http://www.psy.gla.ac.uk/~steve/reap2/index.php/Current/Current
http://www.psy.gla.ac.uk/~steve/reap2/index.php/Current/EVSUserSteps
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Lets assume all the testing steps ARE done but that none of these fails i.e. everything is working properly.
(computer may need serial adaptor)
http://www.psy.gla.ac.uk/~steve/reap2/index.php/Current/LTCInfo
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Users from previous years will be added. This info is from a spreadsheet which also has their email address (will post this to you later).
I had thought no more users to be added to this table (i.e. from this year) but I've just found the MSc-IT class test and something titled medicine which need included here.
Totalling the student numbers and the use numbers might not make sense as they may not be the same students (but were not distinguished in my notes by anything other than the lecturer name). If i hadnt remembered that Dougal Campbell did a 2nd AND a 3rd year class this would not be noted in the table. The Dougal Campbell use should really be entered twice: once for 2nd year and once for 3rd year. This probably also applies to Andrew Rankin, Steve Brindley, Quintin Cutts and Steve Draper.
For the non-lecture uses, the student numbers are meaningless where the events are repeated since those events NEVER contain the same people. The total of Stud Uses (which is Students times Uses) is probably more meaningful. . . . . maybe.
| Supported Users - this year | |||||||||
| # | Name | Department | Course | Students | Uses | Stud Uses | Prev Years | Support | Notes |
|---|---|---|---|---|---|---|---|---|---|
| 1 | George Kominis | Accounting & Finance | 2Yr | 50 | 1 | 50 | PSO | ||
| 2 | Alice Miller | Computing Science | 4Yr | 50 | 2 | 100 | 2 | SO | |
| 3 | Andrew Rankin | Medical | 2Yr | 200 | 5 | 1000 | 3 | S | Has helped setup equipment and would be happy to do it alone |
| 4 | Dougal Campbell | French | 2/3Yr | 100 | 24 | 2400 | S | Hopes to operate it alone if receievers installed in mlb lt | |
| 5 | Steve Brindley | IBLS | 2Yr | 200 | 3 | 600 | 4 | ||
| 6 | John Hancock | Mechanical Engineering | 1Yr | 200 | 2 | 400 | PSO | ||
| 7 | Barbara Cogdell | IBLS | 2Yr | 150 | 4 | 600 | 5 | S | |
| 8 | Kate Ross | Biology | 2Yr | 250 | 1 | 250 | SO | ||
| 9 | Kathleen Riach | Management | 1Yr | 200 | 1 | 200 | PSO | ||
| 10 | Paul Siebert | Computing Science | 1Yr | 200 | 24 | 4800 | bolt1 | ||
| 11 | Paddy O'Donnell | Psychology | 2Yr | 150 | 1 | 150 | 4 | PSO | |
| 12 | Steve Draper | Psychology | 4Yr | 50 | 4 | 200 | 6 | PS | |
| 13 | Quintin Cutts | Computing Science | 4Yr | 100 | 4 | 400 | 6 | ||
| 14 | Quintin Cutts | Computing Science | 1Yr | 200 | 24 | 4800 | 6 | bolt1 | |
| 15 | Richard Cooper | Computing Science | 3Yr | 60 | 2 | 120 | 5 | PS | |
| 16 | Statistics | Statistics | 2Yr | 100 | 7 | 700 | 4 | ||
| 17 | Tim drysdale | Electrical Engineering | 1Yr | 100 | 1 | 100 | PSO | ||
| Total | 2360 | 110 | 16870 | ||||||
| Non-lecture uses | |||||||||
| # | Name | Department | Course | Students | Uses | Stud Uses | Prev Years | Support | Notes |
| 18 | Charles Higgins | DACE (Childrens Hearing Panel) | Conf | 50 | 1 | 50 | S | ||
| 19 | Steve Brindley | SETPOINT | GOALS | 70 | 60 | 4200 | 4 | 3 or 4 staff from SETPOINT experienced in use. Individually running science shows for primary school children. Usually the same show is done twice for each of the 60 uses. | |
| 20 | Grant Reilly | SUS | Conf | 100 | 1 | 100 | PS | ||
| 21 | Margaret Brown | Computing Science | Conf | 30 | 1 | 30 | 3 | ||
| 22 | Marilyn McGee-Lennon | Computing Science | Conf | 100 | 1 | 100 | 3 | S | |
| 23 | Neil Croll | Widening participation | TopUp | 100 | 4 | 400 | 3 | Secondary School Children | |
| Total | 450 | 68 | 4880 | ||||||
| Course | Usually from memory | ||||||||
| Students | Max | ||||||||
| Uses | Number of uses this year | ||||||||
| Prev Years | Number of years of use or blank for first use. Im guessing most of this but the idea is are they a long term user, a repeat user or a first time user | ||||||||
| Support | P = Prepare Question for use with the software S = Setup receivers O = Operate software | ||||||||
Included from EVS - Equipped Rooms Page:
Central room bookings mantain a list of equipment installed in rooms around the university, though currently it doesnt indicate where PRS receivers are installed.
We had 650 handsets, numbered 1 to 650 (known as "the old handsets") and then bought another 200 (known as "the new handsets" even though they are technically the same) which were supposed to be number 651 to 850 but turned up with 1 to 200 on them. We got the stickers for numbering them correctly but have not stuck them on. Instead these two sets have been kept mostly separated. The 200 were divided into 4 batches of 50. Three of these batches are attached by velcro to large canvas folding containers (known to us as "hangy things"). The other 50 are in 5 boxes of ten each.
add non returns for cs1p - space provided
Ill also put up here the spreadsheet i was using to maintain/produce this table and the by location list below, once i figure out how to increase the file size limit beyond 50k
The "should have" numbers for power packs, connectors, serials, and receivers is calculated on the assumption that we originally bought 3 primary packs and 12 secondary packs and then Quintin subsequently bought 12 primary packs.
A primary should contain: a receiver, a serial, a connector (short), a power pack (500mA)
A secondary should contain: a receiver and a connector (long)
A large clunky power supply was purchased followed by two (phyically) smaller power packs
Under power packs lost, the 3 were binned (I think)
Keyspans, i think, were bought as follows:
one to try it out
then two more (thats the bit i cant remember 1 or 2)
then three.
Oh and there is also the ID changer hardware which has a serial connection (different from the one for receivers), a power pack and a small connector cable
Oh and the qwizdom and rf kit (joe has some of it)
| What | bolt1 | bolta | mlb 5 | ltc | Quintin | Quintin (Richard) | Steve Brindley | Joe | office | broken | Grand Total | Lost | Paid | Should Have |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| handset | 50 | 4 | 220 | 20 | 70 | 2 | 316 | 18 | 700 | ? | ?? | 850 | ||
| power pack | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 3 | 4 | 15 | 3 | 0 | 18 | |
| receiver | 5 | 2 | 2 | 2 | 2 | 1 | 2 | 1 | 7 | 3 | 27 | 0 | 0 | 27 |
| serial cable | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 5 | 2 | 15 | 0 | 0 | 15 | |
| keyspan | 1 | 1 | 1 | 1 | 1 | 1 | 6 | 0 | 0 | 6 | ||||
| tripod | 1 | 2 | 4 | 2 | 9 | 0 | 0 | 9 | ||||||
| connector | 2 | 2 | 1 | 2 | 1 | 8 | 5 | 21 | 6 | 0 | 27 |
http://www.psy.gla.ac.uk/~steve/reap2/index.php/Current/PRSIRUG
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customer id 4r8YH
may also need keyspan drivers
these need the buffer set to none
in to out from last to first
out to pc serial cable on the first one
warning! if you misconnect the wiring (ie connect and out instead of an in or vice versa), the lights will still flash and lit as if eveything was working BUT no data will be received from the misconnected receiver (or any further down the chain). If you begin a lecture and get to the first question before realising the wiring is wrong, this can be disasterous. Therefore you should always test the connection using the port check option BEFORE a class has started!
serial cable attach to serial port
and power supply
(these cant be mixed up as they will only go in the correct sockets)
start software
Port Check
File->Com->Port Check
Should see every response and they should be customer correct.
If failed customer id check, this has to be set in the file prs.ini which is either in the Windows directory (C:\Windows or C:\WINNT) or in the system32 directory which is a subdirectory of the Windows directory
If no response, connection is bad.
First check the comm port is ticked (even though it may be grayed out) in the com menu. If not ticked then it is not available which means either the port doesnt exist or is in use. "In use" can be things like mobile device sync software (ActiveSync) which needs to be told not to use the serial port or turned off entirely. (ActiveSync cannot be turned off and the settings must be interogated to stop it useing the com port)
If com port is ticked, then the serial port should be working.
If still not working then check the wiring between receivers
start class
give class a name (autonamed from time date so change only if required)
set timer
set chances
start software
port check
Connection->port check
Should see every response and they should be customer correct.
If failed customer id check, this is set in File->preferences
start class
http://www.psy.gla.ac.uk/~steve/reap2/index.php/Current/PmWikiDev
some of these are from memory rather than as i was doing them
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http://www.psy.gla.ac.uk/~steve/reap2/index.php/Current/ProductReview
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Software should be 2.49 (its still worth it), IW v4(.11? and possibly v3 which was the last ir-only software), mine?
Should also find out about High speed IR handsets
Software v4(.11 or most current)
(if we can get hold of them)
Demo on the web. I think they made CPS?
Demo on the web. (might also work with PRS)
redundant?
The kit we have is redundant.
The science centre has iml handsets.
Im sure jim had a set of these and they are high speed ir
The princeton podcast mentions the hands-up technique as not anon therefore use of booklets with 5 differently coloured pages meaning only someone at the front really saw what people were voting
We can do two things: a classification (more technical than useful) and/or try to answer the questions that prospective buyers of equipment in HE would ask
These are not mutually exclusive but different approaches to the review that MIGHT lead to different things. By classifying the systems we essential pay more attention to the manufacturers rather than the lecturer/user i.e. we pick up on the features that they think are important and these need not be important in teaching.
So we focus on the lecturer/user.
and does this differentiate the products enough to make a worthwhile read?
Probably the most important bit of info is the use of the handsets under normal circumstances. If this was hard/bad then it negates the extra features provided. Therefore a report should make clear these 'simple' things about all systems and then a more general look at the extras provided by the different systems should be followed (though maybe not all would be mentioned, as they might not provide any interesting features).
unit cost for handset and receivers? software? battery life time?
plug and play of receivers?;
handset setup per class; - EVSUserSteps
lecturer action per class
Presentation methods are mentioned below but this is distinct from the preparation and asks how to prepare the use of the handsets for a lecture, whatever the presentation may be
student actions per question
lecturer actions per question
EVSUserSteps
including tailoring to question ?;
how complicated is the in-lecture interface
Hmmmm?
technical only? but it might tie into the previous question.
bar/pie charts and how they are/canbe setup to aid reading; textual; summary (i.e. right/wrong)
We have just reached an interesting phase of the PRS IR handsets as technologically they are beginning to show their age. The manufacturer has released the rf handsets (more complicated) and have a new rf system that is supposed to 'replace' the ir. They have also told us of plans for updating the ir technology to 'high-speed'(HS) ir. As far as we know, the old ir handsets will work with the new HS ir receivers and a mixture of the new and old handsets can be used in a single class. The new HS ir handsets will not work at all with the old receivers. The RESELLERs (i.e. not the manufacturers) told us that the old equipment was not being produced anymore and we would only be able to buy the new equipment. The manufacturer then told us that this was wrong and they had a long term commitment to the old system. But we have no idea what this actually means. The question is how long can we expect the handset to last but the considerations for answering the question are 'numerous and diverse':
loaned/owned in handset; what can be done if student is known?
online multiq - important as to graphing provided
ofline multiq - possible? graphs?
graphs provided
http://www.psy.gla.ac.uk/~steve/reap2/index.php/Current/RecentChanges