Trouble-Shooting and Preventing Problems in the Computer Classroom

DIWE has been greatly improved in recent years and no major crashes have been reported while using the DIWE 7 system, which was obtained at the beginning of the Fall 2003 semester.  However, other kinds of problems, both technological and pedagogical, may still occur in the classroom.  The following is a trouble-shooting guide intended for instructors using DIWE in the computer lab. You may want to read these questions before you use the lab since the answers offer tips on how to avoid computer lab problems through careful lesson planning. 

Q: What should I do if an individual student’s computer shuts down?

A: First, ask the student to re-boot.  If nothing happens, have the student move to a new computer and to log in again.  Also, please report the computer that would not re-boot to someone at the Garland help desk.  If the student was working on a Respond sequence, any portion that the student had saved will still be available.  Note: It’s important to ask students to save frequently while using DIWE for this reason.  If the student was in an Interchange session, he or she may simply re-enter the session, which will still be in progress.

Q: What if a student is logging in for the first time, and he or she receives an error message?

A: Be sure that the student is clicking “Register” only during the first log in.  After the first log in, the student should be  clicking on “OK.”

Q:  What if a student forgets his or her password?
A:  We ask all students to use the last four digits of their social security numbers for this reason. 

Q:  What if the printer runs out of paper while my class is printing their responses?

A:  The student workers at the help desk will be happy to help you re-load the printer’s paper supply.  They will also solve any paper jams or other printer problems.

Q: What if students are gesturing or (verbally) talking to each other while in the lab?

A: First, make sure that the student is not having a technological problem.  Then, check the Interchanges to make sure that the students in question are on track.  In general, you’ll want to discourage talking or non-verbal communication (other than writing to each other via DIWE, of course) from the outset of your sessions in the lab.  You might try explaining to the students in question that the purpose of the lab activity is to hone writing skills, not verbal skills.

Q: What if a student says that she does not like DIWE?

A:  Most students seem to like DIWE, but there are some exceptions.  You may want to remind the student that there are distinct advantages  to varying the class routine by using DIWE.  If the student prefers oral communication, explain that DIWE helps the class reach and appeal to a wide variety of learning styles, including those who communicate more readily in writing. 

Q:  What if a student makes an inappropriate comment in an Interchange session?

A:  You can enter the Interchange and remind the students to stay on track via a brief written message.  Another tactic is to print out the inappropriate comment from the Interchange and to include it in a handout for the class, as an example of “less productive” exchanges on DIWE.  If you use this tactic, you’ll also want to include examples of productive exchanges as well.  Note: Don’t forget to remind students that you, the instructor, are capable of reading all of their comments at any time.  Some students simply aren’t aware that anyone can “see” them.  In general, set the tone for your DIWE sessions from the beginning: let them know that DIWE is an integral part of the course and that you expect the same standards of behavior as in your regular classroom. 

Q:  What if one of the Interchange groups is not making substantial comments, or says that they are “finished”?

A:  Go into their group and post follow-up questions to your original post or post follow-ups based on interesting points raised in the group discussion.  Note: It’s a good idea to have one or two follow-up questions ready for this purpose before you begin. 

Q:  What if a student cannot complete the Response sequence in the allotted time?

A:  Especially if the students are moving into Interchange groups, ask the student to save what she already has and to come back to the lab to finish the response after class. 

Q: What if I realized that I’ve planned more activities than my students can complete?

A: You may decide to cut short your own schedule, but this should be a decision, not an accident.  When you’re working in Invent and Respond, tell student at regular intervals how much time remains for an activity.  Walk around the room to see which prompt students are on.  In general, have reasonable expectations of how much can be accomplished in a given class.  It’s rare that your class would be able to make use of more than two different modules within one class period.