From a host and a teaching perspective, it was a very interesting exercise. It was semi ad-hoc, the topic having been chosen from a problem posted by another forum user and fleshed out slightly to provide a reasonable amount of teaching material.
Like most things that are taught, it's always much quicker to simply tell or provide the solution rather than complete a live working example but I think that seeing even a task as short as this built in real time provides more understanding that the aforementioned methods.
The technology to achieve this worked surprising well. Having worked with remote assist programs (PC Anywhere) and previous found them rather sluggish in response, it was pleasant to hear that the screen casting was smooth enough to learn from.
As explain above, I ran the session from two monitors - the reason being that cast, IMHO was better suited to a full screen 1024 x768, but I still wanted to view the DD controls and message boxes. This set-up also allowed me to see the cast as another participant which was both helpful and disconcerting.
The helpful aspect was that, whilst most of us intuitive do something, this is too fast for a decent lesson. Physical teaching allows you to gauge the understand through eye-contact, but modelling via this technology it's too easy to move too fast. By using the dual set-up you can pace the lesson more effectively.
However, it's disconcerting because your eyes are constantly switching between the control screen and the observing screen. But having tried to run a cast on a single screen - I opt for this any time. The possible alternative, is to activate the audio functions but again without the feedback of the screen screen, you could easy over pace or miss a problem.
Personally, I would love to see some annotation tools for the cast that allowed highlighting, text, etc overlayed. Opus - makes it fairly easy to do this anyway, but a built in system would be nice as well.
From a technology side, I was running this from a quad machine (4x3.2Ghz) with two cores allowed to the second (virtual machine). Both used XP SP3 and each had access to about 1.5GB of memory. Everything ran smoothly even when the screen recording of the VM was activated as a test.
The graphic is a humble 8600 and the VM driver which unlike some VM machines coped extremely well with the casting. The crash with Opus, was not a VM issue but a problem Opus has when you play around with the graphics set-up whilst the program is running causing the memory exception error. It's simply avoid by activating the casting session before running Opus, I simply forgot. It is feasible to use a physical multiple monitor set-up to run DD casting but you must have a specific configuration an DD will only cast one of the monitors. I simply chose a VM solution as IMHO it was cleaner than messing around with settings on a machine used for commercial development.
The other glitch was failure of the batteries in my wireless keyboard. Oddly, I always keep a wired mouse nearby in case of this problem, but the keyboard fails so rarely that it wasn't a foreseen problem. It's not a major issue, but does make you realise that you need to be thoughtful for a problem with the system in general.
Is it usable? I think the answer is yes. I could see this being used both for ad-hoc and commercial solutions. It's easy to quickly prepare a short lesson and model this on screen but with some thought you could develop more sustained activities that required greater interaction.
Oddly, having just given a presentation last week on e-learning - it depends on where on that well known cycle you place the lesson - ad-hoc style would be very much an 'absorb' lesson but with a developed curriculum and experienced or regular users - it could move cleanly in to a 'do' type lesson or course - but IMHO this would require a greater exploration and perhaps development of the interactive side of the technology. I can certainly see why it's been link with Moodle.
Maybe if people are willing, we'll try a more two way approach next time - where a concept is taught (absorb) and a problem is posed (do). This would allow the participants to evaluate whether DD could help support the learning though the more constructive messaging & teacher demonstration and or handing casting control over the 'student'.
Mack
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