--- Forwarded Message from "Read Gilgen" <[log in to unmask]> --- >Date: Thu, 23 Dec 2004 08:42:44 -0600 >From: "Read Gilgen" <[log in to unmask]> >To: <[log in to unmask]> >Subject: Re: #7754 Wireless Computers in the Clasroom We have a fair amount of experience here, and you've identified the number one issue with using wireless in the classroom. In the beginning (hmmm...), we took the devices to the classroom and set them up. We wanted to know the process so we could develop training materials. What we learned was that (a) instructors immediately became dependent on us, and wouldn't learn enough about the devices to be self sufficient, and (b) there are enough "gotchas" in connecting with and using wireless that inordinate amounts of class time could be spent just trying to get things to work. For many instructors, this made it not worth the effort. In some cases, "resistant" students would even mess things up on purpose to make the planned 15-minute activity consume the entire class period. However, in some classes, things worked very well and the instructors and students are very happy. Off the top of my head, here are a few things we've learned and plan to address: 1. We created tutorials for the students. They come to the lab and work with a device (remember, we're using handhelds, probably more than regular laptops) prior to their class period. We notice that those who have done the tutorials are right on task, and it's very evident when a student hasn't done the tutorial. 2. Instructor buy-in is extremely important. We can't say enough about this. If the instructor knows what he/she wants to do and why, the enthusiasm and firm direction rubs off on the students. Things tend to go more smoothly in these cases. 3. Instructor preparation is equally important. Too many instructors seem to view the activities (often chat exercises) as something to fill some time, and don't prepare students prior to the activity, nor follow up and integrate what they're doing after the activity. 4. We're dismayed at how unwilling some instructors are to learn about the devices themselves. We feel they could do it on their own, if they'd only try. We're also working on strategies they can use, such as identifying a couple of students who can help other students when there are problems. Again, regular faculty who do this seem to have fewer problems (it's their idea) than TAs teaching sections of a course where their coordinator has told them to do it. Getting everyone on board is one of our challenges. 5. We're also working on making the wireless component as bullet-proof as possible. This isn't easy since the OS and devices aren't real good at making things bullet-proof. Finding the strongest signal, connecting and staying connected, etc., are not always easy. Sometimes, for example, we can get 22 students connected just fine, but two can't connect. Those two disrupt the whole process since you can't proceed unless everyone's connected. We take a couple of extra devices and try to just quickly get them on, but that doesn't always work either. Having listed some of the issues, and thus far sounding rather negative, I should say that on the whole the experiences have been positive. In extensive surveys we have found that generally both students and instructors are very positive about what they have been able to do with wireless devices. That positive almost 100% correlates with instructor buy-in. And back to your original question <grin>... we are BOTH the instructional technology and technology support persons. I hope this has been of some help. I'd be glad to chat on the phone or to follow up here if you have questions. **************************************************** Read Gilgen Director L&S Learning Support Services University of Wisconsin - Madison (608) 262-1408 [log in to unmask] http://lss.wisc.edu >>> [log in to unmask] 12/22/2004 1:09:01 PM >>> --- Forwarded Message from [log in to unmask] --- >From: [log in to unmask] >To: [log in to unmask] >Subject: RE: LLTI Digest - 17 Dec 2004 to 21 Dec 2004 (#2004-139) >Date: Wed, 22 Dec 2004 09:36:53 -0500 We have just begun to use wireless computers in some of our classrooms, and are trying to figure out the "best practices" for maintenance and troubleshooting. The computers are kept in a locked room, in a wireless cart, and can be reserved by faculty for specific times and rooms. We deliver the cart to the requested room and leave it there, then pick it up after the class is over. One of the big challenges we've discovered during the course of our pilot program is that of troubleshooting the computers when they're in the classroom. As some of you probably know from your own experience, there's a fairly wide divide between Instructional Technology and User Services (the Helpdesk). While neither group has any particular expertise with wireless--we're all learning as we go--Instructional Technology folks tend to concentrate on the pedagogy of using the equipment, where User Services concentrates on the hardware. What do other schools do? Who's on the "front line" when it comes to classroom calls for wireless problems? Thanks. And have a great holiday season! Cheers, Sue Susan Breeyear Assistant Director, IT Instructional Technology Center St. Michael's College Box C, One Winooski Park Colchester, VT 05439 802 654-2821 *********************************************** LLTI is a service of IALLT, the International Association for Language Learning, and The Consortium for Language Teaching and Learning (http://consortium.dartmouth.edu). Join IALLT at http://iallt.org. Otmar Foelsche, LLTI-Editor ([log in to unmask]) ***********************************************