Technology in Interpretation

Methods: Design and Oversee Computer Lab   

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            Modern computer technology must be available for student use if the interpretive skills training is to be successful.  In the past, students used computer labs located throughout campus to design and produce their final products.  Although the proximity was convenient, students faced several obstacles using the labs.  First, the equipment was not standardized.  A scanner in one lab might be a completely different brand and model from one in another lab.  Computers in one lab might be significantly faster than computers in another lab.  Creating tutorials for all equipment on campus would be virtually impossible.  Second, the software programs taught in the interpretive courses are only available in a few places.  QuarkXpress, for example, is found only on computers in the CNR public lab and in the Fine Arts Building.  Third, students had no guarantee that the lab would have available computers at any given time.  During the last few weeks of the semester, the computer labs are congested with students.  And finally, the proper equipment needed to complete interpretive products are difficult to find and expensive to use.  For example, students need a large-format color printer to fabricate full-size sign panels.  Only one is readily available in the CNR Advanced Computing Lab and students need special permission to use it.

              When the researcher started his graduate program at UWSP in the fall of 2000, a technology grant had already provided Schmeeckle Reserve with necessary funds to purchase equipment for a computer lab.  Much of the equipment, such as a tower network system, three computers, a large-format color printer, and a large-format laminator, had already been ordered.  A renovation of a downstairs storage area was underway where the Interpretation Computer Lab would be constructed.  Dr. Michael Gross and Ron Zimmerman envisioned the computer lab as a dedicated place where environmental education and interpretation students could practice and use their technology skills.  By developing a lab specifically for the interpretive courses at UWSP, many of the limitations of the public computing labs could be overcome.

             The primary goal of this project is to develop a technology course module that teaches interpretive computing skills.  Through tutorials and instructor-led sessions, this goal could be accomplished without a specific interpretation computer lab.  However, the lab at Schmeeckle Reserve makes the incorporation of technology skills much more effective.  By clustering all of the equipment and software into a single location, the instructors know exactly how the computers respond, which programs are available, what types of hardware can be used, and can answer any questions that interpretive students might have.  Students learn on the exact equipment they will be using to produce their final interpretive products. 

            As the technology course module is developed, the researcher oversaw the construction of the interpretive computer lab to ensure that it would enhance the quality of the skills training.  The physical layout of the equipment was considered to maximize the available space, reduce possible congestion points, and facilitate the instruction of the courses.  Possible furniture and accommodation options were discussed with Ron Zimmerman, director of Schmeeckle Reserve.  Recommendations were also made for the purchase of equipment not yet ordered (scanner, laminator), for upgrading equipment, and for the purchase of appropriate software packages.

            Once the computers and equipment were installed, the researcher worked closely with the UWSP Information Technology Office to ensure that the computers were networked correctly on the unique Schmeeckle system, that standard campus software was installed on the computers, and that other technology equipment was operating correctly.  The researcher became the primary contact between Information Technology and Schmeeckle Reserve, as well as being the person responsible for keeping the technology working in the computer lab.  This required a comprehensive understanding of the Schmeeckle network, the various pieces of technology equipment (scanners, printers, laminators), and the software taught in the course modules.

            When the computers and equipment in the interpretive technology lab were operating successfully, the computers were standardized with identical menus and programs.  A student that learns on one computer should be able to use any computer in the lab without a problem.  As described in Step 1 of the second objective, step-by-step instruction tutorials were created for each piece of hardware available for student use.  This significantly reduced the amount of personal instruction time required to teach every person who used the lab equipment. 

            With the completion of the Interpretation Computer Lab, students had a quiet and individualized place to practice their technology skills and complete interpretive projects.  The lab sessions, as described in Step 2 of the second objective, were taught in the new computer lab at Schmeeckle Reserve.  Consequently, the development of the lab sessions was tied very closely with the creation of the computer lab.  The combination of the technology course modules with the specialized Interpretation Computer Lab created a powerful tool for teaching computer skills in the interpretive courses. 

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For More Information, contact:

Jim Buchholz
Schmeeckle Reserve
University of Wisconsin-Stevens Point
(715) 346-4992
jbuchhol@uwsp.edu

 

 All pictures and text are copyrighted by Jim Buchholz, 2002.  No part of this website may be duplicated without written permission of the author.