My apologies for not including (ADVTSG) on this message. I was probably asleep in front of the computer.... But Read was wide awake! See below. Otmar --- Forwarded Message from "Read Gilgen" <[log in to unmask]> --- >Date: Wed, 20 Oct 1999 09:25:47 -0500 >From: "Read Gilgen" <[log in to unmask]> >To: <[log in to unmask]> >Subject: Re: #5260 Teleste Educational October Newsletter Although I personally am happy to receive this information, the message header should indicate ADVERTISING. Thanks... >>> LLTI-Editor <[log in to unmask]> 10/20/99 07:43AM >>> --- Forwarded Message from [log in to unmask] --- >From: [log in to unmask] >To: [log in to unmask] >Date: Tue, 19 Oct 1999 09:46:08 +0300 >Subject: Teleste Educational October Newsletter TELESTE EDUCATIONAL NEWSLETTER OCTOBER, 1999 I : Spotlight: www.divace.com II: Feedback: Imperata for Organizing Course Materials III: Possibilities: The Classroom Space A word of thanks to all of you who have sent us notes= of encouragement, and to those of you who have given us insight into where= you are taking your knowledge and experience of ICT, and of Teleste Educati= onal software, within the ever-changing realm of education. Some of you = have even alluded to tendencies beyond the walls of academia and acad= emic institutions, and into areas of both business and personal interests. = It=92s good to know that some of our products are helping people make their= own advances within their own individual areas of interest and expertise. I: SPOTLIGHT: www.DIVACE.COM A website especially for and specifically devoted to Divace has = been established. It=92s not just an informational website where you can fi= nd out more about Divace=92s unique capabilities. It is set up for users a= nd for use, meaning that anyone can now try using this digital recorder and pl= ayer - the player can be downloaded for free for a 30-day evaluation period.= There is, of course, information. There is a page describing Divace=92= s two =91full feature=92 versions, Solo and Duo, both of which are digital r= ecorders designed for schools, language labs and other learning institutions. = Duo is meant for platforms where there is some teacher-control, and Sol= o is meant for =91stand-alone=92 stations where individuals can use Divace f= or their own recording, use and storing of files. A separate page has been se= t up to describe the Divace Player version, which is the version that ca= n be downloaded. With the Divace Player, you will be able to listen to a= udio files, run a specific file on end, and bookmark any material you would = like to return to. There is a =91How To Use Divace=92 page as well, whi= ch gives some examples of what Divace players and recorders can be used fo= r in classes, and some specific applications. There are also three =91samp= les of learning activities=92 - lesson plans of ready-made exercises that y= ou can try with Divace. And last but not least, there is a =91Contact Us=92 page, where= you can write to us about your thoughts, and ask questions about Divace. II: FEEDBACK: IMPERATA FOR ORGANIZING COURSE MATERIALS Imperata, which is also now available for a free 30-day trial download = from our website, has been presented as a new software application and acti= vity control package specifically designed for managing a modern, fast teac= hing environment. One teacher suggested that Imperata didn=92t have to be used so mu= ch for =92classroom control=92 as merely for the organization of materials = at hand. It was mentioned that Imperata=92s =94portfolio=94 feature could be= used as a teacher=92s =94manila folder=94 for class materials, information and e= ven course structure. You can create, save and open portfolios containing your= own pre-selected documents, programs, and even notes for future teac= hing sessions. A teacher=92s portfolio can be more than just a selection of documen= ts and programs for each course or class. It can also include a favourite la= yout of student workstations, a set-up of student groups or, as mentioned ab= ove, notes gathered together to use for planning. These will save any tea= cher valuable time in the computer lab. And a portfolio can be modified= and changed according to teaching needs, student skill-levels or co= urse profile. Imagine that you are teaching computer literacy to classes of var= ying skill-levels. For each level, you can set up a seperate portfoli= o in advance. The only thing you would then need to do during every lesson w= ould be to select the appropriate portfolio from the menu - your entire c= lass set-up is there, ready to use. For example, say that you may want to present word processing skill= s to beginning-level students. You expect to be working with two group= s of students. Rather than dividing your students into two groups every ti= me a lesson begins, and then taking time to search for all of the appropr= iate programs, you can pre-define a complete portfolio before the cours= e or lesson, and then start it during the teaching session. In this case, = your portfolio, saved as "Word Processor Beginners", might include: - student groups already established and arranged - a workstation style chosen- e.g. Royal Frogs - the Programs and Applications bar set up with Microsoft Word, Note= pad, Write Pad, Word Perfect, so that you can illustrate product differences= - Lock Operation function made ready, in case you want to lock stude= nt PCs at any time - Student Screen Monitor function set, so that you can check the progress of activities - the Document bar set up with Word Elegant Letter template, Word Contemporary Resume template, a few ClipArt .wmf images etc. With your whole working environment set up in advance, you will have sa= ved yourself a lot of precious time, and lessons can be much more productiv= e. And all of the content of the portfolio will be saved within = your portfolios, ready to be used for other courses and classes. III: POSSIBILITIES: THE CLASSROOM SPACE One thing that we at Teleste Educational are interested in hea= ring about, and possibly developing an ongoing dialogue about, are your thou= ghts concerning "student-centered" styles of learning as opposed to lear= ning within a more teacher-dominant classroom or language lab space. Wit= h an increased use of computers in your classrooms, are you finding that t= here are changes which you are making in your own way of presenting, and us= ing, your teaching material? Are you discovering that you are handing = more control over to your students? In what ways? How do you see= the differences, or similarities, in classroom dynamics? It would be nic= e to read some candid thoughts. Please continue to send us any thoughts, ideas, suggestions, insi= ghts and questions you may have about Teleste Educational, our products or t= heir use. And feel free to pass any suggestions you may have about wha= t we might include in future issues of this newsletter, or how to let it be= tter serve your specific purposes. Thanks again for joining us here. Keep in touch! Teleste Educational http://edu.teleste.fi http://www.divace.com Propose another receiver for this newsletter and you will get Partner T= ools software package for FREE ! Remember to include your postal address. =