Software Evaluation #2--Side by Side

Title of Software: "Side by Side" by Interactive

Publisher: Steven J. Molinsky and Bill Bliss, New York: Pearson Longman

Target Audience: Mostly teens and adults despite the presence of cartoons

Proficiency Level: Beginning and low intermediates

Description/Evaluation: Multimedia "Side by Side" contains short, interesting videos of attractive people speaking flawless English. It is possible to stop the video and work in segments of language, such as sentences. In addition, recording your own voice after one of the speakers allows you to listen and compare. However, no value judgments of how close you come to native quality are provided. The illustration shows the simplicity of the screen and controls. A written script of the dialogue is provided, and activities to practice the video material provided.

Activities include video segments which are to be placed in correct order, drag and drop the right word into questions, filling in your own information to the questions, etc. However, except for the video portions, the activities are STRANGELY SILENT.

The scaffolded lessons provide practice of previously learned material, and do not appear to attempt to overwhelm the student with too many new vocabulary words.

Writing skills are tested, and a model of the writing is presented side by side, but there is no assessment of errors. Again, everything is STRANGELY SILENT.

Grammar toons present, for example, the present tense of "to be" with appropriate pronouns, but there is no interactivity--just entertainment and another opportunity lost to learn!

The software is relatively easy to use: watch the video; orally practice the language looking at the script, if necessary; work your way through the activities, and then on to the next lesson, which should contain much of the vocabulary from the previous exercise.

I would use the software as a supplement to a LOT of spoken work in the classroom. Also, some noticing will have to be called in to help with selected Form on form grammatical enhancement of understanding of the language used.

The language skills targeted are: listening primarily, reading, writing, and some speaking. Passive rather than active skills appear to be the result of using this program, which is admittedly more entertaining than much of what I have seen.

There is an excellent full review of this version of "Side by Side" by Larry Statan of Contra Costa College in "Language Learning and Technology" http://llt.msu.edu/vol10num3/review3/default.html

Kidspiration Podcast Outline

Rita, Koyin and I decided to get together for breakfast at my place one Saturday morning. The weather was beautiful as we sat on the patio and talked about life in general, and what we wanted to do for a podcast specifically. With the strong international talent available, I volunteered to act as MC, and interview the experts on WHAT motivated them to learn English in the first place. Kidspiration helped us older kids plan the interview and think about what we wanted to say. So just using the outline, we had a great interview hoping that we could inspire learners to tell us WHY they wanted to learn English.

Podcast starring Carol (MC), Rita and Koyin.


Please listen to our podcast at: http://streamer.utsa.edu/ramgen/2007/Spring/FS/ESL6973.901.Wright/Trial.Interviews.mp3

Even better--here's a video taken at Carol's place of our "recording studio"!
http://streamer.utsa.edu/asxgen/2007/Spring/FS/ESL6973.901.Wright/recording.studio_output.wmv
Let us know what you think!

Cheers, Carol, Koyin, and Rita

Kidpix Slide Questions

Here are the slides from my Kidpix Geography Quiz:

Reading Prompt # 9

EGBERT Ch. 9. Limitations, Caveats, and Challenge
Which of the limitations, caveats, and challenges with regards to computer assisted language learning apply to your current (or future) classrooms? How could these be overcome?

It is refreshing that Egbert balances his text with examples of how technology can be counterproductive. It seems that rather than focusing on the goal: LEARNING--too many excuses are given as to how handwriting or spelling problems can be ameliorated or excused because of the computer. What about the day when the lights and batteries go out, and someone has to add numbers without a calculator or write by hand? Perhaps it is the generational difference, but at one time in the educational system you just had to learn even what you didn't want to, or fail. BTW, that meant getting a "D" or "F" with no excuses. And learning the language in France meant French! Again, no excuses!

Don't get me wrong, it is wonderful to have all the technological
advantages in the world, but it does not replace a teacher who knows how to communicate the subject material.

Last night, I saw one of our own, Joleen, stand up in front of a class for 20 minutes and teach a grammar point (the use of the "fantasy" conditional sentence with the "IF" clause; e.g., If I were rich, I would take us all to Pico de Gallo. No use of computer, blackboard, and just a few hand outs. She knew it, and knows how to teach it. She called on people by name to respond, and helped them out with hints until they got it right. So, taking a teacher like this: technology can be used for homework assignments on the blog or to reinforce via a website, but it is easiest to learn the materia from no other medium but LIVE.

Thanks Joleen!

Reading Prompt #8

CUMMINS Ch. 3. AssessmentEGBERT Ch. 8. Assessment
What is the difference between traditional standardized testing and authentic assessment? Describe how computers can be used for both. Which do you feel is a better use of computers? Describe examples from the readings or from your own experiences how comptures can be used effectively for assessment, and/or how to effectively assess the work students do via the computer.

We are all familiar with standardized testing--think GRE! Is it authentic? Hardly, as the purpose is to pidgeon-hole the student in a percentile, and does not provide a comprehensive evaluation, or rationale for what is considered correct or incorrect on the test. A recent "improvement" makes the test more sensitive to correct and incorrect answers, and adjusts questions depending on the previous answer. However, this is hardly authentic. Authentic testing is defined as tests which make assessments NOT on zip-codes or social class necessarily, but on intentional cognitive effort (what the student has learned) and achievement, such as work portfolios, which may include a variety of output.

Most computer-based assessment is standardized; however, Egbert lists several websites which offer assessment of a range of activities. Students are encouraged to post thier work to the web for feedback from their peers as well as their teachers, and from experts who can be made available. In the latter case, the computer is NOT the evaluator, but merely the transmitter, of information, which then is reviewed by a human being. This latter point is very important, as computer evaluation alone is soulless and tends to discourage, rather than stimulate, learning.

Work done on the computer in audio or graphics programs can be evaluated versus submissions by other students. This would include not only the subject matter being evaluated, but facility and creativity with the software. Once more, it is important that a person be available for evaluation and that computer skills be taken into consideration along with the subject matter assigned.

I'm not Lion!

Reading Prompt #7
EGBERT Ch. 7. Content-Based Instruction
What are some important techniques for designing content instruction that supports both language and content learning? Egbert gives several examples of ways content and language objectives can be combined with technology objectives. Share some of your own experiences or ideas for combining these. In other words, give a specific exmple of how you could teach a content-area lesson with integrates technology and supports language learning for ELLs.

At Hitachi Semiconductors in Germany, I taught International Presentation Skills to Germans and Japanese. So this is a good example of Content (how to present) and language training, as English was a foreign language for all. Of course, some students had better speaking ability than others, but then others were better at standing up in front of the room and talking! I used a combination of readings in German and English (except for the Japanese) and lots of practice using a video feedback plus comments during the class. Where there were problems with the language, we would take time to review L1 to L2 structures to facilitate expression.

Technology was a great aid, as it supported the most basic of learning principles: PEOPLE DO NOT ARGUE WITH THEIR OWN DATA. Video clips are easier than people to "coach" and the whole class was always curious to see the recordings. Students were motivated to read and practice by virtually seeing themselves as professionals.

The best part was when we compared the clips from the first presentation to that made at the end of the six weekly lessons! The dramatic improvement and confidence was VISIBLE! Given all the tools that Dr. Wright has introduced, such as the facility of using video podcasts, surely there are even better ways of motivating people with more modern technology than at that time.
Carol