--- Forwarded Message from "Mary Ohno" <[log in to unmask]> --- >From: "Mary Ohno" <[log in to unmask]> >To: [log in to unmask] >Subject: Re: #5661.13 Using technology to save $$ and to revolutionize lea rning (!) >Date: Sun, 22 Oct 2000 13:16:22 GMT ------------------ Sounds great. Is it a stand-alone program? Would this work with something like Hot Potatoes? Do you have contact info such as a web site url or email for whoever created/provides it? Thanks. --Mary Ohno [log in to unmask] --Carlos Rosario International Public Charter School >From: LLTI-Editor <[log in to unmask]> >Reply-To: Language Learning and Technology International Information Forum > <[log in to unmask]> >To: [log in to unmask] >Subject: Re: #5661.13 Using technology to save $$ and to revolutionize > lea rning (!) >Date: Wed, 18 Oct 2000 08:34:44 EDT > >--- Forwarded Message from "Timothy Pope" <[log in to unmask]> --- > > >From: "Timothy Pope" <[log in to unmask]> > >To: "Language Learning and Technology International Information Forum" > <[log in to unmask]> > >References: <[log in to unmask]> > >Subject: Re: #5661.12 Using technology to save $$ and to revolutionize >lea rning (!) > >Date: Tue, 17 Oct 2000 07:25:20 -0600 > >------------------ >Christopher, >You should know that Webgen 2000 (which is free of charge) offers tracking >of all practice sessions (like your "Tutorial and practice") by student, >exercises attempted and scores, and full reporting and session logging in >exam mode. It grades all exercises other than free composition, permitting >partial marks (in both modes) and offering detailed error analysis (in >tutorial mode). Webgen also contains substantial bilingual dictionaries for >French, German and Spanish (for these there is a nominal charge) and it >runs >under PC and MAC browsers either on-line or from the local hard drive. For >German, grammar parsing of natural language is under development, as is a >platform-independent exercise-generating program that avoids the need to >remember Webgen-specific tags. >Sincerely, >Timothy F. Pope >The University of Lethbridge >----- Original Message ----- >From: LLTI-Editor <[log in to unmask]> >To: <[log in to unmask]> >Sent: Tuesday, October 17, 2000 6:12 AM >Subject: Re: #5661.12 Using technology to save $$ and to revolutionize lea >rning (!) > > >--- Forwarded Message from "Christopher M. Jones" ><[log in to unmask]> --- > > >Date: Thu, 12 Oct 2000 12:27:40 -0400 > >From: "Christopher M. Jones" <[log in to unmask]> > >To: "Language Learning and Technology International Information Forum" ><[log in to unmask]> > >Subject: Re: #5661.11 Using technology to save $$ and to revolutionize >lea rning (!) > >------------------ >Peggy: > >Our Language Online project is divided into two components, essentially. >One >is a site built with html and JavaScript which we call "tutorial and >practice" and which is not tracked. The other is WebCT, which we use for >all >administration, communication, online testing and so forth. > >The methods I am aware of for tracking user behavior in a Web environment >are cookies, CGI scripting, and Java, none of which apply to your current >situation of having a bank of Makers exercises. Retrofitting Makers or Hot >Potatoes or other JavaScript exercises in some fashion will in all >likelihood not be possible, though I would love to discover otherwise... > >The only method feasible for most language professionals that I am aware of >(without substantial programming investment) is to use the WebCT >environment >as an authoring system. The quiz function in WebCT is capable of >integrating media, tracking and recording student response, by-item >analysis >of test results, etc etc. WebCT used to be cheap... Blackboard never was, >and is less language-friendly, but those are the real options. > >Our intention eventually is to use the WebCT quizzes as "gateway" events, >which then would return the unsuccessful students to the tutorial and >practice modules for further (untracked) practice. Whether we will ever >have >all student interaction tracked is an open question at this point. > >Hope this helps, > >-Chris > > >--On Thu, Oct 12, 2000 8:48 AM +0000 LLTI-Editor ><[log in to unmask]> >wrote: > > > --- Forwarded Message from "Buckwalter, Peggy" ><[log in to unmask]> >--- > > > >>From: "Buckwalter, Peggy" <[log in to unmask]> > >>To: "'Language Learning and Technology International Information Forum'" > <[log in to unmask]> > >>Subject: RE: #5661.9 Using technology to save $$ and to revolutionize >lea >rning > >>Date: Wed, 11 Oct 2000 13:09:40 -0600 > > > > ------------------ > > Hello to everyone. I have a question for Chris Jones regarding your > > language online at CMU or anyone else who might be able to help me. I >am > > wondering about the technology you use for monitoring student work and > > progress. I use interactive exercises with audio and video made using >the > > Exercises Makers created and generously made available to all of us by >the > > Tricollege Mellon Language Project in Philadelphia. I house them on >WebCT, > > which works fine except that it provides very limited tracking for my > > purposes. (I am a one-person department trying to find ways of giving >my > > students as much exposure to the Spanish language as possible-we are in > > South Dakota-and at the same time trying to rid my life and theirs of >the > > dreaded workbook.) Is there a program that would track my students' work >(in > > a similarly sophisticated way that a digital lab like the CAN8 can do)? >Any > > suggestions from anyone will be gratefully received. (WE use an NT >server) > > Thank you, > > Peggy > > > > -----Original Message----- > > From: LLTI-Editor [mailto:[log in to unmask]] > > Sent: 31 August 2000 13:40 > > To: [log in to unmask] > > Subject: #5661.9 Using technology to save $$ and to revolutionize > > learning > > > > > > --- Forwarded Message from Christopher Jones <[log in to unmask]> --- > > > >>Date: Tue, 29 Aug 2000 12:39:00 -0400 > >>From: Christopher Jones <[log in to unmask]> > >>To: Language Learning and Technology International Information Forum > > <[log in to unmask]> > >>Subject: Re: #5661.1 Using technology to save $$ and to revolutionize > > learning > >>In-Reply-To: <[log in to unmask]> > >>Originator-Info: > > login-token=Mulberry:01ojPBQgWdMLDZsRC57bM4sfWQOG4onk7Qli63oqM0yw==; > > [log in to unmask] > > > > ------------------ > > Samantha, Rachel: > > > > You could browse through the description of our Language Online project >at > > > > > http://mlonline.hss.cmu.edu > > > > We quite explicitly do NOT claim to be saving any money at this point, >but > > the change in the structure of the learning environment is substantial, >and > > successful so far. > > > > -Chris > > > > --On Tue, Aug 29, 2000 8:40 +0000 LLTI-Editor ><[log in to unmask]> > > wrote: > > > >> --- Forwarded Message from Samantha Earp <[log in to unmask]> --- > >> > >>> Date: Fri, 25 Aug 2000 10:45:45 -0700 (PDT) > >>> From: Samantha Earp <[log in to unmask]> > >>> Subject: Re: #5661Using technology to save $$ and to revolutionize > >>> learning To: Language Learning and Technology International >Information > >>> Forum <[log in to unmask]> > >> > >> ------------------ > >> I've kicked around an idea for years to have students > >> move through language instruction at their own page, > >> supported by lots of technology work and smaller, > >> lab-like (or travaux pratiques sessions, for you > >> French-speakers) sessions with teachers. They would > >> move through based on mastery, and all the materials > >> would help move them in this direction. > >> > >> (A former colleague and I at a previous institution > >> briefly considered putting on a small pilot project > >> sequence in German in this way, but the institutional > >> barriers and resistance from other colleagues shot us > >> down in a big way, very fast.) > >> > >> Writing this very basic description in this way > >> glosses over a whole lot of learning & SLA theory that > >> would need to be examined carefully, not to mention > >> the logistics of organization and extremely careful > >> instructional design that takes into account the > >> unique technology-enhanced learning environment > >> (rather than tacking technology onto a pre-existing > >> pedagogical structure). But I'm still very interested > >> in this idea, and along with Rachel would love to hear > >> more about any forays into this area... > >> > >> Best, > >> Samantha Earp > >> Duke University > >> > >> > >> --- LLTI-Editor <[log in to unmask]> wrote: > >>> --- Forwarded Message from Rachel Saury > >>> <[log in to unmask]> --- > >>> > >>> > Date: Tue, 22 Aug 2000 09:00:01 -0400 > >>> > To: Language Learning and Technology International > >>> Information Forum <[log in to unmask]> > >>> > From: Rachel Saury <[log in to unmask]> > >>> > Subject: Using technology to save $$ and to > >>> revolutionize learning > >>> > In-Reply-To: <[log in to unmask]> > >>> > >>> ------------------ > >>> Dear colleagues and friends, > >>> > >>> I have an interesting nut for everyone to chew on. > >>> It is a commonly > >>> expressed view in our field that the new digital > >>> technologies are primarily > >>> being used within a curricular model that differs > >>> little from when we > >>> relied on analog technologies. This manifests as > >>> students primarily > >>> listening to digitized audiotapes and video with > >>> some recording of their > >>> responses. If the digital technologies are being > >>> used in innovative ways, > >>> it is still within the traditional classroom > >>> structure: students meeting in > >>> class 3-5 hours/week (depending upon the level) with > >>> a single instructor > >>> with homework assignments, both written and oral, to > >>> be done at home and in > >>> the lab. It is interesting to note that the report > >>> from the Mellon > >>> Foundation in 1998 after years of funding foreign > >>> language instructional > >>> technology projects, came to the conclusion that > >>> making the leap into using > >>> the technology in ways that could truly cut costs is > >>> challenging. > >>> > >>> I have been intrigued by Virginia Tech's Math > >>> Emporium model. About four > >>> years ago, VA Tech decided that they needed a more > >>> cost-effective way to > >>> deliver basic math instruction. They dismantled the > >>> traditional structure > >>> of the class, with students meeting in large lecture > >>> halls with a single > >>> instructor--usually a TA under the supervision of a > >>> full-time faculty > >>> member. They purchased an old Rose's building > >>> (Rose's is a southern > >>> version of K-Mart), installed a few hundred > >>> computers in various > >>> configurations and groupings to allow for > >>> individual, paired and group > >>> work, created learning modules, and restructured the > >>> commitment of faculty > >>> and TA time. Students primarily did their work > >>> using the computer-based > >>> learning modules. They had paired and group > >>> projects and could also choose > >>> to go to lectures on various areas of mathematics, > >>> if they felt they needed > >>> extra help. Faculty members and TAs held their > >>> "office hours" in the lab > >>> and were available to tutor students. Small group > >>> sessions with > >>> instructors were also scheduled for group discussion > >>> and questions. > >>> > >>> Here at UVA, the Spanish Dept. is facing a crisis: > >>> enrollments in first > >>> year Spanish are up, with the result that each class > >>> has 30 students with > >>> one instructor. There is no end in sight in terms > >>> of enrollment, but > >>> funding for more TAs is not keeping up with demand. > >>> I have been > >>> considering whether the Math Emporium model could be > >>> applied creatively to > >>> foreign languages in such a way that students could > >>> actually get more > >>> one-on-one tutoring, more opportunities for > >>> communication with an > >>> instructor and with other students, and more > >>> drilling and rote pratice to > >>> reinforce grammatical forms and vocabulary. In the > >>> end, I don't think what > >>> students would learn in terms of quantity or quality > >>> would be > >>> sacrificed. But I do think that learning could be > >>> more dynamic, with > >>> students being exposed to more varied communicative > >>> contexts and > >>> opportunities than in the current structure. > >>> > >>> I would be interested in your ideas and thoughts. > >>> Are there any programs > >>> out there right now that are trying this out? Do > >>> you think this could > >>> work? If so, how? Can you refer me to any sources? > >>> > >>> Thanks! > >>> > >>> Rachel Saury > >>> > >>> > >>> Rachel E. Saury, Ph.D. > >>> Director, Arts & Sciences Center for Instructional > >>> Technologies > >>> P.O. Box 400784 > >>> University of Virginia > >>> Charlottesville, VA 22904-4784 > >>> (804) 924-6847 ph. > >>> (804) 924-6875 fax > >>> www.people.virginia.edu/~res4n > >> > >> > >> __________________________________________________ > >> Do You Yahoo!? > >> Yahoo! Mail - Free email you can access from anywhere! > >> http://mail.yahoo.com/ > > > > > > > > Christopher M. Jones, PhD > > Principal Lecturer in French / Director, Language Learning Resource >Center > > mail: Baker Hall 160, Carnegie Mellon University, Pittsburgh, PA 15213 > > tel: 412-268-8087 fax: 412-268-1328 e-mail: [log in to unmask] > > > >Christopher M. Jones, PhD >Principal Lecturer in French / Director, Language Learning Resource Center >mail: Baker Hall 160, Carnegie Mellon University, Pittsburgh, PA 15213 >tel: 412-268-8087 fax: 412-268-1328 e-mail: [log in to unmask] _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com.