Innovative Teaching Room

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17 Νοε 2013 (πριν από 3 χρόνια και 4 μήνες)

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Innovative Teaching Room
Technologies

Chris McKenzie

Assistive Technology Adviser

University of Strathclyde

7
th

International Conference on Higher Education and Disability, Innsbruck, Austria



Innovative Teaching Room Technologies



Introduction



Visual Display Equipment



Audio Equipment



Live Remote Captioning



Automated Video Capture (‘web lectures’)



Video Streaming & Captioning



Conclusions


Introduction

The University of Strathclyde



‘A place of useful learning’






John Anderson, 1796

Introduction



Around 3,200 staff



Around 26,000 full and part time students



Currently around 1000 Disabled students known to the
Disability Service



Approximately 200 centrally managed teaching &
learning spaces across 2 campuses.



Over 700 departmental teaching rooms



Most equipped with Audio Visual Technology


Visual Display Equipment

Innovative Teaching Room Technology

Visual Display Equipment



Initial Position


No clear consensus among teaching staff


Need to develop an agreed standard:


Enhance Teaching & Learning experience


Improved Technical Support


Efficiency gains




Disabled Students and Staff


Visual Display Equipment



No clear consensus among teaching staff...


Image of a standard central lecture hall, based in the Engineering
Faculty. There are 2 high quality data projectors, 2 electronic
screens, document
visualisers

and a room control system. On one
side of the lectern there is a piano.


Visual Display Equipment



Impact Assessment Process


Using newly developed Impact Assessment guidelines




Identify aims of the practice



The use of Visual Display equipment in teaching and
learning




Consider data


Viewing Angles and distances from surface


Information from Service Managers


Information from Academics


Student feedback


Visual Display Equipment



The Impact Assessment findings demonstrated that:


72% of students wanted to see Blackboards used less,


43% wanted less use of whiteboards and


86% wanted less use of OHP's.




Alternatively:



71% of students
strongly agreed
and 29%
agreed

that the
Document Visualiser was easy to see from everywhere in the
room,


86%
strongly agreed
and 14%
agreed

the same about computer
data projection,


72% of students wanted to see the Document Visualiser used
more and,


86% wanted the data projector used more.


Visual Display Equipment



Conclusions


Flexibility is important


High quality electronic visual display is most
accessible


Data projector


Plasma/LCD screen


Availability of electronic copy crucial



Visual Display Equipment


Room Control Systems


Touch Screen


Wall Mounted
Buttons


Need for support in
infrastructure essential



Visual Display Equipment

This image is a screen grab of a typical touch screen room control
system. The room has 2 data projectors that can be independently
connected to any device, either built in to the room system (e.g. DVD
player, PC, CD player, Document
Visualiser
) or external (e.g.
Laptop, iPod).

The lecturer chooses which device they want displayed on which
screen (can be the same on both if desired) by touching the
appropriate on screen button. The system then automatically
switches devices on and connects them. The system can also
control microphone levels and room lighting, as well as giving room
information to the lecturer (such as fire safety information, and
nearest accessible toilets).

Each room system is customised for that room, and can be
controlled from a central point if required.


Audio Equipment

Teaching Room Technology

Audio Equipment



Room Specification


Based on room size


Installed microphones


Radio microphones


Sound Reinforcement


Loop systems




Teaching Room Audio Survey


Intended to compliment Visual Display Equipment
Assessment


Audio Equipment



Student Survey


Delivered online to all current students


Option to remain anonymous


‘User
-
centric’ focus on user experience


Audio Equipment Survey Results

During classes can you hear the speaker comfortably?


90% Yes, 8% No

90%

8%

0%
20%
40%
60%
80%
100%
Yes
No
Audio Equipment Survey Results

Is the speech easily intelligible?


90% Yes, 8% No


90%

8%

0%
20%
40%
60%
80%
100%
Yes
No
Audio Equipment Survey Results

Do you have to sit in specific areas of the room to hear
clearly
?

29% Yes, 68% No


29%

68%

0%
20%
40%
60%
80%
Yes
No
Audio Equipment Survey Results

Would your experience in some classes be improved by
better audio amplification?

74% Yes, 25% No


74%

25%

0%
20%
40%
60%
80%
Yes
No
Audio Equipment Survey Results

Do lecturers always use the available microphone and
audio system?

12.5% Yes, 87.5% No


12.5%

87.5%

0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
Yes
No
Audio Equipment



Strong agreement that speakers could be heard during
class



However, results showed that almost 1/3 of student
had to sit in specific areas to hear clearly



Over 70% felt that the teaching experience could be
improved by better use of audio technology



87.5% reported that speakers did not always use the
available systems


Live Remote Captioning

Teaching Room Technology

Live Remote Captioning

What is Live Remote Captioning?



Service for deaf and hard of hearing students



Live speech converted into text


How does it work?



Audio transmitted to captioning studio via mobile
phone



Captioner uses voice recognition software to re
-
speak



Text returns to students laptop within seconds


Live Remote Captioning:
Technology

Image of our Live Remote Captioning Hardware.

Housed in a custom carry
-
case:



lapel microphone


Radio transmitter microphone


Audio distribution box


Spare batteries


System documentation


Mobile phone


Mobile phone charger

Live Remote Captioning:

Why was it introduced?



To explore an alternative to the current services i.e.
electronic notetaking, speedtext and manual notetakers




Aim is to improve reliability, flexibility and scalability of
services for students


Mobile technology


Accessible for numerous students simultaneously


No travel required


Remote institutions


Video Clip

Live Remote Captioning in use

Live Remote Captioning:

Service Development



Liaising with Service Providers


Initial work in Australia




Sourcing equipment


Audio
-
visual expertise in
-
house




Testing


University of Strathclyde


University of Aberdeen




Consultation with Scottish Government



Co
-
ordination of service


Live Remote Captioning:

Trial



Rolled out September 2009, Completed June 2010



2 students, 2 departments, 2 campuses



Accuracy of transcription excellent



Positive student feedback



Initial technical issues overcome



Ongoing improvements


Video Clip

Student Feedback


Live Remote Captioning:

Next Steps



Improving service




Presenting success of trial to Scottish Government




Going beyond Strathclyde




Procurement issues


Automated Video Capture

‘web lectures’

Teaching Room Technology

Automated Video Capture

(web lectures)



Introduction


Introduced in 2005/06


Initially a pilot project within Faculty of Education



Background


Managed by Learning Services


Around 140 recordings per annum


Fixed installations 2007


Installed systems less obtrusive


Faster turnaround of video onto server


Automated Video Capture

(web lectures)



Technical specifications


Installed system


Portable systems


Windows Media Format


Process


Integrated with Virtual Learning
Environment



Transcriptions & Captions


Automated Video Capture

(web lectures)


Feedback


Initial concern about attendance


No significant drop in attendance demonstrated


Could students film classes themselves?


Fixed systems only work perfectly if they are
installed everywhere.


Only as good as infrastructure that supports it.


Video Streaming & Captioning

Teaching Room Technology

Video Streaming & Captioning



24/7 access to video resources


Access on and off campus


Flexible approach to learning



Searchable Database (eStream)


Large volume of data, with user control


meta data (including deletion date)


Intellectual Property/Ownership/Copyright



Transcriptions & Captions


Outsourced


Expensive!


On Demand/Track Disabled students?



Moving past technology?



Conclusions

Teaching Room Technology

Innovative Teaching Room Technologies



Accessibility requires partnership working


Disability Service,


Learning Services,


IT Services,


Estates Services,


Students






Innovation doesn’t need to be complex



Student opinion matters!


Innovative Teaching Room Technologies



Questions?




Contact details:

Chris McKenzie

Assistive Technology Adviser

University of Strathclyde


chris.g.mckenzie@strath.ac.uk