The Canberra Institute of Technology (CIT) is the leading Technical and Further Education (TAFE) provider in the Australian Capital Territory, serving up to 20,000 students each year. When the institute began planning a new vertical campus in Woden, it faced a critical opportunity to rethink how classes are delivered and supported by technology. Chief technology officer Craig Neiberding joined CIT as work was already underway, and he quickly identified that the original technology design would not achieve one of the institute's key strategic priorities: campus utilisation.

Under the original model, every classroom had been co-designed with teachers, resulting in a wide variety of layouts and audio-visual setups. This fragmentation made it difficult for teachers to move between rooms because they were unfamiliar with the equipment and arrangement. As a result, room utilisation was limited, and many spaces were used inefficiently. Neiberding recognised that CIT lacked a cohesive digital transformation strategy, despite having a general strategic direction. He surveyed the institute's software and hardware inventory and found a patchwork of solutions—Microsoft Teams, Zoom, different brands of projectors—even though the ACT government had already invested significantly in Cisco technology.

The Woden building was already under construction, but there was still time to adopt a standardised design. The goal was to maximise utilisation while keeping students at the centre of operations, removing barriers to learning. Neiberding, who also serves as the executive sponsor for inclusion at CIT and has three children with neurodivergent needs, was particularly focused on creating an inclusive environment. CIT partnered with Cisco to explore what was possible, and Neiberding emphasised that this was a true partnership, not just a vendor relationship. They co-designed a future classroom standard that could be applied across all general learning spaces.

Standardised classrooms and hybrid-first learning

Traditionally, each teacher had their own dedicated classroom, leading to low utilisation because rooms were not always matched to class sizes. The new model eliminates room ownership for general classrooms; now, teachers are assigned the most appropriate room based on class requirements. Each room features a consistent layout with screens: a fixed panel, an interactive panel, and a rear display showing remote students, allowing the teacher to integrate them seamlessly into the class.

Neiberding had a lightbulb moment when he saw a physiotherapy practical room where a webcam was used to include a student who could not attend in person. That experience inspired CIT to standardise efforts to support inclusivity. The new environment integrates with Moodle (the learning management system) and TimeEdit (academic operations platform), ensuring that scheduling, attendance, and hybrid delivery work smoothly. Students attending online can participate fully, and those in the classroom can enable live captions if they prefer reading over listening.

Importantly, CIT did not just install technology and walk away. They trained the workforce on how to use the equipment effectively, making learning engaging for both on-campus and remote students. Neiberding said, "We've removed the walls from the classroom. You can get a learning experience remotely that is similar to being in the classroom."

Zero on-site support and improved security

The standardised classroom equipment has dramatically reduced the need for on-premises technical support. Devices are remotely monitored and cannot be easily unplugged, a common issue in educational environments. CIT went from having two dedicated facility support staff to zero for the new campus. Security was also a major consideration; previously, CIT's environment was "secure by obscurity" because it was so disconnected. The new system uses Cisco technology that conforms with protected-level data standards. Active monitoring detects unauthorised devices on the network, and identity management is unified across the institute. Neiberding noted that combining four separate identity systems had been a significant challenge, and the Cisco identity platform resolved it. Now, students and teachers have access to the right rooms, lockers, and virtual systems at the right time.

Telemetry for space utilisation

One of the most valuable outcomes of the transformation is the ability to collect telemetry on room usage. Cisco hardware monitors occupancy, air quality, and noise levels. For CIT, occupancy data is critical: they previously had no real-time visibility into how many students actually attended classes. Now, administrators can see that five computer labs at Woden run at about 95% utilisation, while some general learning spaces operate at around 40%. This intelligence allows CIT to dynamically relocate classes to appropriately sized rooms, improving resource allocation.

Telemetry has also led to unexpected safety improvements. In the commercial kitchen, a 360-degree camera zooms in on demonstrations so students can watch from their own workstations rather than crowding around the teacher's bench. Directional microphones have replaced lapel microphones, which teachers disliked, and they filter background noise to ensure clear audio.

Broader impact on Australia's skills uplift

CIT's transformation is part of a larger effort to upskill Australia's workforce in response to changing job roles. Neiberding believes the partnership with Cisco will help CIT deliver flexible learning options, such as AI basics skills uplift without requiring students to come to campus. The standardised, hybrid-first model means that students can access quality education regardless of location, and teachers can focus on engaging with learners rather than troubleshooting technology.

The partnership also showed that a multinational like Cisco can be influenced by the needs of a TAFE institution. Cisco prioritised changes to its Moodle integration to work harmoniously with CIT's existing systems, rather than forcing a proprietary solution. Neiberding observed, "We have seen that we can influence a multinational like Cisco through this partnership to really support the outcomes of our students."

For other educational institutions, CIT's experience offers a blueprint: standardisation, teacher training, and a genuine partnership with a technology provider can dramatically improve classroom utilisation, inclusivity, and security. The move to zero on-site support has saved costs and reduced complexity, while telemetry provides data-driven insights for continuous improvement. As TAFE institutes across Australia face pressure to modernise, CIT's approach demonstrates that a student-centred, technology-enabled transformation is achievable—and can be done without sacrificing flexibility or academic quality.

Source: ComputerWeekly.com News