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Posts Tagged ‘sanako-lab-300’

Sanako Lab 300: Pairing and some basics

In the spirit of ‘Better improvised instruction and information distribution than failing classes in the lab”, I recorded a 1-on-1 instruction on how to pair students, including some other basic Lab300 features into a 5-minute screencast with voice over  (open with Windows Media Player): sanako-lab300_pairing-and-basics.wmv

For an overview, see the following table of contents (when reviewing the video before starting your class in the Lab, search your webmail for the link to this instruction.)

  1. Not shown: teach students once and for all: always log in first;
  2. Grouping setup pane (all into L, then into A, excluding unused seats);
  3. Pair discussion setup pane (button: select for manual pair select mode);
  4. Not shown: teacher should use button: duo launch to facilitate student control of audio;
  5. Within group A pane , teacher uses button:transfer, changes program source to audio cassette:
    Pair discussion setup pane : “re-pair”, using button:cancel all, button:random to have Lab 300 software choose pairs;
  6. Within group A pane , teacher uses button:headphone for talking to group (not shown: remember to undo when finished!)
  7. From classroom layout: teachers clicks student icon to bring up student pane;
  8. From student pane, teacher views student screen, listens to student (or pair), uses student button:intercom for talking to student (or pair);
  9. From top menu: Other / thumbnail view of group: teacher brings up Mosaic window, to monitor (“police”) entire group screens; translates what you see to individual student, and uses button:lock (keyboard, screen or both) to prevent students from not staying on task [Demo this in first lab class to your students, using the screen projector , and hopefully they will hopefully stay on task];
  10. From menu: Other/ thumbnail view of group, teacher brings up Mosaic window and double clicks student screen to control individual student computer (e.g. to close a web browser – another way to police, less effective, but possible; better used for collaboration) . [Better policing options can be set up in the using the Lab300 web browser).

How Teachers grade Student recordings from the Sanako Lab 300

  1. Teacher on their office PC (MAC users talk to OTS at loyola.edu) can press  windows-key+e, and in the window, that opens,
  2. browse to the student mp3 recordings in the “studentcollect” folder or in “their” folder on S:\[put teacher name here] (no S: drive on office PC? read the “Shortcuts” section on http://plagwitz1.spaces.live.com, right hand side, under my portrait),
  3. open the student recording file, either by doubleclicking to, presumably, open it in  Windows Media Player, or, preferably, by selecting multiple files, right-clicking and chosing “Open with” to open them for comparative grading in Audacity).

How students make audio recordings using Sanako Lab300 Media Assistant

  1. Open Sanako Media Assistant
  2. Click Button:Record
  3. Say what you have to say, into headset mic
  4. Click Button:Stop
  5. Menu: File / Save As
  6. Browse to your teacher’s folder
  7. Per your teacher’s instructions, name the file
  8. Leave the default  format as is (mp3) and click button:save
  9. Allow the assistant to finish saving
  10. Click Button: Play to review your recording, using the headset
  11. If you need to redo the recording, click menu: File / New
  12. Start over.

How to configure a re-imaged (syspreped) Sanako Lab 300

2009/09/17 1 comment

1.    On each of the 30 student computers in the main lab MH441, log in as user “llc-staff”.

2.    In the Windows taskbar, click “start”, “run”, type: “c:\Program Files\Sanako\Lab\Lab300\duo\config.exe”, click “OK”.

3.    In the “Media Assistant Duo” window that opens, change the field “Workstation number” to the last (one or two: omit leading zeros) digit(s) of the white label at the edge of the monitor that you are working at:

4.   

5.    Click button “Finish”, then restart the computer.

Bonus hint:

If your lab goes down again in the middle of the term, check whether your IT department has set up new computers on the sub-network whose network names conflict with the Crossroad naming scheme of the Sanako Lab 300, as seen in the above dialogue and set in the Lab 300 crossroad settings dialogue. 

Sanako Lab300 Final exam: Movie listening comprehension with grammar, vocabulary cloze

2006/04/04 1 comment

Here is a raw (unedited) video of a final exam in a German 202 class.

It was delivered with Sanako Lab 300 in a synchronous face-to-face teaching environment.

Students (re)viewed a movie (Lola rennt), while doing target language subtitle-based with self-developed (MS-Word templates using VBA) fill-in-the-gap exercises on grammar and vocabulary – listening comprehension.

Apart from the teacher managing the exam distribution on the Sanako Lab 300 Teacher computer, you can see the teacher watching the students taking the exams – each thumbnail with subtitle text in the Sanako Mosaic window represents one student computer.

The students get the benefit of AI:  lookup of internet resources (which is enabled through VBA with double-click on words in a subtitle which leads to the default dictionary, in this case set to http://dict.leo.org), as well as a dropdown menu with more advanced Dictionaries and Encyclopedia.

The students also get the benefit  of immediate AI feedback to their input – better basis for learning than receiving a corrected homework or exam in a, time-wise, complete disconnect from the learning activity (and the feedback is faster than if it were web-based, since it is local to the client computer).

The teacher gets the benefit of an easy overview of students learning, of routine corrections being performed by AI in the exercise template, and, where s/he finds additional guidance is needed – even if not in this outcome exam situation, then during similar preparatory face-to-face activities – , can  – with the help of the Sanako audio and student computer remote control system – immediately connect  to a student for additional instruction at “teachable moments” (Example here).

How AI and human intelligence can blend in the language lab to form personalized instruction

image

  1. An example from long before mobile computing but still: While I personally like communicative uses of the language lab infrastructure best (pairing, group conferences, with recording,  screen sharing, collaborative writing),
  2. the above (click image to download and play WMV video, also on MAC – sorry, file won’t transcode) may be the 2nd best :
    1. The student is engaged
      1. primarily with a listening (comprehension) exercise using authentic target language media (German chanson),
      2. also with some light writing (recognition of vocabulary words)
      3. and receives automated feedback in response form quiz template.
    2. The communicative aspect is added
      1. through seamless, effortless, surgical and last not least private teacher intervention or “remote assistance”
      2. when the teacher (“automonitoring” all LAB300 students one after the other) notices from afar (even though thumbnail-sized, hence the large fonts of the quiz template)
      3. how the current automated error feedback may not be enough of an explanation, but may have created “a teachable moment”:
      4. Student heard phonetically correctly, but not etymologically. German “Fahrstuhl”, not “Varstuhl””: literally a “driving chair” – after this little intervention, likely a quite memorable compound.
    3. A good example how language lab computers need not get “in between you and your student”, but connect you – just like has become an everyday reality, in the meantime, in the social web world.