--- Forwarded Message from Scott Smith <[log in to unmask]> ---
>Date: Thu, 03 Feb 2000 08:31:41 -0800
>From: Scott Smith <[log in to unmask]>
>Organization: The University of British Columbia
>To: Language Learning and Technology International Information Forum <[log in to unmask]>
>Subject: Re: #5460.1 (ADVTSG) Teleste Newsletter
>References: <[log in to unmask]>
------------------
My apologies
I will keep my venting to myself. All of the opinions expressed are mine.
LLTI-Editor wrote:
> --- Forwarded Message from Scott Smith <[log in to unmask]> ---
>
> >Date: Thu, 27 Jan 2000 14:08:58 -0800
> >From: Scott Smith <[log in to unmask]>
> >Organization: The University of British Columbia
> >To: Language Learning and Technology International Information Forum <[log in to unmask]>
> >Subject: Re: #5460 (ADVTSG) Teleste Newsletter
> >References: <[log in to unmask]>
>
> ------------------
> Nice try teleste, ATI multimedia player gives you the same options as divace! We
> are using ATI which costs less than half the price! By the way in order for the
> Divace to send video out you need a video capture card, like the ATI card, and once
> you buy the ATI card you will realize that you dont need divace because all the
> software you need is included with your video card!!!!!!!
>
> LLTI-Editor wrote:
>
> > TELESTE EDUCATIONAL NEWSLETTER
> > January, 2000
> >
> > I Imperata$B4s new features
> >
> > II Divace and the Web
> >
> > III Partner Tools: TextPartner
> >
> > I IMPERATA$B4S NEW FEATURES
> >
> > There are some new features added to the Imperata 2.0 version
> > to be launched shortly, two of which we would like to point out.
> > The broadcast feature can be used by a teacher or classroom
> > facilitator to 'show his screen' in real time, on any other computer
> > or group of computers. The second feature is a new monitoring
> > capability that allows the teacher to inobtrusively check in on
> > student workstations to see what progress is being made, to
> > see if any help can be offered, or to see if the workstations are
> > being used productively.
> >
> > II DIVACE ARTICLE
> >
> > DIVACE: Taking Interactive Language Learning to the Next Level on the Web
> >
> > Today, a vast number of web sites provide authentic material
> > in audio and video format for language learning online.
> > These pages offer dedicated activities for listening
> > comprehension, dictations, quizzes and puzzles.
> >
> > The following sites are particularly worth visiting:
> > Randall's ESL Cyber Listening Lab http://www.esl-lab.com,
> > Lingua Center http://deil.lang.uiuc.edu/LCRA,
> > EnglishPractice.com http://www.englishpractice.com/,
> > ESL Independent Study Lab http://www.lclark.edu/~krauss/toppicks/toppicks.html,
> > CELT, University of Sterling http://www.stir.ac.uk/celt/Listen/index.html,
> >
> > To listen to audio or watch a video clip on the Internet one
> > needs to have a software program to handle those audio
> > and video files. There are many such programs, usually
> > referred to as players, and some of them like RealAudio
> > and RealVideo Players have become standards for playing
> > those streaming audio and video files off the Internet.
> >
> > While those players allow playback only,
> > Teleste Educational's DIVACE comes with additional
> > features that have been specifically designed for language
> > learning. This multimedia recorder enables the learner to
> > play Internet or any digital files, and at the same time
> > record his oral input either in the form of responses
> > to questions, or voice-overs, or translations, or repetitions.
> >
> > The record feature makes it possible for the student to
> > practise speaking, intonation or pronunciation.
> >
> > The way DIVACE is used with the Internet audio and
> > video sites can best be examined on the example given
> > on the Randall's ESL Cyber Listening Lab site. On the
> > site one will find online audio and video recordings,
> > learning activities with self-grading tests, pre-listening,
> > listening, and post-listening assignments,
> > listening transcripts, dictation exercises, and explanations
> > of the answers.
> >
> > For instance, the activity called Friday Night Mishaps
> > (www.esl-lab.com/night/nightrd1.htm) comes with a
> > complete lesson plan and includes Pre-Listening,
> > Listening and Post-Listening Exercises. In the Pre-Listening
> > session students are required to discuss mishaps
> > and accidents that can happen around the house.
> >
> > In the Listening part, the learners click on the Audio
> > and listen to the recording. Afterwards, they should
> > answer a multiple-choice test. A click on the Final Score
> > button will evaluate their responses and give them the
> > correct answers.
> >
> > The Post-Listening Exercises expect the students
> > to do the role-play based on the model provided,
> > and record their conversation or the story in their own
> > words on the Divace recorder and share them with their partners.
> >
> > With the text synchronisation feature Divace is also
> > a perfect tool for language learning from songs and
> > even karaoke.
> >
> > LATEST!!!
> > You can now download DIVACE LITE from www.divace.com. With this 30day evaluation
> > version you will be able to playback learning materials in all digital file
> > formats including RealAudio and RealVideo and practise speaking by recording
> > your own voice input.
> >
> > III PARTNER TOOLS: TEXTPARTNER
> >
> > In response to requests for how Partner Tools can be
> > used we have created a series of 'lesson plan outlines'
> > for people wanting to introduce, or to be introduced to
> > various Partner Tools functions.
> >
> > Text Partner is the simplest of the Tools to use.
> > Its main function is to present textual information within
> > a framework of annotations that can be accessed from
> > a 'text-frame'. A simple exercise using Text Partner
> > might be practice reading for gist, with questions, hints
> > and insights provided in annotations. The text itself
> > can be read initially, and then followed up with questions
> > and discussion. While the Partner Tools programs
> > have been referred to as presentation software,
> > they can be thought of as only one of many possible
> > aspects of a lesson or a class-session.
> >
> > Text Partner can be used to develop initial exercises
> > leading towards discussions or other interactive activities.
> > For instance, take an informative text relating to some
> > recent local news. Annotations might include target
> > grammar constructs, audio recordings, images, a simplified
> > version of the text, or comprehension questions. Vocabulary
> > might be studied and reviewed in this space also,
> > and example sentences can be created to activate
> > this new vocabulary.
> >
> > Teleste Educational http://edu.teleste.fi
> >
> > If you do not want to receive these newsletters from Teleste
> > Educational, please send email to [log in to unmask] with
> > UNSUBSCRIBE NEWSLETTER as subject.
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