--- Forwarded Message from Deanne Cobb <[log in to unmask]> --- >From: Deanne Cobb <[log in to unmask]> >Sender: [log in to unmask] >Date: Fri, 23 Mar 2001 09:45:31 -0600 >To: LLTI <[log in to unmask]> >Subject: lab console >Priority: NORMAL Ed, We have two computer labs. One is a Sony Console lab for listening and speaking, complete with Elmo, t.v.s, VCR, CD-player and Analyzer for Multiple Choice tests. The other is a computer lab, whose aging audio system has since been taken out of commission and been replaced with digitized audio that cannot be controlled or monitored by a larger system. What we have found is a definite division between the labs. The lab with the console is strong for listening and speaking. (All the features of the lab are used.) The computer lab is strong for multi-media work and access to on-line resources. It also has very clear audio sound and decent video capabilities. I guess what is particularly interesting about our situation is what we are finding is happening in our computer lab. Because there is no inter-active console for the lab assistants, we are finding that increasingly, the lab assistants are not filling as influential a role as once before. When we had a console, the lab assistants could listen to oral production and help with pronunciation much more effectively. However, more importantly, the students viewed the lab assistants as a more integral part of their lab experience. They were much more regarded as the instructors and as supervisors as well as a resource. Activities were more controlled and students tended to treat the lab more seriously. Now we have increasing problems with keeping students on task. Students ask fewer questions. Lab assistants have more difficulty hearing an individual student's oral production and therefore has more difficulty helping them. In fact, in some cases, students will view them as merely there for technical assistance. And the lab is viewed more as a self-study rather than as a required hour of learning. We are still struggling with how we might increase lab assistant/student interaction while still making use of the "lab" features and avoiding slipping into a classroom. There is a definite insistence on moving into a new modern, but fully equiped lab as soon as possible. I hope that this helps. Good luck on your search for a solution. Deanne Cobb University of Regina -----Original Message----- > From: LLTI-Editor [SMTP:[log in to unmask]] > Sent: Wednesday, March 21, 2001 8:26 AM > To: [log in to unmask] > Subject: #6020 lab console > > --- Forwarded Message from Edward Dixon <[log in to unmask]> --- > > >Date: Tue, 20 Mar 2001 15:31:00 -0500 > >From: Edward Dixon <[log in to unmask]> > >Reply-To: [log in to unmask] > >Organization: Georgetown University > >To: Language Learning and Technology International Information Forum > <[log in to unmask]> > >Subject: lab console > >References: <[log in to unmask]> > > ------------------ > Dear Folks, > > We, meaning Bettina and I, are in the process of spending money to turn > our Sony LLC9000 classroom into > a computer classroom. Although the system isn't ancient, the amount of > renovation needed in the room > for accommodating computers has brought us to the conclusion that we > should either replace the current > Sony console system with a new digital system or get rid of the console > completely. The decision to > replace or trash depends upon faculty input. We've organized a faculty > committee, are currently making > site visits with faculty, and will soon be inviting vendors to do a > demonstration to help faculty and > us make an informed decision. As part of the information process, we would > be very interested in > hearing stories from the field with regard to faculty use of the console > as a teaching tool in the > classroom. Basically, we would like to know, if the console is collecting > dust or is it being used as > it was intended, i.e. for interactive teaching / learning, modeling, > pairing, monitoring, etc. You can > send your stories to me directly or to the list. > > Thanks, > Ed Dixon > [log in to unmask]