content/sound: Update based on feedback

content/sound.md

@@ -22,44 +22,49 @@
   - Too quiet
   - Too loud
   - Instructors' volumes imbalanced
-  - Hard to hear
+  - Background noise
+  - Low-quality/breaking up audio hard to hear.
   - "Ducking" (first words lower volume, or lower volume other times)
 
 
 
 ## Tips for good sound quality
 
 - Have a headset with mounted microphone
-  - Even having a good other microphone requires a room with good
-    acoustics
+  - Even if you have a professional external microphone, it doesn't
+    matter if your room has bad acoustics.
   - The close pickup can't be beat with normal tools.
   - As long as it's headset mounted, price doesn't seem to matter
     *that* much.
 - Don't use Bluetooth
   - Bluetooth can have too much latency (300-500ms)
   - This may seem small but for interactive work, it's a lot
-  - Use a wired headset, or dedicated USB dongle (like gaming headsets
-    have)
-  - Bluetooth 5 can have much lower, but we wouldn't trust it.
-- Once you have a headset, turn noise cancellation to low.
+  - Use a wired headset, or wireless with a non-Bluetooth USB plug
+    (like gaming headsets have).  These have much lower latency.
+  - Bluetooth 5 can have much lower latency, but you probably
+    shouldn't count on that without testing.
+- Once you have a headset, turn input noise cancellation to low
+  (wherever it might be: headphone, meeting software, etc.).
 
 
 
 ## Balancing and dynamic adjustment
 
-- It's important that instructors volumes match
-- Unexpected things come up, so that you need to be able to adjust and
-  synchronize quickly.
-- An exercise below will cover our procedure.
+- It's important that instructors volumes match.
+- An exercise will go over a systematic procedure for matching
+  volumes.
+  - Practice so that you can do this quickly.
+- May need re-adjusting when instructors swap out or start getting
+  excited.
+- An exercise below will demonstrate our procedure.
 
 
 
 ## Speak up when there are problems
 
-- If you notice someone with audio issues, let them know right away.
-  Take the time to fix it immediately.
-- If it's not fixed immediately, then they can work on it later (maybe
-  with your help)
+- If you notice someone with audio issues, let them know right away
+  (voice if bad, or chat/notes if less urgent).
+- Take the time to fix it as soon as practical.
 - Make a culture of *speaking up, helping, and not suffering*.
 
 
@@ -79,8 +84,10 @@
 It's important to be able to discuss with others the quality of their
 audio.  They can't hear themselves, after all.
 
-- Within the teams, discuss each person's audio quality.  Be
-  respectful and constructive.
+- Within the teams, discuss each person's audio quality and what kind
+  of setup they have.
+- Be respectful and constructive (and realize that people came
+  prepared to listen, not teach).
 - Consider, for example
   - Volume
   - Clarity
@@ -95,39 +102,64 @@ audio.  They can't hear themselves, after all.
 In addition to individual quality, it is important that sound is
 balanced among all instructors.  Have you ever been to a event when
 one person is too quiet and they can't make themselves any louder?
+And they can't adjust it?
 
-You should ensure that you have a the full dynamic range available to
-you, and you know how to use it.  You might have to look into several
-different locations in order to make the full adjustment ().
+You should ensure that you have a range of volumes available to you.
+You might have to look into several different locations in order to
+make the full adjustment ().
 
 - Go to your sound settings
 - One by one, each person
   - Adjusts their microphone volume so quiet that they can't be heard.
-  - Adjusts their microphone volume so that it is extremely loud.
-
-Once you know where these settings are, you won't be panicked when the
+  - Adjusts their microphone volume so that it is extremely loud (this
+    may require going beyond 100% if possible).
+- Basically, make sure you aren't so close to either end that you have
+  no potential to make an adjustment in that direction.
+- Everyone tries to set the volume to something reasonable, in
+  preparation for the next exercise.
+
+Once you know where these settings are , you won't be panicked when the
 volume is too low or high during a course.
 :::
 
 
 :::{exercise} Sound-3: Do a balance check
 It's important that instructor audio is balanced (the same volume).
-But how do you know?
+But how can you do this?
 
+- Pick a leader.
 - The leader decides the order ("I am first, then [name-1] and
   [name-2]")
 - The leader says "one".  Everyone else says "one" in the order
   specified.
 - The leader says "two".  Everyone else says "two" in the order.
 - The leader asks for opinions on who they think is louder or softer.
   If there are more than three people, you can figure it out
-  yourselves.  With less than two, you have to ask the audience.
+  yourselves.  With less than two, you have to ask someone in the
+  audience.
+
+Example:
+- Leader: Let's do a sound check.  I am first, then AAA and BBB.
+- Leader: One
+- AAA: One
+- BBB: One
+- Leader: Two
+- AAA: Two
+- BBB: Two
+- Leader: Three
+- AAA: Three
+- BBB: Three
+- Leader: How did that sound to everyone?
+- [Someone else]: Leader and BBB were pretty similar but AAA is a bit
+  lower.
 :::
 
 
 
 ## Summary
 
 :::{keypoints}
-- Here we summarize keypoints.
+- Audio quality is important and one of the most notable parts of the
+  workshop.
+- Improving audio isn't hard or expensive, but does require preparation.
 :::