--- 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.