For the sake of discussion, let's assume you've been assigned the task of designing a technology-enhanced classroom at your institution.  That's an assignment I've had several times over the years.  The most recent classroom came online at the University of Arkansas in 1999.  A new facility opened concurrent with my arrival.  While the new TML classroom had a good start with the technology, almost $200,000 was invested in improving it and making it ready for distance delivery of courses and programs.    At Ohio University in the mid-90's was an opportunity to design a TML classroom from the ground up..  If you'd like to take a look at it, just go to the OU photos.   A few years before that I helped design the TML classrooms at Ball State University.

By the way, you may notice I use the phrase "TML Classroom" even when referring to a distance education facility.  Some people use "Smart Classroom" or "Teleclassroom" or something similar.   I avoid describing it in terms of the delivery method.  I think it's important to keep separate the classroom technology from the delivery technology if it's used for distance education.  A fundamental concept is to build in the flexibility to connect the room to a variety of delivery methods--satellite, compressed video, microwave, ITFS, Internet, or whatever.  If you have a "Compressed Video Classroom" you have severely limited your flexibility.  Distance education--in regards to live (synchronous) courses--is moving to a model whereby courses are transmitted simultaneously via multiple delivery methods.  In addition, the classroom is usually used for non-distance courses.  "Multifunction" and "flexible" become key words in the design.

Key Design Steps:

User Input
Very early in the design phase you need to start discussions with faculty.  Especially if you've had faculty teaching technology-enhanced courses prior to this point, they can offer specific likes and dislikes.  They're the users.   They have to be involved. In addition, feedback from students can be very helpful.   They, too, are users.  Both of these groups see a classroom like this from a different perspective than you or I.

Learn from Others
Another early step should be to look at other TML classrooms at other institutions.  What have those people learned?  Talk not only with staff but faculty, as well.  What would they do differently?  Don't reinvent the wheel.  Use the experience of others.

Quality Determination
A third step should be to define the quality level of the technology.  Does it need to be broadcast-quality?  Will you be originating satellite teleconferences?  Will you be videotaping for later editing and distribution?  The answers to those and similar questions will have a definite impact on the cost.  It will also determine the flexibility of the room.

Focus on the Students
An underlying consideration throughout this process, if the classroom will be used for distance delivery, should be how well the TML classroom will "work" for the distant students.   What will the quality of the audio and video be for them?  How well will they be able to hear and see students at other sites?  How well will the instructor be able to see and hear the distant students?  Just as you design a DE course for the distant students, you design the classroom that way, as well.