Ritsumeikan University

Since the opening of Ritsumeikan University's Osaka Ibaraki Campus (OIC) in April 2015, Visualizers have been progressively introduced as standard equipment in classrooms.

WolfVision spoke with Mr. Kengo Kurashina from the Information Infrastructure Section of the Information Systems Department, who has long been responsible for the design, equipment selection, implementation, and operation of audiovisual systems across all campuses. He shared insights into classroom design concepts and his vision for the future of educational environments, viewed through the role of the Visualizer.

WolfVision (WV):
It has now been 10 years since the opening of the Osaka Ibaraki Campus (OIC). We sincerely thank you for your continued deployment of Visualizers. We understand that you regularly meet with faculty members to gather feedback and address issues. Could you share with us what the teachers using Visualizers in their classes say about them?

Mr. Kurashina:
Some faculty members say that with the shift to paperless environments, “document cameras are no longer necessary.” However, many still find valuable uses for them. For example, bringing real objects such as rare texts or artifacts into the classroom, showing handwritten notes naturally with pen on paper, displaying worksheets created during class, or solving fill-in-the-blank handouts in real time - all of these are practical and appreciated applications. The ability to capture the Visualizer image via USB and share it in high quality through web conferencing software is also highly rated.

Additionally, administrative staff appreciate being able to project documents like seating charts simply by placing printed pages under the Visualizer - without needing a PC. Using a computer to display data may raise security concerns, such as requiring unattended logins, so in some cases paper actually proves to be easier to manage.

We also receive immediate reports whenever a Visualizer malfunctions, which shows just how integral they are to daily operations. In the past, when NTSC-based systems were in use, we occasionally received feedback about blurry images or colour discrepancies. But in recent years, we have been able to deliver image quality that meets expectations, with no such concerns being raised.

WolfVision (WV):
As remote classes and web meetings have become commonplace, we at WolfVision have seen a growing number of cases where Visualizers are used as USB cameras. We hope to see the scope of applications continue to expand in step with evolving educational needs. Speaking of trends, the term “active learning” has gained traction in recent years and is now widely recognized. Mr. Kurashina, how do you personally envision an “active learning classroom”?

Mr. Kurashina:
Each instructor has their own teaching style, so rather than having a fixed format, I believe it’s important to offer flexibility and options. In our “Learning Studios” -  classrooms designed with active learning in mind — we see a wide variety of instructional approaches. In some classes, every student is working intently on a laptop, while in others, participants are having close, device-free discussions.

Visualizers also serve a variety of roles in these settings. Beyond simply displaying documents, they’re used to project sticky notes, materials collected during fieldwork, or even live images of a person when the camera head is directed forward. The key feature of these classrooms is flexibility. Furniture is mobile, and we have relaxed the rules on resetting layouts after use to maintain operational freedom.

In terms of equipment, while general classrooms are outfitted with standardized systems to ensure consistent usability, our Learning Studios feature a wider array of tools. This may include advanced or experimental technologies, mobile display units, and diverse AV setups.

To use a metaphor, traditional classrooms offer a fixed “set menu,” whereas active learning classrooms provide a “buffet” with many choices. The core idea is that both instructors and students can choose and configure the tools that best suit their specific teaching and learning needs.

WolfVision (WV):
Your analogy of general classrooms as a “set menu” and active learning classrooms as a “buffet” is an excellent and relatable way to describe the difference. In any case, university classrooms - particularly in higher education - are composed of a mix of advanced digital tools and simple analogue devices. What are your thoughts on the balance between digital and analogue technologies?

Mr. Kurashina:
The ideal balance is always shifting, but there's no question that the digital share is steadily increasing. That said, there are definitely still cases where manual, analogue methods are more efficient. We focus on areas where users don’t have to think about the technology, and where reducing cable clutter, hardware quantity, and cost is feasible. This is why, especially in recent years, we've accelerated digitization - particularly the move to IP-based systems - at the hardware level.

There’s a risk that analogue tools may fall out of use if they don’t adapt to current trends. Visualizers, while having analogue aspects, have evolved significantly in terms of image quality. Today’s Visualizers rival smartphones in clarity and performance, moving well beyond their traditional role, which helps ensure they remain relevant and widely accepted.

As for digitization related to how equipment is used, we’re moving forward with some caution. For example, screen sharing in web conferencing has been very effective in reducing transition time between presenters and eliminating any disadvantages related to seating location. On the other hand, in a real classroom setting, live presentations offer a different kind of tension and learning experience - being able to see audience reactions in real time changes the dynamic. Even just hearing your own voice amplified across the room adds a unique level of presence and intensity.

When it comes to presenting materials, I believe that not everything needs to be fully digitized. There’s a certain spontaneity and atmosphere that comes with handwritten notes - the style of handwriting and visual layout can convey more nuanced information. In a recent working session, a teacher mentioned that intentionally using handwritten worksheets allowed for the inclusion of illustrations and more readable formatting. As a result, the presentations became richer in content and more engaging. That feedback really encouraged me, and it reaffirmed the essential role of the Visualizer in the classroom.

WV:
While making the most of what digital technology has to offer, you remain cautious about digitization in daily operations—and that’s a thoughtful balance. Indeed, the classrooms you design are always based on the principle that “anyone should be able to use them easily and immediately.” From there, you incorporate innovative and engaging “features” and “experiences” that reflect the needs and ideas of faculty members.

With Visualizers, much attention tends to be placed on their deep depth of field and ultra-high-definition image quality. However, the real emphasis is on ease of use - operation without the need for lighting adjustments or manual focus. This core concept is shared across all WolfVision models.

Whether in a “set menu” or a “buffet” classroom environment, we hope that Visualizers will continue to serve as the key ingredient - bringing out the full flavor of real-time presentation and the unique spontaneity of handwritten content.

Thank you very much for taking the time to speak with us today.

Implementation Overview

Installed at:

All Ritsumeikan University campuses
(Kinugasa, Biwako-Kusatsu, Osaka Ibaraki, Suzaku, Tokyo, Osaka Umeda)

Ritsumeikan Asia Pacific University (APU)

More than 600 units installed

Models in Use:

VZ-8.UHD (current model)

VZ-8light4 (discontinued)