<<December 19, 2000>>
Archived distributions can be retrieved by clicking on the top lines of our home page at <http://www.friends-partners.org/GLOSAS/>.
Dr. David Levy <AXEL@conted.lan.mcgill.ca>
Eric Baber, MA DTEFLA <Eric@nll.co.uk>
Howard B. Schechter, Ed.D. <firstname.lastname@example.org>
Steve McCarty <email@example.com>
Steven Donahue <firstname.lastname@example.org>
Prof. and Mrs. Edward C. DeLand <EDELAND@UCLA.EDU>
Motokuni Ishiguro <email@example.com>
Isao Tsujimoto <Isao_Tsujimoto@jpf.go.jp>
Kato, Hidetoshi, Ph.D <SDI00823@niftyserve.or.jp>
Roger Lee Boston <firstname.lastname@example.org>
Viktoriya Loboda <email@example.com>
(1) Many thanks for your msg with strong interest, in response
to my list
distribution of English as a Second Language e-Learning course proposal
- December 16, 2000" which can now be retrieved at
ATTACHMENT I from David Levy
ATTACHMENT II from Eric Baber
ATTACHMENT III from Howard B. Schechter
ATTACHMENT IV from Steve McCarty
ATTACHMENT V from Steven Donahue
ATTACHMENT VI from Ed Deland
ATTACHMENT VII from Viktoriya Loboda
(2) I am very happy to hear that you are willing to be in charge of this project.
I envision that this project will grow to the Division of Language of our GUS.
(3) I am also happy that you agreed to firstly make this project for Japanese.
As I said in the above list distribution, the target should
businessmen who need to enhance their speaking English for business negotiation.
This pilot project is to combine the Japanese cutting-edge
mobil Internet (e.g., DoCoMo's iMode) and laptop/notebook (e.g., SONY's
PictureBook) technologies with the advanced web-based education platform
and content of North America.
(4) I would greatly appreciate it if you can come up a brief
this project which I can take to Japanese companies as to make a
preliminary market survey, during my stay in Japan late April to early May.
Pls come up your initial draft so that we can work together
Dear Steve McCarty and Motokuni Ishiguro:
Pls prepare a list of contact persons of those Japanese companies
to whom I will visit for this project -- including CANON, Toshiba,
NEC, Fujitsu, Hitachi, NISSAN, Toyota, etc., etc.
Pls send me English name of your organization.
Dear Isao Tsujimoto:
Many thanks for your msg (ATTACHMENT VII).
Although your mission is to teach Japanese, I wonder if your
foundation can finance our project. This is because the proposed
delivery system can be applied to your Japanese teaching, too --
you mentioned that your purpose of visiting me in October was to
learn the cutting-edge web-based teaching system. I would
appreciate it if you can kindly talk this matter with Dr. Kato.
(5) I would suggest that you accelerate your planned workshop
Boston so that you can see what can be done with wired" Internet, at the least.
(6) We would be very delighted if our project benefits from
experience on teaching English via Internet. I would expect your
valuable input to David's synopsis.
Eric's on-line training course for English teachers may be
second phase of our project to Japanese.
(7) You may venture into the use of the third generation mobil
laptop/notebook since England is ahead on the former.
This proposed delivery system would be of great interest to
University/U.K. and many e-learning providers in Europe -- as the
Information Day Conference of European Commission in Luxembourg mentions
it -- I am attending it next month.
(8) I am very glad to learn of your activities with various languages.
Pls suggest John Lincoln to contact Steve McCarty to join in our project in Japan.
Dear Steve McCarty:
(9) We would rely on your good leg work with Mr. Ishiguro -- see above.
Dear Steve Donahue:
(10) I read your articles with great interest.
BTW, pls send me your full address (snail mail, phone/fax, etc.).
(11) Now, I see how you can teach pronunciation via Internet
-- using audio
analyzer should be very scientific and precise -- though I am afraid if
the learners can easily accustomed with many tunings.
(12) I would also appreciate your willingness to make your
publicity of our project.
Dear Ed DeLand:
(13) I will look for the Atlantic Monthly on my way to Columbia
tonight. Thanks for your suggestion.
PC and Internet will be the pencil and paper of the 21st Century
that, as you say, English would become the lingua franca with its
adaptability to the computer keyboard.
(14) I am very glad to learn that you have keen interest and
need for English
as Second Language program in Ukraine.
Since this project uses third generation wireless mobil phone
Internet, it should go along with your project of implementing broadband
wireless and satellite Internet in Ukraine for your GUS/Ukraine
When I will attend the Information Day Conference of European
in Luxembourg next month, I will mention of this to their officials.
From: "David Levy" <firstname.lastname@example.org>
Date: Mon, 18 Dec 2000 14:12:12 -0500
Subject: global english project...
tak - thks for the note...let's get rolling...i would imagine
things are required intitially: (i) a workable concept based on a clear
identification of our target audience and the learning goals of that
audience & (ii) adequate funding...in my experience, these things
work best when there is someone in charge...i would be willing to
take on that responsibility...it might be advisable to begin by
focusing on a single region...i am inclined to make that japan...as
for a first meeting venue, any of the three you have suggested would
From: "Eric Baber" <Eric@nll.co.uk>
Subject: Re: Possible English as Second Language e-learning course
Date: Sun, 17 Dec 2000 10:12:30 -0500
I just read your e-mail with interest, since we have been doing
exactly what you are suggesting with regards to online English learning for
the last 3 years.
We have been teaching English and other languages online, predominantly
using NetMeeting, but backed up with self-access materials in WebCT. All of
our courses are tailor-made for the particular group of students taking a
course. Our students come from a wide background: we have learners improving
their language skills in order to study at a UK or US university;
individuals studying for fun, and corporate students who need to improve
their language skills for business purposes.
You state that having material available 24/7 is a useful feature.
but we have also found that asynchronous materials are not sufficient to
learn a language adequately. For a learner to be able to use a language
actively, they have to be given the opportunity to do so in a controlled
environment first; this is where our live online language lessons are vital.
All the self-access materials we design are designed to integrate with
regular live online sessions. For example, students are asked to complete a
certain unit before a certain day, then on that day we have a live lesson to
discuss the materials covered asynchronously, and to activate the passive
knowledge they have now gained.
We have also been running an online training course for English
some time now; this course prepares teachers to teach online. We are
therefore experienced in training new online teachers.
If we can assist you in any way - either doing some teaching
on your behalf,
or acting as consultants to help you set up such a program - please feel
free to contact me. You can find out more information about our online
language teaching programs at http://www.nll.co.uk , about our online
teacher training program at http://www.colte.com , and about myself at
From: Howard Schechter <Hschechter@Intralearn.com>
To: "'Tak Utsumi '" <email@example.com>
Cc: "'firstname.lastname@example.org'" <email@example.com>
Subject: English as Second Language e-learning course - Reality now!
Date: Mon, 18 Dec 2000 08:24:09 -0500
Greetings! It's been awhile since the ABED Conference in Brazil but I wanted
to update you on a few things I've been involved with in global distance
learning. First, we now have IntraLearn available in Spanish, Portugese,
Dutch, Italian, Greek, and are working on Hungarian, German, French, and
Icelandic. While I agree with you that English is the lingua franca at the
GUS level, I still believe we must be vigilant about "cultural dilution" and
offer distance learning in the native languages of our hosts. Of course
this is easy with IntraLearn as we can replicate Learning Centers from our
Main Port each in its own language at little or no cost. To your point
about ESL, we have been offering this for about a year now through our
affiliate in Japan, John Lincoln (from Malaysia but expat now in Japan) and
his company EXLearn. You can see a demonstration of this course at our site
http://www.intralearn.com. I'm sure John would love to know about GUS and
would offer to work to get it moving along. Let me know if I can assist.
Best regards to all for a happy, healthy, and prosperous New Year!
Howard B. Schechter, Ed.D.
Date: Mon, 18 Dec 2000 13:49:13 +0900
From: Steve McCarty <firstname.lastname@example.org>
Subject: Re: Requesting help
Cc: Greg Cole <email@example.com>,
David Levy <AXEL@conted.lan.mcgill.ca>,
Paul KAWACHI <firstname.lastname@example.org>,
Steven Donahue <email@example.com>
Dr. Utsumi, you wrote in "English as a Second Language
e-Learning course proposal - December 16, 2000" at
>(11) Possible instructors:
>Dear Steve McCarty, Paul Kawachi, Steve Donahue and Roger Boston:
>Would you like to join in this project with David Levy?
>(12) Once this program will be successfully conducted, the delivery system
>with laptop and wireless Internet phone can be applied to other
>e-learning courses -- eventually in many developing countries.
Yes, this seems like a good plan. You may recall that Roger
and I found that the true available bandwidth from the U.S. to a
fiber cable (T1) LAN in Japan was unexpectedly low, so that Real
Video clips above the minimum speeds often stop due to so-called
Net congestion. I also had the experience with Benesse Corporation's
Child Research Net where we were conducting a Web chat and their
network went down. A young woman there connected her i-mode
phone to a laptop, and pretty soon we were able to continue the chat.
Anyway, I would be glad to do the legwork for you in Japan as usual.
Date: Sun, 17 Dec 2000 10:22:20 -0500
From: steven donahue <firstname.lastname@example.org>
Subject: English Online
1. I would love to be part of the Global education initiative
outlined in your response to Ms. Belfon
2. I have just conducted a large pilot for Pronunciation Online as
partly described in this Distance Educator article of Dec. 15th and
International Herald Tribune.
3. I would like to offer a (free) Pilot Program for access to the Pronunciation
Program starting on Jan. 8th, 2001.
4. The participating institution would have to give me advance notice so
that I can "brand" the classroom appropriately.
5. I would like to summarize the efforts of this initiative for publication in
the print press or other media, with permission.
Broward Community College,
THE DISTANCE EDUCATOR
Dec. 15, 2000
"You Say Tomato" English Pronunciation
Created and taught by Stephen Donahue
Broward Community College, Pembroke Pines, Florida
The Need Stephen Donahue wanted to remove the shotgun from his English
pronunciation course that he has taught for over a decade. By shotgun he
means one teacher spattering pronunciation examples to many students
whose linguistic backgrounds range from Hispanic to Korean. "It's
daunting," said Donahue, with all the sounds in the English language
contending with all those linguistic backgrounds. Also English is
increasingly the language of business, and with rising immigration to
the United States, English as a Second Language courses are increasingly in demand.
Evolution of a course Donahue's course was and continues to be a hybrid
online/traditional classroom course. When he first started moving the course
online, he had students speak words and sentences into their computer
recorders and send him sound (.wav) files. After analysis he e-mailed back
comments. It was an early hurdle to let his students know that their computers
even have sound recording capability. Donahue found software, called
Kayelemetrics, which analyzes acoustic signals and generates graphs. From
these graphs Donahue can tell the student's tongue and lip position, pitch and
intonation, syllable stress, and whether consonants are voiced and non-voiced ("f" vs. "v").
When people think of pronunciation, they often think only of consonants,
Donahue said, but speech is much more than that. Kayelemetrics accounts
for all aspects of pronunciation. Donahue also includes listening
discrimination exercises in his course. If a student cannot discriminate
between two sounds by ear, he or she probably cannot pronounce them correctly.
Stage 3 in the course's development was to interact with students in
real time online. Donahue had them speak and then he gave immediate
feedback. Besides being terribly time-consuming, Donahue ultimately
rejected this method as getting away from what technology can do best.
He had moved from the shotgun to one-on-one tutorials.
"Runs Like a Swiss Clock"
Donahues Stage 4 has now moved his course to the web. In PERL code,
.wav files are placed on the webserver.
The student downloads a player from the website that resides on his or
her own desktop. The student takes diagnostic pre-tests. These tests can be
taken offline, stored, and forwarded later. For example, the student
might download a recorded file of a statement such as "This is my son."
Then he or she answers multiple-choice question to discern meaning. Did
the intonation rise at the end of the recording, suggesting a question?
After analyzing the results of the diagnostic test, the software
automatically fetches the material from the server that the student
needs to correct any deficiencies. Stage 4 also includes tight close-up
video of a person talking for visual illustration of audio concepts. The
extreme close-up is something Donahue was never able to do in class
except one-on-one (while other students waited). Stage 4 also provides
feedback in the form of animated rewards or sprites.
INTERNATIONAL HERALD TRIBUNE
November 27, 2000
PARIS .Sarah and Jean-Luc will never win an Oscar. "Annual
sales are up
3 percent" and "I'll have a martini" are about as passionate as they
get. Nonetheless, the audience keeps coming back for more. Sarah and Jean-Luc
are actors on San Francisco-based Global English, one of hundreds of language-learning Web sites and software programs that have mushroomed lately.
The latest approaches use digital audio files, mini-movies,
animation to help students practice pronunciation, chat with other
students and communicate with teachers thousands of miles away.
While online education, the broad category that includes language
programs, currently represents only a small proportion of the overall
education market, it will grow to $15 billion by 2002, according to
International Data Corp., a market research firm based in Framingham, Massachusetts.
Although students largely turn to online language tutorials
face-to-face classes are unavailable, some professors maintain that
Internet programs are actually more effective than traditional courses. Some
cite the digital audio technology of the personal computer as a special asset.
With students scattered from Russia to Uruguay, Steven Donahue,
professor at Broward Community College in Hollywood, Florida, asks
online learners to e-mail him computerized acoustic files that he analyzes for
pronunciation mistakes using a program that breaks speech into frequencies,
pitches and other auditory characteristics.
"Just looking at someone's mouth in person does not give
information as this analysis," he said.
After reviewing students' speech patterns, Mr. Donahue e-mails
corrected audio files.
Students also seem to be less embarrassed making pronunciation
in front of a computer than they are in class.
According to the Florida professor, the more closely students
on imitating the shape of a computer-generated mouth and mimicking
acoustic signals, the more the process engages key regions in the brain
involved in mastering language, he said.
Others are more skeptical about the value of relying on sound
computer analysis to evaluate speech.
"If you say something three times, you'll get three completely
patterns," said Martin Rice, education strategist for Global English. "It's not that useful."
Instead, Global English employs a mix of text and voice chat
by tutors, staged conversations, audio clips of slang and news, as well
as old-fashioned true-and-false quizzes to appeal to an audience dominated by
time-pressed working professionals, rather than full-time students.
Like most of the online sites, Global English charges a subscription
the courses. The price is $40 for 50 hours of online instruction and e-mail teacher support.
Unlike Mr. Donahue and others who view online language courses
superior to face-to-face classes, Mr. Rice rejects this notion.
"Language students resort to online courses because they
don't have the
time or access to classes," he said.
(1) Sprechen Sie Internet?
The Internet gives foreign students a high-tech path to English proficiency.
(2) Testimony to Washington, DC Web-based Commission
(3)CHRONICLE OF HIGHER ED
A Professor Goes Online to Teach English Pronunciation By SARAH CARR
Steven Donahue says it's possible to teach pronunciation online in English as
a Second language programs. In fact, he says, it's better to teach
pronunciation online than face-to-face.
(4)THE MIAMI HERALD
Language instructor puts accent on the Web
BY NEIL REISNER
On its face, the notion of teaching English pronunciation online seems ridiculous.
(5) AMERICAN LANGUAGE REVIEW TEACHING PRONUNCIATION ONLINE
Succumbing to conventional logic, pronunciation is certainly the one
English skills course that must be taught person-to-person or onground.
In the following paper, a new model for teaching pronunciation online is
presented that links the elements of diagnostic tests, a continuum of
teacher/student interaction, mastery tests, and individualized feedback.
(6) GOVERNMENT TECHNOLOGY
Learn English Pronunciation Online Jul 11, 2000 -- PEMBROKE PINES, Fla.
The best way for students who speak French as their first language to
correct their pronunciation of "h," Asiatic language speakers to correct their
pronunciation of "l" and "r," and Spanish speakers to sort out
the "b" and "v" mix-up is to send them to the Web to take pronunciation
lessons on the English ...language.
(7) BCC prof using the Internet to improve immigrants proper
By KARLA SCHUSTER Sun-Sentinel
Web-posted: 10:53 p.m. Aug. 6, 2000
Theres a speech professor at Broward Community College who
says he can
teach pronunciation without talking to his class. Steven Donahue still listens
to his students. He just does it online instead
(9) Training Magazine
(10) I've re-engineered my Pronunciation classes at the college
http://fs.broward.cc.fl.us/~sdonahue where you can download adaptive
accent reduction with animation, visual,and sound feedback.
(11) Presentation and Paper at Virgina Tech 9/29/2000
(12) Presentation at Florida SOUTHEAST REGIONAL TESOL CONFERENCE
for October 19-21, 2000 in Miami.
(13) Paper and Presentation at WebNet 2000 in San Antonio
(14) Upcoming Article University Business [February, 2001]
(15) ESL articles Sept-December issues
American Language Review January, 2001 http://www.alr.org
(16) Upcoming Asychronous Learning Networks [Sloan]
at http://www.aln.org and will moderate an online discussion.
Date: Tue, 19 Dec 2000 15:25:21 -0500
From: edward deland <email@example.com>
Subject: Re: Possible English as Second Language e-learning course
Dear Tak: What a rewarding project that would be. I am not
it is possible, but we noticed that in Nepal, Sikkim and Bhutan,
English is taught in grade school. Also Japan and many others.
The problem is that there are other competing languages, Chinese,
Hindi, arabic, that are spoken by more people around the world
than English. The advantage English has is its adaptability to
the computer keyboard.
See recent Atlantic Monthly Magazine where this was discussed.
Happy Season to Hisae and You.
Edward C. DeLand, PhD
From: "vita" <firstname.lastname@example.org>
To: "Takeshi Utsumi, Ph.D." <email@example.com>
Cc: "Ihor B. Katerniak" <firstname.lastname@example.org>
Date: Wed, 20 Dec 2000 11:41:15 +0200
Dear Mr. Utsumi
I was very pleased to hear about your plans to organize a global
education English language program, initially, for the Japanese. After
having a discussion with Ihor Katernyak, we came to an idea that it would be
nice to have the Ukrainian Distance Learning (UDL) System as a regional
representative office here in Ukraine for promoting and distributing the
product of distance education English language program to our market where
the demand for it is growing continuously.
I am looking forward to your comments.
Best wishes for your work and travel.
List of Distribution
Dr. David Levy
Centre for Continuing Education (CCE)
680 Sherbrooke Street West, Suite 1184
Montreal, Quebec, Canada
Eric Baber, MA DTEFLA
Director of Studies
9/10 College Terrace
Tel: +44-(0)20-8981 1333
Fax: +44-(0)20-8981 7333
Howard B. Schechter, Ed.D.
Director of Education Programs
IntraLearn Software Corp.
21 Southwest Cutoff
Northboro, MA 01532
Professor, Kagawa Junior College
President, World Association for Online Education (WAOE)
3717-33 Nii, Kokubunji, Kagawa 769-0101, JAPAN
+81-877-49-8041 (office, direct line), Fax: +81-877-49-5252
email@example.com -- web mail
Website Map: http://www.kagawa-jc.ac.jp/~steve/
Japanese home page: http://www.kagawa-jc.ac.jp/~steve_mc/
English home page: http://www.kagawa-jc.ac.jp/~steve_mc/presence.html
Online publications (an Asian Studies WWW Virtual Library 4-star site):
In Japanese: http://www.kagawa-jc.ac.jp/~steve_mc/jpublist.html
In English: http://www.kagawa-jc.ac.jp/~steve_mc/epublist.html
Fundamental Projects of Dr. Takeshi Utsumi [Japanese-English]:
Global University System Asia-Pacific Framework:
Global University System Mid-2000 Correspondence:
Broward Community College
Sister Cities: http://www.10tongues.com
Prof. and Mrs. Edward C. DeLand
254 Redlands St
Playa Del Rey, Ca 90293
Fax: (310) 823-7013
Vice Executive Director
NPO Sentan Kyoiku Joho Kenkyujo
Nakano Sakagami Daiya Heights 903
Tokyo 164-0012 Japan
TEL/FAX (03)5371-8133 within Japan
or +81-3-5371-8133 from abroad
In Japanese: http://www.jaei.org
Director, Teaching Resources Division
Japanese-Language Institute, Urawa
The Japan Foundation
Urawa-shi, Saitama 336-0002
Kato, Hidetoshi, Ph.D
The Japan Foundation
Japanese Language Institute
Urawa-shi, Saitama 336
Roger Lee Boston
Distance Education/Technology Center
Houston Community College System
4310 Dunlavy Street
Houston, Texas 77006
Tel: +1-713-718 5224
Fax: +1-713-718 5301
UDL System Curricula Coordinator,
Lviv Institute of Management
57 V.Chornovil Ave.
Lviv 79601, UKRAINE
Tel: +380-322-52 2681
Fax: +380-322-52 4463
* Takeshi Utsumi, Ph.D., P.E., Chairman, GLOSAS/USA *
* (GLObal Systems Analysis and Simulation Association in the U.S.A.) *
* Laureate of Lord Perry Award for Excellence in Distance Education *
* Founder of CAADE *
* (Consortium for Affordable and Accessible Distance Education) *
* President Emeritus and V.P. for Technology and Coordination of *
* Global University System (GUS) *
* 43-23 Colden Street, Flushing, NY 11355-3998, U.S.A. *
* Tel: 718-939-0928; Fax: 718-939-0656 (day time only--prefer email) *
* Email: firstname.lastname@example.org; Tax Exempt ID: 11-2999676 *
* http://www.friends-partners.org/GLOSAS/ *
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