved a hollow square set up. If that style setup would work better, please advise on the placement of the confidence monitor and main monitors.

Use Case # 2: Virtual Program - produced in the classroom with speakers/presenters and staff in the room and attendees participating virtually

There are no attendees in this type of setup; Museum staff are located in the classroom and using the space to produce a virtual event with in-person and/or virtual speakers/presenters and all virtual attendees.

Likely, this setup would be in our enhanced classroom

A. Hollow square setup for 3 - 5 staff to run the program virtually B. Internet access C. Using Streamyard or Zoom to broadcast show D. Power strip(s) for computer batteries (3 - 5 computers) E. Show presentations on the screen F. Have sound system engaged so we can hear the program presenters and videos or other content through sound in the room G. The participants in the room will be able to interact with the audience from the room H. One speaker/presenter is in the room I. Camera on a tripod to focus on the speaker (placement TBD)

Use Case # 3: Hybrid Program for high school or college students with some participants virtual and some in-person; some speakers/presenters are virtual and some in-person Speakers present to the participants who are expected to ask questions and participate in large and small group discussions.

A. Pod style set up for 30 participants (6 groups of five) B. Internet Access C. Head table at the front of the room for 1 - 3 speakers D. Confidence monitor E. Presentation of PowerPoints and videos and videos via a webpage F. Computer for presentation(s) display G. Sound system needed for video H. Use of whiteboards (on the right side of the room) I. 2 tables set up for food and beverage on the left side of the room J. Monitor(s) to show the PowerPoint presentation with sound/video elements (at the front of the room or in another arrangement that will facilitate engagement and easy viewing) K. Tracking cameras that enable participation of virtual audience and virtual presenters L. Wireless handheld microphones (1 or 2)

Use Case #4: Hybrid Program for group of English and non-English speakers using language translation equipment (Whisper Headsets) in the classroom and Zoom for virtual participants

A. U shape set up for 20 ppl in the room B. 2 speakers sitting around the U shape set up (one English speaker + 1 non-English speaker).

C. 10 virtual participants (some speak English, some speak another language) D. Monitor(s) to show the PowerPoint presentation with sound/video elements and virtual audience joining via Zoom (at the front of the room or in another arrangement that will facilitate engagement and easy viewing)

E. Confidence monitor

F. Sound system needed for video/audio components G. Tracking cameras that enable the participation of both audiences H. One language needs to be translated to the in-room attendees and to attendees via

Zoom (for virtual participants)

a. How would the sound feedback from the two speakers be over Zoom?

b. Would this be captioning or someone verbally translating?

I. If the translator is in the room - how are the people virtually hearing them? (can they all listen to the same translation?)

J. Zoom language channel - can/should this be used in a scenario like this?