Webinar How to Aid Transition by Digitizing Note-Taking Support

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1 Webinar How to Aid Transition by Digitizing Note-Taking Support with Jessi Wright, Assistive Technology Specialist at West Virginia Assistive Technology System and Amer Latif, VP of Sales at Sonocent. >> Welcome to today's call entitled how to aid transition by digitizing note taking support. All lines are placed on a listen only mode if you should require assistance throughout the conference, press star zero on your telephone key pad. It is my pleasure to turn the floor over to your host, Jessi Wright. >> Thank you and good afternoon, everyone. I'm going to start out with the agenda. Today I will present on the pilot project we did at the University of Alabama Birmingham. Telling you about our process and how it works. Then I will turn it over to Amer Latif to do a demo and then some question and answer time. If you have any questions, please enter them in the chat box and our friend from Sonocent will answer what he -- Sonocent will answer what he can. He will put it aside for us to answer when we aren't speaking. To get us started, I was formally at the University of Alabama in Birmingham and worked for disability support services office with an amazing group of people. And during that time we were exploring some assistive technology options. One of the things we encountered was 600 students enrolled in our disability support services. 256 of the students had an accommodation for a peer note takers. When you break that down students have between three -- three to five -- or actually three to six classes a semester. So you are potentially looking at 798 to almost 1600 classes that need peer note takers if every student had an individual note taker. That's a lot of peer note takers. Most don't use them for any class and some never use them at all but you that potential to need a lot of peer note takers. 191 of our students had the accommodation for permission to use an audio recorder. And 330 of our students received one or both of these accommodations. That's a lot of students needing note taking assistance. That's something we wanted to explore and figure out a better option for finding those services. So our peer note takers were paid. We gave a $60 stipend per class. Sometimes that increased when we were in a crunch and we were trying to find somebody and we are a couple of weeks into the semester. Basically you are trying to bribe somebody to do the service. The problems we were finding is note takers don't generally get assigned until a couple of weeks into class. It's not until the first class that the notice goes out to the students that they can sign up to be a note taker. Within that first week or two, students are missing notes and those are critical classes. They are getting them started and setting the tone and they are already behind. And then we also had the issue of no one signing up to be the note taker. In those cases we had a student who needs notes and nobody can provide that service for them. A lot of our notes were turned in late. They were incomplete. Poorly done. Maybe not as legible as you needed them to be. So we were also having to

2 pick hand written note, pipe them up ourselves -- type them up ourselves or change the format to set our student's needs. There was a lot of work on our end to provide the notes as well. The audio recorders also presented a problem. We still do have some students who were using them. But the problem that I found in the assistive technology world in general is using an audio recorder and as somebody who has attention deficit disorder, if I didn't pay attention during the lecture in the first two hours, the odds of me then turning around and listening to the two hour lecture again are pretty slim. And so being able to find those specific points of interest in those audio notes and being able to go back to get what you needed versus having to re-listen to everything -- that's one of the problems we saw. And then the recording quality, where they were placed, background noise and things like that. We did run into many recorders that students were picking up because they were the cheaper option and they didn't have anyway to plug into a computer and download the notes that you were having to constantly delete your notes so you could not maintain them. So we still have a variety of issues with the audio recorders. So UAB met Sonocent at the AHEAD conference in Indianapolis. I went to the new attendee breakfast and Sonocent hosted that breakfast. While there they had their materials out on the table and I'm looking through this and I have been in the assistive technology world for quite sometime and I hadn't paid a lot of attention to Sonocent because I didn't do a lot of work in higher education. But now I'm in higher education and looking into it and I really liked how things were laid out and it really seemed to hit that soft spot we had in the note taking area. So I wanted to find out more about it so I stalked them down in the exhibit hall and watched them do this demonstration for other people and then went to get more information on it myself. The demonstration was fantastic. It really pulled us in. I saw how it would meet the needs of our students and then started talking to other people who mentioned there was a pilot project and then I come back and stalked them again, and what is this about a pilot project so we started that conversation about implementing this at our university. A little bit about how we planned our pilot project. One of the things University of Alabama in Birmingham I found our supervisors there were very big on numbers. They want numbers so they know that something is going to work. They need evidence to support what you want. Which coming from a research background I can absolutely appreciate that I knew if we were going to do a pilot project that I needed to get data to show that this was a product that was going to work for us in order for us to be able to purchase it. Because in the disability services world, as we all know, budgets are slim so you really have to show that you got a quality product that's going to be useful and you return throwing your money away. So when we planned out pilot project, we had to stop and think about why. What were the desired outcomes. One of the things that we really wanted was better notes for our students. They weren't getting quality notes from the peer note takers if they were getting notes at all and increasingly the option for note taking only having the two note taking options of a peer note taker or audio recorder was limiting a lot of our students didn't want to directly identify to their note take there are was a lot of work around that made things more awkward and reducing the number of peer note takers. The amount of money that went into that, the time, the effort, the let down. So if we could reduce the people with a product that would also increase the independence for the student, that is just a better way to go. Something that I felt strongly about is transferable skills. And this is a very transitionable

3 product where a peer note taker -- when you get out of school, nobody is taking your note for you and you aren't going to get them from someone else. You may get the accommodation in the workplace but not as likely. If we can get them a product that they would be able to purchase once they get out of school and be able to use, that sounds like a much better option. So what did we consider? What information did we want to know -- did we need to know to show it worked? And then also if it worked, where will we get this money to purchase the software. It was not in our budget. So we created the pre-pilot survey. The wonderful thing about Sonocent they send you the information when you sign up to do a pilot providing the information like questions you might want to ask, the details how the pilot will run promotional materials to get the word out there we started working on our pre-pilot survey using the information that they provided us. So we wanted to start by getting a baseline. And we took their information and added some of our own questions. How are they currently taking notes? To figure out what is the best -- what are we trying to supplement here? Are they using the peer note takers. Are they using the audio recorders and are they just taking their own notes. How do they feel about their current note taking strategy. Which I will show you the data on that in a little bit. We wanted to see if it was working for them already and they wanted to enhance their strategy for they were struggling, how many people are struggling out there that needed help? out of curiosity I was interested in their learning style. Getting that information to use for this as well as we looked forward at new things. If we had a lot of students who were auditory learners then maybe we need to start looking at more in the universal design area of teaching our professors a little bit more about auditory styles of learning and auditory option and as we looked at assistive technology as well and the kinesthetic learners and then the visual learners. Credit hours, were they students that were taking the minimum or the overachievers that are taking 18 credit hours a semester? And then their current GPA to follow up later and find out in a few semesters is this assisting them with increasing their GPA? the recruiting of the participants was actually pretty easy. We were using a database that allowed us to pull out all of the students that were using a peer note taker or an audio recorder and just did some blasts out to them with the information about Sonocent, links to their website so they can look and get that information and see if it was something they were interested in. And we sent it out two or three times to individuals letting them know this was out there. And then seeing what kind of response we got back. Once they responded, we required them to do this pre-survey. Once I had their survey results back, I sent them the license key. Which would allow them to do the software license. One of the things that amazed me about Sonocent was the ability to loan the software. One of the problems I always encountered with using software is that I either had to have it in a lab for somebody or we had to do some weird system where now we have to get it off of your computer when you are no longer using it. The way Sonocent's program works, their loan platform is amazing. I give them a license key and shows up on the lone platform that I have and I approve the license and then they have it for as long as I approve it for. Whether that's a month, a semester, whatever we decided to do. When their license is up, they no longer have access to it. And then I can renew it for a longer period of time, or it can be finished and that made it so much easier to cycle things when you started thinking about the big picture of if we do buy this on a longer level, you know students graduate every

4 semester and if I give them a piece of software, generally they are taking it with them and may not get it back with this. At the end of every semester, then your license expires, you to get it renewed for the next semester that way we have constantly people would be using it or versus it's sitting there and not being used. I scheduled group and individual training around campus so that people could come and we could back walk through how to use the software. I sent them links to Sonocent's resource page that has videos, very short two or three minute videos, of how to use the software to give them ideas on different aspects. I really like the group and individual training because it really got more into the details. You definitely get the broad scope of this is how it can be use, this taking notes and things like that. But when you broke it down then to individuals being able to ask questions about their individual disabilities. Like I had a jawho said, I step out of the classroom a lot because I have to get up and walk. I'm not going to be able to interact with the software during that time. Yeah, he is. The software is great for accommodation like that. When he steps out of the classroom he would highlight his notes to a color that represents I'm out of the classroom during this period, when he comes back he goes back to the normal highlighting scheme and he can always then go back and re-listen to that highlighted section because he knows he wasn't in the room during that time. This is something that he -- wasn't thinking of himself so we were able to work through a lot of problems like that during those -- the individual training. So those were extremely helpful. So definitely when you are doing this training and talking to students think outside of the box like I did with that gentleman. There were other people who were -- we had students who wanted to change their highlighting scheme for different things like meetings, doing small group meetings with teams, how is it going to change that we talked about changing color codes to identify who was speaking. And different things like that. And so the color codes -- color combinations were key element that a lot of the students really, really were able to customize and make it fit their needs in a lot of creative ways. And then also we were pursued this, some of the students were I don't think this is the tool for me and that's okay because there is no perfect tool for everyone. There is somebody that needs something different. The assistive technology is all about the individual. This is one of those tools that more people were able to use it than were not. Three months later, we ran our pilot for three months. And we wrapped up with a post project survey. Thinking about your post project survey, of course you are going to ask those questions again that you were -- that you asked in the first survey to get that follow up data. But then also we asked a lot of questions just about how they felt about the software. What were they -- would they change? How would this be better implemented for them. And just trying to get more feedback. I asked them what platform they used this the most on. Their phone, computers? Just getting ideas as we move forward if we were able to purchase it, what would be the biggest interest in training students. Were they going to be phone users, computer users, different things like that I sent out blast reminding students the project was ending and I sent out the link of the survey. I reminded them how important this post survey was. This post survey was going to be the key that if the results were good, I was going to be able to take this to the people upstairs and say, you know, is this possible to have this purchased? So that really motivated them, those students who were having success with it and wanted to see us have it. They were much more likely to complete their survey. So that was also very beneficial.

5 So after that, we went on then to analyze our survey results. And so some of our results were absolutely fantastic. 38 students who expressed interest in participating. Which on a college campus on a short notice we were pretty happy about that. 29 of those students followed up and did enroll with the project and complete the pre-pilot survey and 16 completed the post-pilot survey. Here are the results. When we asked students about their current note taking strategy and how it was working for them. Zero students thought that they had a great note taking strategy. Zero students felt good about their note taking strategy. By the time this project was over and we got our post survey, 44% thought their strategy was great. 19% thought it was good. And we went from 32% thinking it wasn't their strategy wasn't really great but they get by to reducing that to 12%. So those numbers showed a dramatic increase. And those are really the numbers that sold this to our administrators. The attitude of the students and how excited they were really helped sell that as well but the data was the really important key. The other survey results, 46% of the students felt they were kinesthetic learners. And that's really fun about this software is -- phenomenal about this software. You become an active listener. It's not just you are setting a recorder out and it's recording for you. You to pay attention while you are using it so you know when to highlight things so you know when to highlight your chunks when to hit enter so it moves to the next slide. So you become an interactive learner and so really engages those students who need to be participating. And so even if they never went back to list tonight notes again, they are probably going to retain more because they are interacting with them. 50% of the students said they used the software in two or more of their classes. And 80% of the students felt the software helped them academically during the semester. We had amazing results with our small group. Here are the comments we got from our students. I listen to the recording more and notice the key points. I think the software is great and a lot better than the normal peer note takers. I believe it could benefit many students. Great way to help me study and plus having my color coding for my notes is excellent. This just helps support our final report when we sent it to the administration. Prf' so we. He had unexpected events. One of the things I didn't do my homework on, I didn't realize and should have it's software so it will not work on a chromebook and a chrome book is the inexpensive computer option for a lot of students. We had to adjust that a little bit and there are ways around that such as putting the software on a computer in the disability services office or on a lab computer that they could access. We also ran into another issue that was unexpected that we had peers who saw other students, saw the participating students using the software and wanted to join the pie l. which is great. That's exciting. That was how beneficial the software was that people are seeing it and want to join the pilot. However, you have to be enrolled in DSF and we were sending it out to students with the accommodation for a peer note taker or an audio recorder. So not everyone could join the pilot. However, we did have some students who were interested in going and having their accommodations re-evaluated so they could possibly use this. So the pilot was over. Now what do we do? We used the date to create a final report. And due to the success of this, the pilot, we were able to purchase 50 loanlances. We wrapped this up in December and were able to launch for spring semester so we had a very fast turnaround. Our administration was very excited about our success with this and willing to

6 keep it going. What really excited me about this was how many students were ing me asking me if I had any news about it. Do we know if we have this yet. They want to use it for this semester. Will we be able to use it. Will it be available. They were really excited about having this option for the spring. And I think that is part of -- a big part of what pushed this through. Moving forward, as new students enroll with disability support services, where we are now making them aware the software is an option and talking about accommodations and it wasn't just about peer note takers and audio recorders we could pull up the software and talk about that as an option as well. We were also able to let students who are currently using peer note takers and maybe couldn't find one for the class they were in given this option to say, you know, you can use this software while we are looking for your peer note taker so it gave them that alternative that they weren't going to miss the notes. They had another option to use. And another really exciting thing was we had an open house because we had moved buildings so administration and faculty and staff were walking through our office and we had the software up to demonstrate so they could see some of the assistive technology we were offering. Many of the faculty and staff were interested in the software. To the point that our on-line learning group invited us over to then to present to them about the software and how it worked and telling them how it also would be available to work if they were taking online classes which was very exciting. They were then wanting to carry that on and try to sell it across campus to see if somebody somewhere would buy a school-wide license. It was exciting to see it went beyond disable support services. People thought it was an option to be viable and useful for a lot of students. Our final thought, was just how wonderful this tool was in increasing independence. They aren't waiting for the peer note taker and able to do these things on their own. We really liked how the portable option and the companion app and many of the desks in our classroom or the little tiny desks that didn't have a lot of room to set up your laptop but in those areas it was easy just to pull out your phone and have the companion app on the phone. And then as I mentioned before, the transition ability, I make up words by the way and I'm sure I made that one up, the transition ability of tool was fantastic. When these students graduate, they are not going to have to go and find someone to take their note for them when they are sitting in a staff meeting at their new job. They can take this tool and have the independence and the ability to do that on their own. So to me that is just such a critical piece in preparing our students for real life. So I timed this really on my timer just went off and I'm going to turn this over to Amer and he will give you a demonstration of the software. If you have any questions, just throw them in the chat box and we will work on them. Off to you, Amer >> Thank you, appreciate it that was wonderful. I will begin the start to share my screen. So Jeremy, if you are able to activate the share screen, perfect. I think it should be active now. Okay, hope you can see the software. I just opened it up and it's on the home pain now. So is it a software-based solution. So the student would install it on his or her device and that is on PCs and Macs. As Jessi points out there is a companion app which works on any Android or IOS device, too. The app works very well in the sense that a lot of students nowadays will prefer taking a tablet or a SmartPhone in and they can use certain parts of the software on the app and then transfer the file over afterwards. During the demonstration I will show you how you can do that, too.

7 As you open up the software, this is the home page that you get. Quick navigation tip for you guys also, just on the right hand side under help, you will see a tab that says getting started. If I click on that, what we've populated this with are tutorial individual degrees. They are two to three minutes long. The idea for doing this is students can access this at any point so if they get stuck and they forget how to import the PowerPoint slide or have to color or highlight they can access this at any point and get their answers right then and there. I know University of North Florida used this specific to train their students. So definitely there for you guys if you need to utilize it. Going back to the home page, another thing that we have done here is obviously you will have certain students that will prefer a certain feel or look aesthetically to the background possibly or even the fonts. If you look on the left hand side right at the bottom side there is a section that says settings. Click there and go to themes. I can actually change my settings. I can have custom settings or pick certain contrasts. This will also allow me to change potentially certain fonts. Let's say I was open dyslexia font so I can select that, too. Now once again, going back to the home page. Let's assume I'm the student and I'm about to go to class. The section that I'm going to use most commonly is the one that's at the top which is -- project. This will record using the built-in microphone off your device or your laptop. The ones below, I will briefly mention what they are. The one to the left and the middle row, that's recording from microphone plus speakers. You would utilize that for a webinar or a Skype conversation where it's a two way conversation going on. To the right of which you got recording from speakers only. This is utilized for say YouTube videos, Ted Talks videos or online content so prerecorded lectures. Jesse mentioned for example the on-line learning centers so if you have content on that, you would potentially utilize this for that, too. Bottom row, you got import audio so you can import audio files directly from additional recorder even. Import slides, that would be for PowerPoint slides or PDFs even. I will show you how to do that one. The one we will focus is the one blind project. Click on that and as you open up the page, this is the page layout. Briefly talking about the different panes here. First the images pane where you can import the slides in or the accessible PDF. The text pane where you can type in your note summaries. And the audio pane where the recording will be displayed. So let's say the lecture is about to begin. All the student would do is press record on the top left hand side. And as the professor or the teacher begins speaking, the voice is represented at these audio bars. You will notice that every time I take a pause in my voice, that's where the spacing between the bars is happening. Now visualize those audio bars as spoken phrases in a way. Now what we are encouraging here as Jessi points to is the active listening part and engaging with what's being said in class. The entire recording is happening so at no time for best practices encouraging that now students type or scribble anything down. All the recording is happening for them. The thing that's going to enforce the active listening is if you look on the right hand side and you will see these color highlights. These are default. You can change them if you want and you can have different color schemes or different words. In this case for example the first one I have here is the color red which is important. I can either click on that or if you look on the right side of it there is the number one so I can press one on the keyboard. Have keyboard shortcuts. Watch what happens if I press one on the keyboard. You will notice that the audio bars change to the color red. Now this could be the point entitled the lecture where the professor

8 said something that's relevant or important that could be on a midterm I wanted to color highlight it and it's in the sense me using a color highlighter in a text book working along the same principles. The moment it's not important I can press again on the keyboard and it's back to the default color. Now another thing that we have done is some of your classes or you students' classes they would be able to access PowerPoint slides beforehand. If they can, that's great because what they can do actually also is import the slide directly in. The way you do that is if you look at the top main bar, you will see where it says import. Click there. Scroll down. Go to import slides. Just going to select some examples.. There they are. So what these -- what's it with me doing it before hand? I could prepare for the material as the study practice is good before hand. The other realtime benefit for me here is you will notice a recording still continuing. So let's say at this point the lecturer moved on to the next slide and all I do is press enter on the keyboard and my audio is aligned to that appropriate slide. And I can still color highlight if I want. Let's say homework assignment was just delivered. I got to color highlight for that. Go to the slide after that and press. [Technical difficulties] >> Keep up with what's being said in class. [Technical audio difficulties] >> Let's say this entire section was important. Have color highlighted on the right hand side for that. So let's say this whole section was important and I could just press nine on the keyboard and mark that entire area. Okay? When it's relevant to the new topic or new slide and they can creation the lecture breaks. When the lecture is finished, student will go to the top left hand side again where it says stop and right above that is a drop down arrow and they can save it locally on their computer or on Google drive or Dropbox.. Now when they go back to review this, as soon as they open up the file it will automatically open up with the software. The first thing the student will want to do is re-listen back to the audio. Hopefully yo you can hear it this I will play this on my laptop here. >> [inaudible] >> Little bit of echo because I'm playing speaker to speaker. So apologies for that. As you listen back, at that point in the text area this wrist I would recommend the students type in the full note summaries. It's at this point that one thing we added on also is certain features to assist students further. Let's say the lecturer spoke too fast or had a strong accent and I needed to slow it down or possibly increase the pace. I'm able to do so by the plus/minus symbols here. Allows me to decrease the speed or increase it as I see fit. So you do have those options thus allowing more time to synthesize that information and process it and summarize it accordingly. The other thing you are able to do, let's say I'm going to highlight these bars here. If at a certain point of listening to these I realize actually this whole part was important, I could also color highlight this after the fact. So students do not need to worry if they miscolor highlighted a certain section they can go back to them. They can always go back and edit the audio chunks again. You can also move them around. So let's say these bars that I highlighted now belong actually in the next slide I can select those, click, drag, and drop them.

9 Very easily to manipulate and adjust the audio bars as you see fit. One thing a student may not want to do is re-listen back to the two hour long lecture. What they may want to do is actually just listen to the parts they color highlighted and the parts they wanted to review back. The easiest way to do that would be right at the top main bar and see a tab that says extract. And click there and go to extract audio and select the parts that I color highlighted. Press okay. And there it is. So instead of listening to two hours of audio I'm listening to 15 minutes worth, hypothetically. At this point I can actually add further notes so type in your notes for each section.. You can see the scaffolding process the students will go through. One thing to research for your student is if you notice the top of the original folder is always there it doesn't delete that and opens up another folder for you.. So one thing also I wanted to show you a couple of things we added on, additional features on here. There is quite a lot of things to do with the software. Basically what I'm trying to show you here today are the basics of what we would recommend students utilize in that first semester. As the proficiencies increases with the software, they will begin to do quite a lot of things in terms of study strategies and using this as an educational tool. You can prepare for presentations using audio note taker and actually even compose essay papers and things like that. And that's probably more appropriate for someone who is being using it for the semester. The first semester the parts we are looking at are definitely focusing on those. There is a section here that is hidden, a pane, called the reference pain. I will -- reference pane. I will open it up now. The benefit of that is -- if you look on the right hand side near the bottom is a tab that says extract text all slides. Click there and it's extracted all of the text out from the PowerPoint slide or the -- the success of that -- one is more legible. I can display at any font I want and it's workable text. I can add website references, let's say. The other thing I can do is this has a built in text to speech so I can have this spoken back to me rather than -- there is a tab that says speak. Sorry, muted it so we don't get the echo any more it will speak right back to you. Final thing we did on this also is we also realized that students may want to create separate study resources from this. Let's say you want to document this into a word document or PDF or possibly precipitate itself. Your note summaries and reference pages. How boo you do that -- would you do that? You would go to the top main bar and see where it says export. Click there and go to text and images, and I will say, yup, I'm happy selecting all of those sections there. So okay. And I'm going to save it on pie desktop right now. And let's have a quick look at it so I can show you what it looks like. Going to open it up on my desktop. There it is. I've got the header of the slide. I've got the time represented there below that so not to worry. That's UK time and I've got the correct date. The slide image for slide image, the extracted text and my note summary right below that. And on ws for -- onward for each slide. As a PDF or you can print this off to share in a group setting if you need to. On the top right hand side of your project, you can rename it and rename the topic and speaker so this is one way students can keep track of which classes this is for, what date, et cetera, et cetera. And then they can keep storage of each class, a recording they have so it could be macro-economics 101. For 12th of April. I've got that saved as that file. Now in terms of the Sonocent app, it's called the Sonocent recorder, the part that it allows you to do are the recording and color highlighting. You can take pictures on that which will put it into the images section. That's useful if the lecturer scribbled something onto the blackboard or

10 whiteboard and whiten an equation or diagram, you can take a quick snapshot while the recording is happening and it will pop it straight here. To transfer that over, we got a transfer section here on the home page, and you will notice right there, transferred from Sonocent recorder. So that given you a brief glimpse, I'm going stop sharing my screen now. So let me see. And we should be back at the main screen now.. One thing we wanted to look at also is talk about how we allowed institutions to pilot Sonocent. Like Jessi did. The idea was to allow institutions to really test drive the software and go through the due diligence in terms of testing this out on a certain population of students. And each one of you will have different tests you want to go through or different type of results you want to obtain. But what we found out as we did that for each institution it varied so much so the best way to do it was to find out exactly what you are looking for it to do and then just give you some licenses for this semester. So you are able to do so. Just like Jessi did that pilot program is still open. And Jeremy will populate over some details of how you can get information with the regards to the pilot program now on to the chat box. And the idea is if you are interested, just let us know and we can try to get you set up for any summer or fall semester pilot. As and when you are activating the pilot, we will go through full detail training section and provide you all the support you will need. And hopefully goes well for you and hopefully this has been useful. What we look to do is actually answer some questions that you have asked us. So I know some have been answered by Freddie and Jessi is answering some, too. Jesse, there is a question from Veronica. I think this refers to the stipend you paid with regards to the $60. She is asking did you ever pro rata, assuming, the $60 and if so when? >> We did things on a case by case basis. We try to keep it at $60 but then if we were a couple of weeks into class and we still hadn't found anyone we would often increase the rate. So it was very individualized. >> Okay. >> And Amer, there are questions about the loan platform. Do you think it would be possible for you to pull that up on screen to show what the loan platform looks like. >> Yeah, let's do that. Jeremy, would you mind opening up the screen share again for me. And I will actually show everyone how -- what it looks like. >> I know for me, that was something that concerned me when I was looking at the software was how would the loan system work. Because generally the disable support services office is fairly understaffed and I didn't want to embark on something that was going to be time consuming this much was extremely user friendly. >> Got it you should be able to see. So now I'm screen sharing now. What I have done is logged on to the loan license manager. When you login, it will look like this this is the opening dashboard you will see talk through what it looks like. And so for example in this case I've got 25 loan licenses available to me. And four are being used. 21 are available.

11 The idea behind this is as soon as student installs this on his or her device, they will show up if you look on the left hand side under loans awaiting approval. If I click on there, currently right now they are zero because no one is waiting for approval. You will see of the name of the student, the address and machine they are using and it's up to you as the administrator. You will say I'm happy for that student using this and all you will do is tick the box right next to it and see that green above that, click on that how long do you want this license to expire. So you will set an expire date. Let's say hypothetically the end of the semester. Come the end of the semester, that license will become inactive and it will come back into your main dashboard pull, back into your pool. And you can issue that license out to a different student. Let's say that student, the previous student has graduated or left the university, now that license is free and you can issue it out to someone else. So the other benefit here is you no longer have to worry about collecting anything back from a student. So it's your move that headache from your side. You literally distribute out the licenses how you see fit, set an expire a date and away you go that's it. Questions have been asked before, so for the student when that license expires, what happens to their old work, now the student can still access all of the old stuff. They can access all 6 their old recordings and still work with those. All it permits them to do anything new on it. So it becomes deactivated -- an inactive license to them but they can access all things.. It's easy to use and because it's an online portal you can access it from anywhere and have multiple administrators using the same log-ins. So very user friendly and part of the training we do go through prior to segment up the pilot or implementing it with yourself we actually walk you through the whole training on the loan license manager. Was that okay? >> That was great. One other thing I would mention, can you pull up the loan approval screen again. >> Yup. >> So here is also this is an issue I ran into. So your license is for a computer. I had a student who was wanting to use it on multiple computers if you aren't careful, you will end up just approving because -- so make sure you are looking at that user name or the . I did have a student who then tried to figure out -- I came back and said I can't -- you have a license. So then he kind of changed and used a different address. But his user name was the same and then I could look at the machine ID as well to see that really use only have one license and only have so many I can give out. You will have to keep it on one machine. So that's something you do want to be aware of is that it is not just per student. It's per machine for that student as well. And that's the computer. Now the app they can have on as many things as they want and import it into the software on the computer. As far as the computer goes, the software is per machine. >> Excellent. Yeah, I was going to point out one other thing. Right at the top, there I can look at previously expired licenses, too. Any expired -- let's say last semester. So let's say a student had left the university for a couple of semesters and now is back in and they are back in your system and want this again. You can actually reactivate all of the expired licenses. So that is very easy to do, too. And I'm going to stop the screen share.

12 >> There are a lot of questions about the transcription, do you want to talk about that? >> Yeah. So with regards to transcription, what we have done with the software is we allowed it to integrate with Dragon. So the caveat is the student has to have Dragon on their system. As long as they have Dragon, they can actually transcribe all trained profiles that are recorded onto the audio sections. And those transcriptions will populate straight into the text area that I have shown previously. The interesting way that I have seen for example certain universities in and California used this, they trained professors to record straight into audio note taker. And then the professor was actually transcribed their audio and populate it in and load up the full audio note taker file on their LMS. So now they have a full transcript along with the audio recordings and the student can then actually access that via the LMS and annotate afterwards, too. So it's very interesting how they are experimenting that way, too. It's a different way to use it. But careful with the Dragon side of it, because Dragon is a dictation tool so there are elements with regards to errors on that side. The reason to do the ingoings to make it easier for students that are using Dragon so they don't have to go in and out of audio note taker. You do it by the click of a button. I know we are coming close to the end. Are there any other questions? What I'm going to do, I think it would be useful also, I will type up my or populate -- you can see my details there on the screen. But -- >> I will put mine in the chat box. >> But do definitely get in touch with us if you have further questions. With regards to the pilot, get in touch with me with the details you have on there and we will try get that arranged for you and get you qualified for pilots for for summer and fall semesters. >> And if anybody -- Sonocent had some of my questions that I used on my survey and my final report on their website, but if you need any assistance trying to figure out the kind of questions you need or what kind of information to put in your report, feel free to contact me. I did put the in the chat box and I would be happy it help you with any of that -- happy to help you with any of that. >> Excellent. One final question. I have seen that Janna asked with record to Microsoft speech text. Will that work? You can use dictation straight into the text area and actually use the dictation, but in terms of transcribing the audio recording chunks and using the describe feature for Microsoft it's not integrated for that but a you can use the Microsoft dictation tools to record straight into the text area.. Excellent. I hope that was really useful. Jeremy, thank you for organizing everything. And if you guys need the recordings of these, I know these will be made available. I believe Jeremy did mention they will be on there on the Facebook page of AHEAD. Feel free to get in touch with us at any point. Freddie, also, thank you for your chat support there, too. And everyone, have a great day. And hopefully we will speak soon. Take care, bye-bye >> Bye, thank you, everyone.

13 >> Thank you. This does conclude today's call. We thank you for your participation. You may disconnect

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