John Bransford?

Tue Sep 28 06:10:49 UTC 2004

Hi, Ilse, 

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: 

    1. Is the mode sound-picture-text, presented simultaneously
    2. Can the learner interact with the material at will, studying sound & text patterns
    3. Can the learner use the material without the aid of a teacher, supplementing regular course work
    4. Are the references clear, for example, can the learner tell the difference between what we call a "noun" and an action word ("verb")? 
    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.) 
    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. 
    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? 
    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. 
    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). 
    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. 
    11. Does it make you smile? People study (play, really) more with learning materials that they enjoy. 

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. 

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

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. 

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? 

best, 
Mia

  ----- Original Message ----- 
  From: Ilse Ackerman 
  To: ILAT at LISTSERV.ARIZONA.EDU 
  Sent: Monday, September 27, 2004 1:38 PM
  Subject: Re: John Bransford?

  Dear Mia,

  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?

  Best regards,

  ilse

    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.

    Suggested improvements:
        *** Improve the Nav
        *** Target language interface
        *** Greater technological support for improved distinctions (motion for verbs, etc).
        *** 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.)

    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.

    Thanks, this was fun and informative. I hope others try it out.

    Best,
    Mia

    ----- Original Message -----
    From: Ilse Ackerman 
    To: ILAT at LISTSERV.ARIZONA.EDU 
    Sent: Monday, September 27, 2004 8:25 AM
    Subject: Re: John Bransford?

    Hi Mia,

    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.

    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).

    http://www.rosettastone.com/ind/free_demo

    Let me know if you have any questions. I'd be interested in your feedback, too!

    ilse

    On Sep 27, 2004, at 9:38 AM, MiaKalish - LFP wrote:

    Hi, Ilse,

    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?

    Also, I didn't see any "try before you buy" downloads. How do they work?

    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.

    Mia

    ----- Original Message -----
    From: Ilse Ackerman
    To: ILAT at LISTSERV.ARIZONA.EDU
    Sent: Monday, September 27, 2004 6:41 AM
    Subject: Re: John Bransford?

    On Sep 25, 2004, at 8:49 AM, MiaKalish - LFP wrote:

    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.

    Maybe just one more question: Does anyone out there work on multi-lingual educational materials? Computer-based?

    Dear Mia,

    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.

    Best wishes on your move and studies....

    ilse
    ____________________________
    Ilse Ackerman
    Program Manager
    Endangered Language Program
    Fairfield Language Technologies
    Harrisonburg, VA 22802 USA

    Tel 1.800.788.0822 Ext. 3318
    Tel 1.540.432.6166 Ext. 3318
    Fax 1.540.432.0953

    www.rosettastone.com/languagerescue
    _______________________________
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