Archive
Posts Tagged ‘sanako-study-1200’
How to terminate Sanako student.exe
2012/12/04
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- Since I am getting search engine hits from the above query on my blog, a quick answer:
- You likely need to terminate the helper.exe in the process manager first, since this service restarts the student.exe, for the good reason that
- you do not want students to opt out of your Sanako class,
- and also in case of student.exe crashes.
- Now here is wondering why you want to terminate it….
Some concrete examples on how to use the Sanako Study 1200 Playlist and Pairing in language teaching
2012/11/27
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From the Sanako-UK Fall 2012 Newsletter – click on the link or article for accessing the full newsletter (Hint: No need to wear suit&tie when using the LRC Sanako; headsets, however, tend to be a required accessory
).
You can learn more here on how to use Playlist and Pairing. Or visit our Fall 2012 Faculty Workshop I: Intermediate Sanako Teaching Techniques and the following Fall 2012 Faculty Workshop II: Clinic on creating teaching materials for use with the Sanako
A classroom-management-system-based emporium to improve tutoring support for Hybrid Spanish students
2012/11/26
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- “[T]o bridge the gap between students’ demand for introductory Spanish courses and adequately staffing”, UNC-Charlotte – using, among others, a UNC-Chapel Hill pilot as a model, which, however, served a different student population and was soon faded out again – introduced a hybrid model for 1st year Spanish:
- Weekly contact hours were cut in half (effectively doubling student numbers per teacher ) ,
- and attempted to be replaced by more extensive assignment of homework exercises/quizzes from the online textbook component
- for lack of own technical resources (p.54), not that the components were designed for a hybrid purpose – but always nice to see language teachers adopt technology for ROI in creative ways when they have to.
- for the same reason of incapability of “adequately staffing”, so that teachers do not have to operate the computers, only those activities from the online components were chosen that could be automatically graded (while the continued reliance of online quizzes on right/wrong black/white schemes instead of at least considering editing distance (maybe reasonably also for foreign language diacritics), not to mention attempts on a truly semantic understanding of student input, makes one wonder if this subset of assignments could effectively and should be left to auto grading).
- and other, auxiliary syllabus guidelines, like:
- taking more advantage of the online textbook component for
- heavier formative testing
- outcome testing
- requiring “oral testing administered two or three times a semester” (p.46, 64)
- increased focus on taking advantage of contact hours by communicating, what is now often deemed flipped classroom pedagogy and used to be called homework preparation
- taking more advantage of the online textbook component for
- tutoring, for students that could not handle the cut in face-to-face time with teacher (note, tutors were from the grad student teacher pool – not all teachers were grad students)
- face-to-face:
- online, during off-hours (weekends):
- seems a welcome extension, and a convenient time-saver
- however, little adoption
- additionally, hindered by a technology change from Wimba to Centra.
- also hybrid? The LRC
- could be host to an emporium like Virginia Tech’s: computerized for access to online assignments, but under tutor guidance;
- could provide the Sanako classroom management and digital audio lab system for making this learning experience even ore efficient. The tutor on teacher station can monitor many students (simultaneously or automatically cycling through student stations at an interval of choice, while stopping interactively where desired) via screen sharing. Interact with any student computer via remote control, with the student over headphones, without disrupting,
- easily escalate presentation of tutor or model student screen and audio discussion of endemic problems to either student group as a whole or subset (meaningful as long as 2 or more students overlap in their assignment activity and have similar issues) via the Sanako – and of course also use the classroom projector.
- Hybrid Spanish clearly constitutes a radical program change, dictated by shortness of funds and requiring measures to efficiency and effectiveness of instruction, upholding of standards, and management of attrition.
Fall 2012 Faculty Workshop II: Clinic on creating teaching materials for use with the Sanako
2012/11/22
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- (Being planned and scheduled, therefore this post is a work in progress, please stay tuned: ).
- As a continuation (and practical application ) of our previous Intermediate Sanako Teaching Techniques Workshop (and a repetition of our Learning material creation Clinic from the summer), we will create learning materials.
- Bring some ideas and materials. The Sanako and entire LRC infrastructure aims to lower the technical authoring requirements.
- We can record remotely, all authoring teachers at the same time, your source (model/question material) which you will be able to distribute as easily (“ loop induction”) from the Sanako teacher station. Bring some questions your students should be able to respond to in L2, and be prepared to read some text that you want them to repeat, for pronunciation practive
- We can author hand-outs for so-called “homework” (actually reading and writing, with supervision and collection by the teacher as easy as the handout): It just takes opening one of our customized LRC MS-Word templates. I will hand out (more loop induction) “homework” files to aid your work. Bring some texts and essay writing tasks
- PowerPoint exam files with visual cues: bring some ideas for vocabulary quizzes.
Categories: announcements, audience-is-teachers, digital-audio-lab, documentation, e-languages, Institution-is-University-of-North-Carolina-Charlotte, learning-usage-samples, Listening, LRCRoomCoed434, Reading, service-is-learning-materials-creation, Speaking, workshops, Writing
MS-Word, sanako-study-1200, templates
How a teacher can use Sanako voice insert to easily add spoken comments to students’ Sanako oral proficiency exams- step–by step
2012/11/19
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- Requirements:
- you need access to the network share to open/save student recordings (this works in your office;
I do not know whether there is technology supported on campus thatthis makes this work in your home office also, - you need to have the free Sanako student recorder Lite installed, here is how: Just “Run” the above link.
- Recommended: in the student recorder, from menu: TBA, set your “default save directory” to the current folder with the student recordings – otherwise you have to change the save as dialogue back to this destination for each file you save.
- you UPDATE: DO NOT ANYMORE need to disable the voice graph (
notcompatible with voice-insert recording; you can, however show the voice graph again when done recording and reviewing the file) - you need to save the student recording, updated with your comments, in the same folder with the same file name as the source (when “saving as” and choosing the name, preferably do not type it, but rather select or copy/paste it. The original file will still be preserved since your version will be saved in a a different format and therefore have a different file extension)
- you need access to the network share to open/save student recordings (this works in your office;
- TBA:you can rewind to listen, and re-record to overwrite comments that you want to revise
- More training:
Protected: Update: obsolete, our faculty simply run http://goo.gl/e0ljX instead of needing to know about: Installation options to choose for installing the free “lite” Sanako student recorder….
2012/11/19
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Sanako Light Recorder insert recording has no teacher track audio, but voice graph?
2012/11/19
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- UPDATE: We reinstalled and this time made sure we restarted the system, and voice-insert is working fine now.
- We are trying to introduce having teachers using the Sanako voice-insert feature to issue spoken feedback into student assessment recordings, since the Sanako Recorder makes voice-insert as easy as
- the (repeated) click of red “speak” button
- and a “save as” (default format MFF preferred).
- On a teacher computer, we recorded and saved as
- either MFF (fast for the teacher to save; we were hoping to have the students download the free Sanako light recorder to be able to play this format;
- or WMA.
- We tested playing back, and hear the student original audio recording, but could not hear the teacher insertion, no matter whether we tried
- in the Sanako light recorder
- or in Windows Media Player.
- Because of the proprietary formats, it is a bit difficult to troubleshoot this. Audacity won’t open either audio format.
- In the Sanako light recorder, we can see the audio inserted in the 2nd track (lower) in the voice graph:
- Is this a licensing restriction? No, even the free light recorder can do this. See here for the installation options to choose when running the studentrecorder.exe on the teacher computer.
- Investigating… Update:
- Must be demonstration effect, as voice insert works fine on my office computer, as expected and it had before.
- Will try the usual suspects when getting my hands on this computer again (refresh, restart, reinstall, replace hardware…)…
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