Table of Contents
 
Acknowledgments    Caveat Lector: The Downside of Computer Classrooms 
Preface: What is a "Computer Classroom," Anyway?  What This Guide Does and Doesn't Do 
Labs vs. Classrooms, Theory and Practice 

Chapter 1 Classroom Basics and Lab Policies
 
General Considerations and Discussion 
  • Layout
    		•
  • Ejecting and logging out
    		•
  • Site attendants
    		•  Step by Step Instructions for Some Common Activities 
  • Whiteboards
    		•
  • Logging In--As Registered User (Good) or Guest (Bad) 
    		•
  • Projection systems and overheads
    		•
  • Problems associated with Guest logins
    		•
  • Printing and its discontents
    		•
  • Launching Applications--MS Word and Word 5.1
    		•
  • Policing: non-class-members' use and the politics of "Access"
    		•
  • Connecting to the Internet--Telnet, Melvyl, and Netscape
    		•
  • No food or drink
    		•
  • Observing and Controlling Another Screen--Timbuktu
    		•
  • Enrollment limits
    		•  Classroom Troubleshooting Tips: Miscellaneous Glitches 
  • Saving files
    		•
  • Problems with network or file server
    		•
  • Diskette safety and viruses
    		•
  • "Screensaver keeps blipping out everything"
    		•
  • Observing individual student work: Timbuktu or Look@Me
    		•
  • Windowshading
    		•
  • File translation--vexing versions
    		•
  • Daedalus too-many-users message
    		•

    Chapter 2

    The Computer Classroom And The Writing Process
     
    Overview  Revision 
    Prewriting / Freewriting  Editing 
    Drafting  Polishing 

    Chapter 3

    Projection Screen, Demonstrations, and Exercises
     
    General considerations and directions 
  • Built-in ceiling-mounted color projectors: 21, 241, 247 Olson, 1102 Hart
    		•
  • Demonstrating pitfalls of on-line writing assistance
    		•
  • LCD panels and overheads: 307 Surge IV and Porta-Macs
    		•
  • Melvyl searches and Web research demos
    		•
  • Hints for improving readability and effectiveness
    		•
  • Paragraph rearrangement and transition exercises
    		•
    Some effective projection activities 
  • A Shakespeare-related aside 
    		•
  • Demonstrating and teaching computer procedures
    		•
  • Conclusion 
    		•
  • Collaborating on brainstorming / response activities
    		•

    Chapter 4

    Daedalus Integrated Writing Environment
     
    General Considerations
  • Introduction 
    		•
  • Daedalus InterChange 
    		•
  • Guiding Daedalus Discussions 
    		•
  • Following up and offering comment 
    		•
  • Toggling between word-processor and InterChange 
    		•
  • Sentence exercises 
    		•
  • Multiple conferences and group work 
    		•
  • Using Daedalus Conference Transcripts 
    		•
  • Coping with inadvertently compacted InterChange conferences 
    		•
  • Coping with network crashes 
    		•
  • Annotating transcripts and follow-up exercises 
    		•
  • Integrating Pick-Up folder and Daedalus Conference 
    		•
    Step-by-Step Instructions 
  • Launching Daedalus 
    		•
  • Troubleshooting Tip: "Too many users" 
    		•
  • Troubleshooting Tip: "Could not create new document / disk error" 
    		•
  • Troubleshooting Tip: Sending to a compacted conference 
    		•
    Cheat-Sheets 
  • Creating a Conference (Instructor only) 
    		•
  • Compacting a Conference / Creating a Transcript (Instructor only) 
    		•
  • Joining a Conference (Students) 
    		•
  • Integrating Pick-Up folder and Daedalus Conference (by ENL 104A Fall 1997) 
    		•

    Chapter 5

    The Classroom Network--Pick-Ups, Drop-Offs and Remote Access
     
    Introduction: AppleShare and Access Privileges 
  • Differences between Student's-eye and Instructor's-eye view 
    		•
  • Checking or changing access privileges 
    		•
  • Differences Between Mac OS 8 and earlier versions 
    		•
    Drop-off folders 
  • Typical errors and glitches associated with drop-offs 
    		•
  • Confusing levels of drop-off folder 
    		•
  • Attempting to "Save-as," direct to server 
    		•
  • No file server: logged in as Guest, server glitch, or PowerBook sleep mode 
    		•
    Pick-up folders 
  • Problems with Pick-up folders 
    		•
  • Using File-Open to open text files from Pick-up folders 
    		•
  • Re-naming Picked-up files to avoid duplicate filenames 
    		•
  • Dealing with network traffic jams 
    		•
    Access to other classroom servers from the classroom backbone 
  • Step-by-step instructions for accessing upstairs Olson server from basement 
    		•
  • Note: new TCP/IP-based access to classroom backbone
    		•
    Access to classroom backbone from your office 
  • Preliminaries: Networking Protocols 
    		•
  • What is AppleTalk Remote IP? 
    		•
  • Step-by-step instructions for accessing classroom servers from office 
    		•
  • Disconnecting from Remote AT Network 
    		•
  • Printing problem after A/Talk Remote: If you forget to switch back 
    		•

    Chapter 6: Electronic Communication--E-mail, Lists, Newsgroups
     
    Introduction (and Narrowing of Focus) 
  • Caveat: Your mileage may vary 
    		•
  • Historical and Pedagogical perspectives
    		•
    Establishing e-mail communication with a class 
  • The joys of roster downloads 
    		•
  • The perils of computer literal-mindedness 
    		•
  • One-to-many communication: mailing lists 
    		•
  • Pros and cons of Listservs 
    		•
  • Pros and cons of Listservs 
    		•
  • Class newsgroups 
    		•
    Using electronic communication to improve writing 
  • Most important: keep it short 
    		•
  • Advantages of and disadvantages of e-mail essay conferencing 
    		•
  • Electronically-mediated plagiarism (and how to avoid it) 
    		•
  • Comments on submissions, follow-ups 
    		•
  • Risks of electronic discussion 
    		•
  • Improving use of newsgroups or lists 
    		•
  • Completing the circuit: returning to the classroom 
    		•
    A very short Web section 
  • Politics, printing, and network access 
    		•

    Chapter 7: Glossary of Mac Classroom and CAI Terms

    Index
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