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Protected: LRC à la carte II: Choose from our start-of-term class inductions

2014/07/15 Enter your password to view comments.

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Positioning of Language Lab PCs needs improving

2014/01/11 3 comments
  1. Update: We worked around the issue with a male/female USB extension cord (black) to connect the Sanako USB connector (blue) into, this way, the whole setup can be aligned with the rear of the PC and won’t stick out and get in the way: image
  2. Problem: Rear connectors of computers get disconnected or even damaged. Input  (keyboard, mouse, microphone) and output devices (headset) get disconnected connected and therefore fails to work. Damaged equipment needs to be ordered and replaced, at considerable cost of time and money ($TBA per Sanako cable). It is too time-consuming to test equipment functionality (30 headsets and mice and keyboards) before each assessments and exam.
  3. Example of student in seat: CIMG0016
  4. We have observed these and similar damages regularly:
    1. CIMG0020
    2. CIMG0019
    3. Cause: Our language lab computer desks and rows are too narrow, for individual student sitting in front of the computer, not to mention classes moving in and out of their seats
    4. Other requirements:
      1. We need to have equipment plugged in the rear connectors of the computer and cable-tied to prevent students from trying to adjust or “fix” computers by re-plugging the equipment (often improperly, making them fail to work), and also because there is limited desk surface in front of the computers, given keyboard and mouse need to fit in front.
      2. For the functionality of the Sanako digital audio language lab system, we especially need to make sure,  that the headset is plugged in on the same USB port in all computers.
    5. Solutionsthat we have
      1. already tried
        1. we have tied down the connectors with cable ties, but this has not worked sufficiently.
      2. yet to try: is there a way
        1. to permanently attach computers in a different, safer position on the existing furniture?
        2. or to buy and install different furniture, computers seated under desks inaccessible for end user and locked?

A few examples of recessed aka downview computer screens in face-to-face learning environments

Receded computer screens would save us having to rename the LRC  learning environment from “face-to-face” to “face-hidden-behind-screen-from-face”, Smile and are especially good for communicative language class activities that are not computer-mediated, but only –aided. Receded screens also provide pretty good privacy, and are essential for written exam integrity.

receded screens monitors under desk-cropped

monitor_lcd_under_deskmonitor_under_desk

Newer design claim ergonomic problems of older designs and are not as recessed, but make it easier to cheat in exams:

image

Labstar Desk

Categories: furniture, Photos, proposals Tags:

Setting up tutor support for Hybrid Spanish in the LRC, from 1-on-1 to Emporium

  1. The LRC can answer the Hybrid Spanish need to move tutoring into the LRC in a variety of ways, depending on scale of need:
  2. immediately on a small scale, using its small group rooms:
    1. 1-2 seats next to the tutor (lrcroomcoed433d) plus space for 1-2 students to wait in line (lrcroomcoed433). Group room 2 is the one along the wall next to the door. Not more than 2 students will fit there – on the sofa – at a time, with the tutor sitting at the desk. Since there is no space, other students cannot crowd the space/hog the tutor, but will be forced to move.
    2. Other Hybrid Spanish students can line up in lrcroomcoed433 (what we made into the “iMacs Faculty” room for you), and work in the online textbook while they wait online even when the other tutors (which we are going to move in there for you, see room calendar) use up the iMacs next to the door.
    3. The group rooms are merely my personal “hack” to make the LRC fit the changing departmental needs better. Our renovation proposal asked for more standard facilities, but we could secure only a couple of man hours to move our existing furniture. The hacked group rooms are small (photo included here), not (unlike proposed) sound proof and that the area in front of the reception desk with 3 customer lines can get rather busy when assistants help students, faculty and tutors. The LRC help desk constantly has students and teachers asking for help and checking out equipment, media, and starting proctored quizzes, sometimes in lines.
    4. Whiteboard: the department has installed the whiteboard in lrcroomcoed434 last year. Hybrid Spanish can use it there, or if the department has the funds, they could buy another and install it in group room 2. In the group room, for 1 on 1 tutoring, Hybrid Spanish could use the computer instead. Would it help at all Hybrid Spanish if we installed a 2nd screen, keyboard and mouse on this computer?
    5. in person sign-in“: I’d be more than happy to help Hybrid Spanish look into how the LRC calendars could be used for students signing up for time slots with tutors, in a location easily readable and writable to all students – I have been meaning to do this for a long time for our tutors that are in only for a few hours per week. However, the need for setting up a restrictive sign-in could be alleviated by having a line where students at least can continue working on online Puntos at a a computer by themselves (=lrcroomcoed433), or, even better, can flexibly work on online Puntos , get help from a tutor, continue working on online Puntos, ask more help from a tutor.
  3. on a medium scale:
    1. If Hybrid Spanish need to accommodate more than 4-5 students – combined tutoring and lining up – at a time, I’d recommend using up the right half of the main classroom lrcroomcoed434 for this, even if not for a supervised/blended human/online homework session using the Sanako.
    2. Hybrid Spanish tutors could just move between the computers pedestrian-wise, manage the queue of students manually etc. At least Hybrid Spanish would have plenty of space to accommodate all students that show up, including the pile-ups we have experience.
  4. Large scale via “hybrid tutoring” using Sanako:
    1. On a larger scale (which we may encourage tutor-seeking students to create once they see we are able to scale this way), I could show Hybrid Spanish tutors how they could use the SANAKO to monitor and help students via screensharing, manage a queue of students “calling” for help (including the students seeing how they progress in the queue), send text messages and webpages to students, or fully remote control their computers to help or collaborate with them. Tutors can also form groups to address more than 1 student at a time, address all students present via the Sanako, or simply use the projector to demonstrate to them all. Or, as said, use the lrcroomcoed434 whiteboard (it is at the other end of the classroom from the teacher podium, we should change that, lots of teachers want to rather see their student’s faces when lecturing, they can see the students’ screen now through the Sanako).
    2. Hybrid Spanish students would not have to leave and with the SANAKO (or without, but not as easily) could queue up to ask questions, when they need to, or even be proactively monitored and helped by the tutors, I realize that our tutor are students also and that we do not want to overtax them. I do not know why Hybrid Spanish students hang around. However, the emporium at other universities was introduced as a go-to area for students that feel lost. The LRC would love to be that go-to area for language students here, provided we have the tools to help the students find their way – I think we have some, and would love to show Hybrid Spanish how Hybrid Spanish can take advantage of them. Of course everything that involves 1600 students per term needs to be carefully planned, especially with our limited seats in the LRC.
    3. When we last tried to share the classroom with Spanish tutoring, we had incidents with teachers no wanting the tutors there, while the tutors were unwilling to move. This is why the LRC set up the group rooms in the first place. In addition, the LRC online calendars now allows the teachers to book, or cancel booking, the room on the fly, and the tutors can see this calendar on the fly. Improved communication on sharing should allow for increase in actual usage of Lrcroomcoed434, without stepping on each other’s feet: they can be prepared to move back out to their group room, when the teacher moves in (and the SANAKO allows the tutors to also force the log out of their students form the lrcroomcoed434 computers for the class moving in). We would then not formally book the classroom for Hybrid Spanish, but rather still the group room, and rely on Hybrid Spanish students moving to the group room for the time slots that classes are scheduled in the classroom (easy enough to see in the LRC calendars, either from the calendar links on the LRC homepage, or by subscribing from NINERMAIL).

Face-to-face-teaching exam using Sanako Study 1200

  1. Sanako Exam is an add-on at additional cost and not currently available in our setup.
    1. Sanako Exam teacher-created content is stored locally, file management beyond that is up to the user. This makes such polls less portable, but potentially sharing within a department might be easier.
    2. Student Results can be identified by student, and saved.
  2. View here a screencast demo of how a Sanako Exam can be
    1. authored and
    2. deployed.

LRC Renovation Proposal: Add small group collaboration spaces by consolidating equipment storage and circulation

  1. Objective:
    1. to support new requirements in LCS
      1. increased and further increasing 1-on-1 tutoring and small group collaboration spaces for the (current) hybrid Spanish program and  tele-taught LCTL (imminent: Hindi) programs,
      2. collaborative presentation and multimedia (e.g. ePortfolio projects) in other languages,
      3. circulation of multimedia equipment to teachers and students
    2. with
      1. small group work spaces
      2. which we free up by streamlining the workflow (cope with higher traffic, keep accurate records, monitor repair state  and provide hands-on instructions) for the increased tech equipment circulation needs (and to make up for one lost office)
  2. Action proposed:
    1. centralize circulation desk & materials in COED436, with storage, student assistants, supervisor in fishbowl, and walkup circulation counter;
    2. equip the freed-up spaces 431,433&435a/b with furniture (portable walls, seats,desks,insulation) and technology (power, internet access) for tutoring&small group work.
  3. Illustrations:
    1. inspiration from other institutions:
      1. Shared computer screen small group collaboration spaces
        1. UNCC Atkins library installation by TBA: We would need better sound insulation to accommodate multiple tutors and groups for currently 12 languages taught:uncc atkins-library-shared computer atkins-library-groupworkspaceCIMG0006CIMG0008
        2. Rhodes College. We would prefer booths with tables (for laptops, notebooks) to easy chairs.rhodes-college-small-group-screen-sharing-CIMG2049
        3. Computer science collaboration spaces, Durham University, UK. For foreign language exchanges, we would want better sound proofing:durham-university-bristol-conference-2008-BILD1393durham-university-bristol-conference-2008-BILD1394shared_screen
        4. Rhodes College. whiteboard writable walls would be excellent space savers for small group workspaces: college-wall-doubles-as-whiteboard-CIMG2023 Stitch
        5. The Atkins library videoconferencing facility: For small groups in (many different) LCTL, one would better set up a more intimate facility with better audio, possibly with facilities for directed audio channels and possibly breakout groups which are a requirement for SLA classes.  tele-teaching-atkins-143
        6. Loyola University language resource center library walkup counter with one computer shared between staff and client (the LRC would want 2 computers, to serve 2 lines)sample-language-center-walkup-counter-PICT0007
    2. to document our current facilities:
      1. To the right: Coed 434 (large classroom). To the left: Coed433 (reception area part which should be converted into 2-3 small group workspaces:
        1. coed433-CIMG0001 Stitch
        2. coed433-CIMG0016 (2) Stitch
        3. coed434-coed433-partial-IMAG0113 Stitch (7000x1468)
      2. Rooms to be converted into small group workspaces:
        1. Storage Coed435a, to become teleconferencing or pair workspace:coed435a-CIMG0058 Stitch
        2. Storage Coed4355b, to become teleconferencing or pair workspace:coed435b
        3. Storage Coed431, to become small group workspace:coed431-CIMG0038 -Stitch
        4. Coed436, to become consolidated storage area and office: coed436rear
        5. lrc-coed436
        6. Or use this as a stopgap:

Interpreting Lab Upgrade: Requirements and Vendors (Presentation 2009-07)

Screen-cast of my Slide Presentation: londonmet-interpreting-lab-upgrade-presentation1.wmv

Table of Contents:

00m:30s

Requirements For A Conference Interpreting Training Installation

07m:20s

Flowchart Digitization Of Learning

18m:00s

Vendor Solutions Categories

19m:00s

Vendor Solutions: Conference Interpreting Category

21m:50s

Vendor Solutions: Classroom Management Category

23m:55s

Vendor Solutions: Classroom Management Category: Face To Face Teaching Flowchart

29m:25s

Vendor Solutions: Classroom Management Category: Comparison

30m:30s

Vendor Solutions: Classroom Management Category: Synchroneyes

32m:30s

Vendor Solutions: Conference Interpreting Category: Braehler

36m:00s

Vendor Solutions: Language Lab Category

37m:24s

Vendor Solutions: Language Lab Category: Artec

59m:10s

Vendor Solutions: Language Lab Category: Sanako Lab 100 Sts

73m:30s

Vendor Solutions: Language Lab Category: Sanako Study 1200

87m:20s

Vendor Solutions: Language Lab Category: Sony Virtuoso

102m:20s

Summary & Question Period

105m:25s

Audience Feedback On Presentation