Archive for the ‘step-by-step-guides’ Category

Step-by-step how to set up a delegate for your mail account in MS-Outlook 2010 on MS-Exchange 2010


We are just using the default options here – explore more on your own, as you wish (e.g. Let someone else mind your busyness). You need to use MS-Outlook – I  don’t see an option in OWA to set up delegate access. But your delegate will carry over to OWA if you prefer to use the webmail client.


Next question: what does the delegate see/do?

How-to for the new Vixia HF M500 camera

Here it is, and available for checkout per instructions here. Also see the video size considerations.vixia-hfm-500

Step-by-step for Basic Recording:




The Parts and Controls of the Camera:


Protected: How to run the LangLabEmailer

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Step-by-step for using Windows Task scheduler, e.g. for automating language lab assessment emailing

  1. Press + R, type “Taskschd.msc”, press “OK”.
  2. On right menu, click “Create Task". To provide students with their assessments and possibly instructor feedback quicker, I run the LangLabEmailer repeatedly after end of business day. I show some settings that you can experiment with.
  3. On tab: “general”, name your task:
    1. clip_image001
  4. Tab: Actions, button:new / window:new action, button:browse, desktop/LangLabEmailer , button:open
    1. clip_image002
    2. clip_image003
    3. clip_image004
  5. Next up: tab:“Trigger”, where you can set your schedule:
    1.  clip_image006
  6.   Finally, access additional (tab:)“Settings”:
    1. clip_image007
  7. Result: image
  8. I advise setting the scheduler to end a prior task if it is found still running.
  9. The above example is using an old ClickOnce distribution of the langlabEmailer– your installation executable will differ and look similar to this: image_thumb1
  10. Troubleshooting:
    1. When a scheduled task fails, an entry gets written to the event log here: Press + R, type “eventvwr.msc”, press “OK: Application and Services Logs /Microsoft /Windows /Task Scheduler /Operational:
      1. image
    2. Watch out for permission problems, tasks that have not been enabled, and disabled task histories (for troubleshooting).
    3. You might also want to dig deeper and schedule a task to alert your when your scheduled tasks failed.

How to organize your email by creating an Inbox rule in OWA

  1. This step-by-step GUIDE was written for filtering emails from our langlabemailer program (they happen to have “Your UNCC-LRC”  in the subject) into a separate folder so that users of the LRC keep the overview:
    1. students (longitudinally, for their language learner ePortfolios) ,
    2. but especially teachers (of classes with up to 36 students, throughout the term).
  2. But you can easily adapt the guide to any other email purpose.
    1. Including other LRC workflows based on emails: LRC resource booking also relies on OWA emails. All email sent from LRC resource mailboxes have “LRC”  at the beginning of the user name and email address.
  3. In short: Options / Create an Inbox Rule / Click “ new” / choose a type / choose keywords / choose folder to sort the email into when it arrives. Or graphically:
  4. clip_image001
  6. clip_image002
  8. clip_image003
  10. clip_image004
  12. clip_image005
  14. clip_image006
  16. clip_image007
  17. clip_image008

How to provide students with blended human/computer-automated feedback on their speaking using a dictation with speech recognition assignment screencast

  1. Teachers often feel there is never enough time for grading students’  speaking proficiency. Fortunately, we can now automate feedback on pronunciation using Windows 7 dictation with speech recognition.
  2. This feature will be  available for 7 languages on Windows 7 in the LRC, here is a demo for a reading exercise dictating German.
  3. An assignment step-by-step could look like this: Students
    1. record a screencast of their dictation,
    2. read a text to the computer in MS-Word,
    3. turn track changes on in MS-Word and correct the text (immediately or after dictation) where the computer could not recognize their speech,
    4. upload their screencast to Kaltura in Moodle.
    5. To grade the performance, the teacher has to review only at the very end of the screencast to see how many corrections the student needed to make (when it doubtabout the speech recognition validiiy, the teacher can easily jump to the screencast segment in question and, if necessary, override the speech recognition).
  4. This could be a regular assignment type since it provides the following benefits:
    1. immediate automated intelligent feedback for the student
    2. little grading overhead for the teacher, so that the teacher can concentrate her work on providing aural feedback on student recorded speech as a highlight maybe twice per term, maybe after mock exams  before a midterm and final exam
    3. some multimedia pieces demonstrating language proficiency for the student’s ePortfolio.
  5. Requirements:
    1. a quality headset (we use Sanako SLH-07Sanako SLH-07 USB)
    2. Windows 7  Enterprise/Ultimate with Language Packs,
    3. knowing how to switch the display language, (optional/recommended:) TBA:a simplified language switching facility,
    4. individual voice training data: speech recognition users have to train the computer  – once, even in a deepfrozen computer enviroinment,  since we enabled you to save this data to and restore it from a flash drive or personal network share space,
    5. a reading text (often authentic texts can be taken straight from the textbook, to fit in with the syllabus, like in this example from Treffpunkt-Deutsch 1st-year German),
    6. MS-Word with track changes
    7. screencast software (we use MS community clips)
    8. a way to submit the results to the teacher (we use Moodle with Kaltura video uploading (example for teachers, students do it similarly), but email could be sufficient depending on screencast length and attachment size allowance).

How a teacher can adapt a Sanako teacher-controlled class recording activity for individual student recordings

  1. Pedagogical need:
    1. A teacher wants her students to record a presentation,
    2. but allow the students to move around freely in their recording afterwards, when evaluating it, and submit the best out of 3 tries:
  2. Technical implementation:
    1. Using Sanako activity:model imitation of differing for multiple groups
      1. offers maximum control, least flexibility: students have to speak their presentation linearly
      2. if you anticipate presentations of considerably different lengths
        1. first try asking your students – might be useful to them anyway to realize if theirs turns out to be much shorter than others,
        2. if students are unsure about the length of their presentation,
          1. conduct the first recording with the entire class and
          2. have students note what time their recorder time counter is at when they finish, and send you the time as text via the button:envelope
          3. group your students (grouping step-by-step) into Sessions A-F by incrementing  time according to what the student icon bubble shows
        3. then differentiate class into as many groups as necessary (if <= the 6 “sessions”A-F  Sanako Study 1200 offers) end the recording at a different time for each group
      3. for each group (one or more up to 6),
        1. choose from dropdown activity:  model imitation recording
          1. and from dropdown: source: none) with more than one group at a time,
          2. and (optionally) for not more than one group at a time (suggest choosing the biggest group for that) from (dropdown: source: file )  the  background noise to play
        2. and after each group’s allocated time (+ buffer) is up,
        3. press button:end to end the recording
        4. after collection of the recordings from students is finished, you can
        5. press button:replay image, to let each student listen to her recording (linearly, without control), and
        6. press button:free image, to let  students freely move back and forth on the timeline)
        7. eventually, press button: clear, to be ready:
      4. for tries 2 and 3: repeat above steps.
    2. using Sanako activity: self access:
      1. provides
        1. the teacher some  control (none over this turning into more of an editing than coherent language practice exercise),
        2. and students more flexibility (hence requiring prior recording training for students);
      2. students individually
        1. record
        2. move around freely in the file
        3. replay
        4. record over prior footage and/or start completely over  (menu: File / new)
        5. press button:envelope to text message the teacher that they are finished and want their (final )  recording to be collected by the teacher
      3. teacher
        1. moves signaling students into a group  (grouping step-by-step) that is
          1. dedicated for collecting recordings (TBA:does this not empty their buffer?)
          2. and button:pc control: locked (= no further or accidental changes)
        2. once an appropriate  (compromise between finished students wanting to leave and teacher not having to collect each recording individually) number of students have been added to this group, presses
          1. button: end to collect and
          2. button: clear session to clear the button
        3. assesses the recordings in the folder that opens with audacity;
          1. in case of problems, moves students  back to the group dedicated to recording
          2. else lets students leave