Here is an edited version of some free writing I did at a Writing Retreat on 19.05.21:
Lockdown 2.0 has been another whirlwind.
We adopted VMWare Horizon which is a Virtual Desktop Interface (VDI), a platform which allows staff and students to log onto a website (desktop.arts.ac.uk) and remotely access a computer which is physically onsite (Curtain Road or Mare Street in our case). We were happy that we would be able to teach with the software, this time round. However, this came with so many other problems we could never have predicted.
First of all it was great the student could access the software through VDI, but this also added another layer of complexity to our delivery. The difficulties began when the students first entered the online room, as many of them were not mentally prepared to be back on the software and completing the tasks alongside the delivery. They were all working on different devices windows, mac, ipad etc. some had a mouse, some didn’t have mouse, it was so varied, and became quite problematic in certain instances.
Although we tested VDI prior to the roll out, testing amongst the CAD/CAM team and then tested with a class volume of staff to ensure the was fit for purpose and the students (staff) could follow some basic steps. Which we evaluated and ironed out any issues which arose. Nevertheless, we still came across many issues during delivery. Students log into BBcollab and then log into VMware horizon (VDI) and it was the smallest of things that just tripped us up:
- Sharing the link in the chat to access VDI (desktop.arts.ac.uk) – on a mac they would often need to add https:// at the beginning of the url (even though it was pasted into the chat in this way) or else the page would not load, so already this was off putting to the students, as they then thought we were sharing a broken link with them.
- Most students had never been on site (in the CAD/CAM rooms) so cannot comprehend that they are logging into a physical machine in Curtain Road or Mare Street (Lemov, 2020).
- So, they find it very difficult to differentiate if you need to download a file from moodle, they needed to do this via the VDI screen/webpage not through their own laptop internet browser otherwise they could not access the file on VDI as it is on their own physical laptop, and not the desktop they are accessing on site remotely.
- Other complexities were the student having to work with a split screen so they could see my screen and their own screen (VDI) to then complete the tasks. For many of them I think it was truly overwhelming for their working memories (Lemov, 2020) and some really struggled a lot.
- We teach windows-based software’s and most students seem to have a mac, they DON’T HAVE THE SAME KEYS! So, this was another learning curve, to be able to give alternative keys/instruction to the students to be able to use the software (Lectra Modaris) on their own device – see table below.
| Lectra | Windows | MAC |
| Fit all pieces to screen | 8 | 8 |
| Zoom in to selected sheet | Home* | Fn + ← (Left Arrow) |
| Move back a sheet | Page Up* | Fn + ↑ (Up Arrow) |
| Move to the next sheet | Page Down* | Fn + ↓ (Down Arrow) |
| Arrange sheets | End* | Fn + → (Right Arrow) |
| Undo | Ctrl + Z | Control + Z |
| Redo | Ctrl + W** | Control + W** |
| Magnifying glass | Enter | Return |
| Selection tool | s (lowercase) | s (lowercase) |
| Shrink sheet | a (lowercase) | a (lowercase) |
| Delete an object | Delete | Fn + backspace |
| Activate value box | ↓ (Down Arrow) | ↓ (Down Arrow) |
| Switch on Grading | F9 / F6 > Nest | Fn + Fast forward |
| Switch off Grading | F10 / Display > Sizes | Fn + no sound |
| Smallest / Biggest Sizes | F11 / Selection > Break Sizes | Fn + increase sound |
| All sizes | F12 / Selection > All sizes | Fn + max sound |
| Exit F1 > Digit | ff (Keyboard) > right click on screen | ff (Keyboard) > right click on screen |
| Touchpad | ||
| Left Click | 1 Finger Tap | 1 Finger Tap |
| Right Click | 2 Finger Tap | 2 Finger Tap |
| Both Left + Right Click | Can’t be done | Can’t be done |
*Depending on where these buttons are located on the desktop the “Fn” key may need to be switched on or held down to access these functions if they are a secondary function to another button.
** Do not use while using VDI as this will close the VDI page.
I think the few points listed above evidence the complexities of delivering online in this way. Also, many students don’t seem to know basic computer terminology, such as what a right click is. I think the new generation has been brought up with laptops so although they probably do the action without thinking about it, they are unaware of the terminology so this calls for further explanation to cover all the bases, and in some instances, we need to left and right click at the same time on the software, which is an action which cannot be replicated on a touchpad. So, you can see how overwhelming this can be for a student and for the teaching team having to remember each alternative when none of us have a mac.
Overall, the teaching on VDI has went well from a teaching perspective, although I am not convinced how well the students have got on, as I think the way we teach is quite different from their other lessons they have been attending. But on a plus side, the lesson plans have developed well over the year and I think we are covering more complex tasks to advance their understanding of the software. Having the recordings of each lesson I think is also very beneficial to the students, as they can refer back to the lessons if need be. But the flip side of this is there is now so much content stored on Moodle I think I the students don’t know how or where to locate it again.
Generally, the engagement has been pretty low, the first few lessons the attendance was there but then they drop off quite quickly, and in some cases, I have had no one shows up to the lesson. This is really disheartening when I have put so much time and effort into prepping for the lesson and no one shows up or only a handful of students come. Finding that engagement is also tricky as if you don’t engage students in participation within the first 3 minutes it is detrimental to the rest of the lesson which I can definitely relate to (Lemov, 2020). Logging into VDI does not help, as in some cases if it is a new group this can take up to 45 minutes, which obviously is a substantial about of time. It really is a balancing act to figure out what pace to go, as some students are quick and then others struggle a lot, I’m conscious I don’t want to leave the struggling student behind, because if they can’t even get started then they will just dis-engage completely. It’s all a balancing act.
Lemov, D. (2020) Teaching in the Online Classroom – Surviving and Thriving in the New Normal. 1st edition. Hoboken: Jossey-Bass.