The playing of sound materials underlined the need for high quality source input. One of the recordings was badly recorded, and, as a result, the spoken word was virtually impossible to make out, even at full volume. Recordings with consistent levels are required, or compression work will have to be undertaken at the digitisation stage. The remaining three recordings were perfectly audible within a classsroom setting, using the equipment provided.
The visual data was not as accessible, however. The monitor (a 17 inch with a resolution of 1024 x 768) was inadequate for classroom learning with larger groups. The first session (with the 2nd year B.A. students) consisted of 3 students, and they encountered no real difficulties, but in the second session (1st year) there were 12 students and 2 members of staff, making access to the visual materials (metadata, transcriptions) impossible for most. While setting the monitor to a lower resolution (800 x 600) would alleviate this to an extent, a much larger monitor or projector would be desirable.
No reference was made to the displayed metadata in either session, but the text transcriptions were widely used. Dr Douglas asked if materials that were not multimedia – i.e. text only – could be added to the database for use in this context. The addition of other material types to HOTBED has been planned by project staff and facilities for this will be forthcoming, but work on the database would be required to achieve it.
The lack of material on the system became apparent very quickly as students explored, with most searches returning no results and appeared to be the only frustration students encountered. Both staff members were keen for the resource base to be expanded greatly.
Having used and viewed the system all the students were very positive about using it to learn tunes. Offsite access seemed to be a priority to many, and they were pleased that it would be accessible to them on the W3 as well as in practice rooms within the Academy. The proposed functionality extensions (change of tempo, key, phrase repeitition) also met with approval. One student asked if video would be available on the system. The messaging system built into HOTBED aroused much interest both from students and staff.
Summary
The use of the system presented no real problems beyond the physical logistics of setting-up and viewing for large classes. Students were keen to explore the system without guidance and found their way around with no problems. Semi-formal training sessions for all staff and students would encourage full usage of the system however and also allow for structured feedback.
please mail comments to s.barrett@rsamd.ac.uk
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