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<DIV><FONT face="Bookman Old Style" size=2>Hi, Ilse, </FONT></DIV>
<DIV><FONT face="Bookman Old Style" size=2></FONT> </DIV>
<DIV><FONT face="Bookman Old Style" size=2>I don't have a nice, formal
instrument. But now that you mention it, developing one wouldn't be a bad idea.
I did my master's thesis on precisely this paradigm. My interface looked
different, because it was set up for an experiment, but it has all the same
essential elements. So based on the extensive work I did there, here is how I
evaluate, pretty much in order of priority: </FONT></DIV>
<DIV><FONT face="Bookman Old Style" size=2></FONT> </DIV>
<DIV><FONT face="Bookman Old Style" size=2> 1. Is the mode
sound-picture-text, presented simultaneously</FONT></DIV>
<DIV><FONT face="Bookman Old Style" size=2> 2. Can the learner
interact with the material at will, studying sound & text
patterns</FONT></DIV>
<DIV><FONT face="Bookman Old Style" size=2> 3. Can the learner
use the material without the aid of a teacher, supplementing regular course
work</FONT></DIV>
<DIV><FONT face="Bookman Old Style" size=2> 4. Are the
references clear, for example, can the learner tell the difference between what
we call a "noun" and an action word ("verb")? </FONT></DIV>
<DIV><FONT face="Bookman Old Style" size=2> 5. Does the
learner have disambiguation exercises? (This is where they train their brains
how to discriminate the words in context. Initially, a new language sounds like
an unbroken stream. It derives meaning when we can detect the patterns created
by the different words and inflections.) </FONT></DIV>
<DIV><FONT face="Bookman Old Style" size=2> 6. Are the visuals
precise enough that the learner can derive an exact meaning. For example, if the
visual is a complete place setting, with dinner plate, knife, fork, and spoon,
the presented word Should NOT be any of these individual items, because the
learner can't yet distinguish and make the correct relation. </FONT></DIV>
<DIV><FONT face="Bookman Old Style" size=2> 7. Are there
training groups and exercises that give the learner additional practice in
discriminating words that are similar along visual, tonal, and semantic
dimensions? </FONT></DIV>
<DIV><FONT face="Bookman Old Style" size=2> 8. Is the
interface intuitive? It should not get in the way of the learnng process, nor
should it be a learning process unto itself. </FONT></DIV>
<DIV><FONT face="Bookman Old Style" size=2> 9. Is the
interface learner-centered, allowing the learner to return to those areas where
he or she needs to go (+ points) or does it constrain the learner to a path,
direction or mode prescribed by someone or some thing external to the current
learning process (BIG - points). </FONT></DIV>
<DIV><FONT face="Bookman Old Style" size=2> 10. Is the
interface English-only (- points) or is it available in the target languages
(BIG bonus points). Yours is nice because it gives the learner a choice of a
nice collection of interface languages. </FONT></DIV>
<DIV><FONT face="Bookman Old Style" size=2> 11. Does it make
you smile? People study (play, really) more with learning materials that they
enjoy. </FONT></DIV>
<DIV><FONT face="Bookman Old Style" size=2></FONT> </DIV>
<DIV><FONT face="Bookman Old Style" size=2></FONT> </DIV>
<DIV><FONT face="Bookman Old Style" size=2>My regression analysis showed that
text was a 2nd order process. What this means is that an additional level/layer
of understanding is required to assimilate the text. Since sight and sound are
first order, preceptual processes, they don't require the additional
assimilation effort, and will show higher, faster response rates than will text.
</FONT></DIV>
<DIV><FONT face="Bookman Old Style" size=2></FONT> </DIV>
<DIV><FONT face="Bookman Old Style" size=2>I thought I had discovered something
that needed further research, and then I read Vygotsky, Thought and Language,
and he knew this 100 years ago. Saved me endless hours of devising and running
another experiment. ;-0</FONT></DIV>
<DIV><FONT face="Bookman Old Style" size=2></FONT> </DIV>
<DIV><FONT face="Bookman Old Style" size=2>Anyway, these categories are worth
more or less 10 points apiece. Unless one is particularly well-done or
particularly poorly done, bonus or Penalty points may be awarded. </FONT></DIV>
<DIV><FONT face="Bookman Old Style" size=2></FONT> </DIV>
<DIV><FONT face="Bookman Old Style" size=2>How did Virginia fare in the lastest
onslaught of weather from the south, by the way. Are you all fine and well up
there? Still have the beautiful trees and beaches? </FONT></DIV>
<DIV><FONT face="Bookman Old Style" size=2></FONT> </DIV>
<DIV><FONT face="Bookman Old Style" size=2>best, </FONT></DIV>
<DIV><FONT face="Bookman Old Style" size=2>Mia</FONT></DIV>
<DIV> </DIV>
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<DIV style="FONT: 10pt arial">----- Original Message ----- </DIV>
<DIV
style="BACKGROUND: #e4e4e4; FONT: 10pt arial; font-color: black"><B>From:</B>
<A title=iackerman@ROSETTASTONE.COM
href="mailto:iackerman@ROSETTASTONE.COM">Ilse Ackerman</A> </DIV>
<DIV style="FONT: 10pt arial"><B>To:</B> <A title=ILAT@LISTSERV.ARIZONA.EDU
href="mailto:ILAT@LISTSERV.ARIZONA.EDU">ILAT@LISTSERV.ARIZONA.EDU</A> </DIV>
<DIV style="FONT: 10pt arial"><B>Sent:</B> Monday, September 27, 2004 1:38
PM</DIV>
<DIV style="FONT: 10pt arial"><B>Subject:</B> Re: John Bransford?</DIV>
<DIV><BR></DIV><BR>Dear Mia,<BR><BR>Thanks for your thoughtful reply. We are
developing the next version of the software, and I will also share your
feedback with the R&D group.... : ) I'm curious, what's the rating system
you used?<BR><BR>Best regards,<BR><BR>ilse<BR><BR>
<BLOCKQUOTE><?smaller>Overall, this is pretty good. I think it merits 83-87.
It could score higher by being more user-responsive. Don't get discouraged.
Most language learning materials don't rate above a 45-50. Many, especially
the text one, where a teacher is absolutely required, as is a good memory,
and the students don't really have a chance, don't get above a 20.<?/smaller><BR><?smaller><?/smaller> <BR><?smaller>Suggested
improvements:<?/smaller><BR><?smaller> *** Improve the Nav<?/smaller><BR><?smaller> *** Target language interface<?/smaller><BR><?smaller> *** Greater
technological support for improved distinctions (motion for verbs, etc).<?/smaller><BR><?smaller> *** Word discrimination (I
couldn't tell where the word breaks were in Hebrew) I did find the
repeat sound option, though. [The relationships weren't as good in the
Hebrew as in Latin. They appear to start with a cat, add the woman to the
girl, add a man to the woman, and then add A Different Man to the boy. In
Latin, the similarity in the pictures provides a scaffolding. In Hebrew, the
visual scaffolding goes awry.)<?/smaller><BR><?smaller><?/smaller> <BR><?smaller>Sometimes,
people who are native speakers of a language make loose and wide assumptions
about what it immediately apprehensible or intuitively others. I generally
find that speaking to them in Technologicalese brings the problem home.<?/smaller><BR><?smaller><?/smaller> <BR><?smaller>Thanks, this
was fun and informative. I hope others try it out.<?/smaller><BR><?smaller><?/smaller> <BR><?smaller>Best,<?/smaller><BR><?smaller>Mia<?/smaller><BR> <BR><?fontfamily><?param Arial><?x-tad-bigger>-----
Original Message -----<?/x-tad-bigger><?/fontfamily><BR><?fontfamily><?param Arial><?x-tad-bigger><?/x-tad-bigger><B><?x-tad-bigger>From:<?/x-tad-bigger></B><?x-tad-bigger>
<?/x-tad-bigger><?color><?param 0000,0000,EEEE><?x-tad-bigger>Ilse Ackerman<?/x-tad-bigger><?/color><?x-tad-bigger> <?/x-tad-bigger><?/fontfamily><BR><B><?fontfamily><?param Arial><?x-tad-bigger>To:<?/x-tad-bigger><?/fontfamily></B><?fontfamily><?param Arial><?x-tad-bigger>
<?/x-tad-bigger><?color><?param 0000,0000,EEEE><?x-tad-bigger>ILAT@LISTSERV.ARIZONA.EDU<?/x-tad-bigger><?/color><?x-tad-bigger>
<?/x-tad-bigger><?/fontfamily><BR><B><?fontfamily><?param Arial><?x-tad-bigger>Sent:<?/x-tad-bigger><?/fontfamily></B><?fontfamily><?param Arial><?x-tad-bigger>
Monday, September 27, 2004 8:25 AM<?/x-tad-bigger><?/fontfamily><BR><B><?fontfamily><?param Arial><?x-tad-bigger>Subject:<?/x-tad-bigger><?/fontfamily></B><?fontfamily><?param Arial><?x-tad-bigger>
Re: John Bransford?<?/x-tad-bigger><?/fontfamily><BR><BR><BR>Hi
Mia,<BR><BR>Good question -- the indigenous language software isn't offered
under the same terms as our other languages. We don't produce indigenous
language software to sell directly to consumers. We're contracted by
indigenous language groups to produce the software, and they own the final
software and can replicate it and distribute it however they wish, whether
at cost to their community, or free to their schools, or hosted online for a
wider audience. So it requires an initial investment of labor and money, and
then the product can be used as widely as desired.<BR><BR>The software works
by immersion because it uses images to convey meaning. Then it uses those
language elements as building blocks to introduce further language step by
step. There is actually an online demo accessible at the following url.
Although there's a form to fill out, it only requires your name and email
(not shared with third
parties).<BR><BR>http://www.rosettastone.com/ind/free_demo<BR><BR>Let me
know if you have any questions. I'd be interested in your feedback,
too!<BR><BR>ilse<BR><BR>On Sep 27, 2004, at 9:38 AM, MiaKalish - LFP
wrote:<BR><BR><BR>Hi, Ilse,<BR> <BR>I looked up your company. You make
quite a number of language learning products. They seem to me a bit
expensive, though, especially for the Indigenous learner. How will the new
products be priced?<BR> <BR>Also, I didn't see any "try before you buy"
downloads. How do they work?<BR> <BR>Thanks, and thanks for your kind
words. Sometimes the list is so quiet, I'm not sure anyone is there, but I
am very glad to see there
is.<BR> <BR>Mia<BR> <BR> <BR> <BR>----- Original Message
-----<BR><B>From:</B> Ilse Ackerman<BR><B>To:</B>
ILAT@LISTSERV.ARIZONA.EDU<BR><B>Sent:</B> Monday, September 27, 2004 6:41
AM<BR><B>Subject:</B> Re: John Bransford?<BR><BR><BR>On Sep 25, 2004, at
8:49 AM, MiaKalish - LFP wrote:<BR><BR><BR>One more question: Does anyone
know the work of John Bransford? I just noticed that he has quite a
collection of books on computer supported learning, the psychology of
learning, etc, and I wondered if people have combined any of this with
L&C Revitalization, or multi-lingual educational
materials.<BR> <BR>Maybe just one more question: Does anyone out there
work on multi-lingual educational materials? Computer-based?<BR><BR>Dear
Mia,<BR><BR>I've enjoyed reading your posts. I work on computer-based
immersion software for language revitalization. Two indigenous language
projects are underway, about six months from completion. The software has
been successful for teaching mainstream languages, and I'm eager to see the
results in the Mohawk and Iñupiaq communities.<BR><BR>Best wishes on your
move and studies....<BR><BR>ilse<BR>____________________________<BR>Ilse
Ackerman<BR>Program Manager<BR>Endangered Language Program<BR>Fairfield
Language Technologies<BR>Harrisonburg, VA 22802 USA<BR><BR>Tel
1.800.788.0822 Ext. 3318<BR>Tel 1.540.432.6166 Ext. 3318<BR>Fax
1.540.432.0953<BR><BR>www.rosettastone.com/languagerescue<BR>_______________________________<BR></BLOCKQUOTE></BLOCKQUOTE></BODY></HTML>