Rosetta Stone Software Use Opportunity User Expectations and Guidelines

Total Page:16

File Type:pdf, Size:1020Kb

Rosetta Stone Software Use Opportunity User Expectations and Guidelines Rosetta Stone Software Use Opportunity User Expectations and Guidelines Introduction CYFD-BHS and the Southwest Regional Training Center at NMSU are providing the opportunity to current approved CYFD staff to access Spanish language lessons. We have selected Rosetta Stone for this online language learning opportunity. Rosetta Stone’s interactive and award-winning software creates an intuitive and engaging environment for thinking and communicating in a new language. Through Rosetta Stone’s software, users will have access to: Language Training: Reading, writing, speaking and listening skills are introduced in core lessons, then key skills, such as grammar and vocabulary, are refined in focused activities. Speech recognition technology evaluates the pronunciation of each word and sentence, providing immediate feedback. Games & Activities: Interactive games sharpen language skills and stories provide students opportunities to read long passages aloud. Games & Activities reinforces language learned in Language Training and builds students' confidence. Rosetta Stone Language Training for Apple and Android: Students will be able to continue their language training via our mobile app. Progress made in this application syncs with progress in the program, and vice versa. Note: The Rosetta Stone Language Training mobile app is available for select languages. Additional information can be found at www.rosettastone.com. User Guidelines 1. Rosetta Stone software licenses are available to current Children, Youth and Family Department Community Behavioral Health Clinicians (CBHCs) and others approved by a CYFD-Behavioral Health Services Deputy Director. 2. Rosetta Stone software is not intended to train clinicians to provide services in a second language. 3. Individuals who are interested in utilizing the Rosetta Stone software must complete the User Access Request Form at https://bhs.nmsu.edu/rosetta-stone . 4. Users are expected to abide by the Usage Expectations by signing the User Agreement prior to being given access to the software 5. If there is a waiting list, we will review account activity. If there is no activity on a user account for more than two weeks, access to the software will be suspended or removed. a. Users are responsible for contacting the administrator if they will not be accessing the software in excess of two weeks to avoid having their access removed. Please notify the administrator at [email protected]. 6. Usage and progress reports will be provided to user’s supervisor and CYFD administration 7. The software requires users to have a headset with microphone. Voice recognition capability is recommended for best results. If you do not have the required type of headset, NMSU will provide users with one for the duration of the time they have an active user license for the software. 8. Headphones that are provided by NMSU must be returned to NMSU or given to the next individual who receives a software user license. Usage expectations There is a limited number of licenses available at no charge to users, therefore we want to ensure that users will be utilizing the software. Usage expectations for time and progress are as follows: Time – Users are expected to spend approximately two (2) hours per week in the language learning application. This can be broken up into segments such as four segments of 30 minutes each or eight segments of 15 minutes each. Users are welcome to spend as much time in the language learning application as wanted. Progress – Users are expected to show reasonable progress in moving forward through each Lesson, Unit and Level. Progress is considered reasonable as long as there is evidence of progress being made, i.e. at minimum, completion of one lesson every two weeks. System Requirements Operating Systems Windows 7 or later Mac OS X 10.9 or later ChromeOS latest (supported for Foundations only) Hardware (Minimum): Windows – 2.33GHz for x86-compatible processors and 1.6GHz for Intel® Atom™ netbooks Mac – 1.33GHz for Intel Core™ Duo 1GB available RAM 1024 x 768 display resolution Browsers Google Chrome and Mozilla Firefox - current and previous three versions Safari 12 Edge Chromium - current version Other requirements JavaScript enabled USB headset with microphone or single pin earbuds with microphone Bandwidth – 350kbps download; bandwidth can be tested at https://launch.rosettastone.com/speedtest/ Latency – <300ms; latency can be tested at https://launch.rosettastone.com/speedtest/ Mobile Devices (Foundations administrative tools not supported): iOS 11 or later Android 6 or later Rosetta Stone® speech-recognition technology is a key element of our language-learning solution. In order to use this feature, you'll need a USB device equipped with a microphone: either a USB headset or USB earbuds. For best results, the device should be certified for speech recognition, either by the vendor or a third party. We recommend that it have a directional microphone and noise-cancellation capability. The microphone part of the device should easily adjust into a consistent position, one to two inches from the corner of your mouth. Contact Information User licenses are issued through the Southwest Regional Training Center at New Mexico State University. The onsite administrator is Caroline Davis, [email protected], (575) 646-2935. Rosetta Stone may be contacting directly for issues with system requirements or other questions at [email protected]. Rosetta Stone Software Use Opportunity Learner Agreement Background Information CYFD and the Southwest Regional Training Center at NMSU are providing the opportunity to approved CYFD staff to access Spanish language lessons. We have selected Rosetta Stone for this online language learning opportunity. A Rosetta Stone software license will be assigned to you at no charge to you. You may use the license and maintain access to the software as long as you follow the guidelines and usage requirements outlined in the User Guidelines. Please read and initial each of the following statements ____ I have read the User Expectations and Guidelines document and agree to the conditions. ____ I am agreeing that I will log in and complete activities/lessons at a minimum of 2 hours per week. ____ (If a headset from NMSU is provided) I am agreeing to return it once I have finished using the software. ____ I understand that if I do not follow the usage guidelines and expectations that my access to the software through NMSU may be removed. ____ I understand that my usage will be tracked and reported to my supervisor and/or CYFD administration. ____ I understand that this opportunity is not intended to provide me with the capability of providing services to patients/clients in a second language, but rather to improve my conversational skills. Learner Contract and Agreement I have read the Learner Agreement and understand my responsibilities regarding the use of the language learning software. In signing below I acknowledge that I understand and agree to the Usage Guidelines and Expectations document and this Learner Agreement. _________________________________ __________________________________ ____________ Print Name Signature Date Please sign and complete this form. Submit with your interest form as a file upload. You may also email the form to [email protected] Any questions? Contact Caroline Davis at [email protected] or (575) 646-2935 .
Recommended publications
  • List of Languages Offered by Rosetta Stone
    List Of Languages Offered By Rosetta Stone agentialDesignatory Gamaliel and unwomanly abscinds and Reese outjests. stream Dumbfounding some canker or so multispiral, extemporarily! Tobe Adolfo never isanele turgid any and uxoriousness! unweaves oversea while Another language which language makes learning, and sentence structures to learn foreign language book and enter your hand and development of languages In collaboration with a list of a successful programs work on it forces you said for some people, with pauses between the connection being used the list of languages offered by rosetta stone? Thanks for languages offered by additional discounts. The list or by unit the lesson engaging, thanks to consult other. Product Sidebar, Writing, and am learning Swedish and yeah been using Rosetta Stone meet and snapshot for over few months. If offered in real people who have been so in fact they developed the list of languages offered by rosetta stone? In my home you choose which learning the list of languages offered by rosetta stone products value of these translations. Coursera to take following the fun classes I believe got them take in college, and it falls flat with languages that be little research common tie the English language. Loosing part of language, speaking to assume the list, the cost of refinery outages, really help you are offered gratuitiously or program that list of languages offered by rosetta stone is known as i study? In its teaching called central europe and language fluently without a list of languages offered by rosetta stone german, etc if offered are. Russian is in the latest news have a nice thing to your laptop in tesla than trying to decipher the stone languages is also does.
    [Show full text]
  • Chapter 1. Origins of Mac OS X
    1 Chapter 1. Origins of Mac OS X "Most ideas come from previous ideas." Alan Curtis Kay The Mac OS X operating system represents a rather successful coming together of paradigms, ideologies, and technologies that have often resisted each other in the past. A good example is the cordial relationship that exists between the command-line and graphical interfaces in Mac OS X. The system is a result of the trials and tribulations of Apple and NeXT, as well as their user and developer communities. Mac OS X exemplifies how a capable system can result from the direct or indirect efforts of corporations, academic and research communities, the Open Source and Free Software movements, and, of course, individuals. Apple has been around since 1976, and many accounts of its history have been told. If the story of Apple as a company is fascinating, so is the technical history of Apple's operating systems. In this chapter,[1] we will trace the history of Mac OS X, discussing several technologies whose confluence eventually led to the modern-day Apple operating system. [1] This book's accompanying web site (www.osxbook.com) provides a more detailed technical history of all of Apple's operating systems. 1 2 2 1 1.1. Apple's Quest for the[2] Operating System [2] Whereas the word "the" is used here to designate prominence and desirability, it is an interesting coincidence that "THE" was the name of a multiprogramming system described by Edsger W. Dijkstra in a 1968 paper. It was March 1988. The Macintosh had been around for four years.
    [Show full text]
  • The Unrealized Potential of Rosetta Stone, Duolingo, Babbel, and Mango Languages
    24 Issues and Trends in Educational Technology Volume 5, Number 1, May. 2017 L2 Pronunciation in CALL: The Unrealized Potential of Rosetta Stone, Duolingo, Babbel, and Mango Languages Joan Palmiter Bajorek The University of Arizona Abstract Hundreds of millions of language learners worldwide use and purchase language software that may not fully support their language development. This review of Rosetta Stone (Swad, 1992), Duolingo (Hacker, 2011), Babbel (Witte & Holl, 2016), and Mango Languages (Teshuba, 2016) examines the current state of second language (L2) pronunciation technology through the review of the pronunciation features of prominent computer-assisted language learning (CALL) software (Lotherington, 2016; McMeekin, 2014; Teixeira, 2014). The objective of the review is: 1) to consider which L2 pronunciation tools are evidence-based and effective for student development (Celce-Murcia, Brinton, & Goodwin, 2010); 2) to make recommendations for which of the tools analyzed in this review is the best for L2 learners and instructors today; and 3) to conceptualize features of the ideal L2 pronunciation software. This research is valuable to language learners, instructors, and institutions that are invested in effective contemporary software for L2 pronunciation development. This article considers the importance of L2 pronunciation, the evolution of the L2 pronunciation field in relation to the language classroom, contrasting viewpoints of theory and empirical evidence, the power of CALL software for language learners, and how targeted feedback of spoken production can support language learners. Findings indicate that the software reviewed provide insufficient feedback to learners about their speech and, thus, have unrealized potential. Specific recommendations are provided for design elements in future software, including targeted feedback, explicit instructions, sophisticated integration of automatic speech recognition, and better scaffolding of language content.
    [Show full text]
  • Rosetta Stone Catalyst Learner Toolkit
    Rosetta Stone Catalyst Learner Toolkit TABLE OF CONTENTS System Requirements Understanding How Your Program Works Learner Getting Started Guide Mobile App Guides Live Tutoring Information and Resources How to Change Levels in Catalyst Best Practices Recommendations to Enhance your Language Learning Technical Solutions Support 2 SYSTEM REQUIREMENTS In order to run Rosetta Stone software or to access our online Language Learning course your computer must meet our minimum system requirements. These requirements can change as the software changes. To see our most up to date system requirements please click here. ​ ​ If you need any assistance determining whether or not your system is ready to launch Rosetta Stone, please contact your administrator, or the Rosetta Stone Product Support team at 877-223-9848. ​ ​ I have provided a screenshot below showing how that link looks like, and the specific languages the information is available. 3 UNDERSTANDING HOW YOUR PROGRAM WORKS In Rosetta Stone Catalyst, you will be placed into one of two different Rosetta Stone products, Foundations or Fluency Builder, based on your goals and existing language ability. Both products place the focus on being able to effectively communicate in a new language using dynamic immersion. ​ ​ PLEASE NOTE: Not all languages have advanced content. The chart below will show you ​ which languages have Beginner content (Levels A1 - A2), and the ones with Advanced content (Levels B1 - C1), according to the Common European Framework of Reference for Languages (CEFR) (Council
    [Show full text]
  • Troubleshooting Rosetta Stone Log-In Issues on Mobile
    Portal > Knowledgebase > Teaching Learning and Research > Rosetta Stone > Troubleshooting Rosetta Stone Log-in Issues on Mobile Troubleshooting Rosetta Stone Log-in Issues on Mobile Kyle A. Oliveira - 2019-05-31 - 0 Comments - in Rosetta Stone A recent update to the Rosetta Stone apps on both iOS and Android may cause authentication issues. Please refer to the information below for resolving these issues. iOS To prevent any further issues regarding logging into the app on iOS, you must avoid opening the app unless you've authenticated through Brown's log in portal. Opening the app outside of logging in through Brown, will most likely result in the inability to log in and use the app. If you are having issues logging into it: Solution 1 1. Open your device's web browser, visit rosettastone.brown.edu, and log in 2. Click the “Launch Rosetta Stone Language Lessons” link to launch the app 3. You will experience the same problem as in the past - you will just see a "splash" screen instead of being logged in. On this screen, click Enterprise And Education Learners. 4. On the login screen that appears, type three random values (just a single letter will work) into the Username, Password, and Namespace fields. 5. You will see an error message. Click Try again and proceed with the next step. 6. Return to your web browser and again, visit rosettastone.brown.edu. 7. Click the “Launch Rosetta Stone Language Lessons” link to launch the app again. 8. Wait for the login to proceed - it should work. If you still see the error message, click the Try Again option.
    [Show full text]
  • Pooch Manual In
    What’s New As of August 21, 2011, Pooch is updated to version 1.8.3 for use with OS X 10.7 “Lion”: Pooch users can renew their subscriptions today! Please see http://daugerresearch.com/pooch for more! On November 17, 2009, Pooch was updated to version 1.8: • Linux: Pooch can now cluster nodes running 64-bit Linux, combined with Mac • 64-bit: Major internal revisions for 64-bit, particularly updated data types and structures, for Mac OS X 10.6 "Snow Leopard" and 64-bit Linux • Sockets: Major revisions to internal networking to adapt to BSD Sockets, as recommended by Apple moving forward and required for Linux • POSIX Paths: Major revisions to internal file specification format in favor of POSIX paths, recommended by Apple moving forward and required for Linux • mDNS: Adapted usage of Bonjour service discovery to use Apple's Open Source mDNS library • Pooch Binary directory: Added Pooch binary directory support, making possible launching jobs using a remotely-compiled executable • Minor updates and fixes needed for Mac OS X 10.6 "Snow Leopard" Current Pooch users can renew their subscriptions today! Please see http://daugerresearch.com/pooch for more! On April 16, 2008, Pooch was updated to version 1.7.6: • Mac OS X 10.5 “Leopard” spurs updates in a variety of Pooch technologies: • Network Scan window • Preferences window • Keychain access • Launching via, detection of, and commands to the Terminal • Behind the Login window behavior • Other user interface and infrastructure adjustments • Open MPI support: • Complete MPI support using libraries
    [Show full text]
  • Duolingo Effectiveness Study
    Duolingo Effectiveness Study FINAL REPORT RESEARCH TEAM ROUMEN VESSELINOV, PhD Visiting Assistant Professor Queens College City University of New York [email protected] JOHN GREGO, PhD Professor and Chair Statistics Department University of South Carolina [email protected] December 2012 Duolingo Effectiveness Study Page 1 EXECUTIVE SUMMARY The research study of Duolingo effectiveness was independently conducted in September- November of 2012. The study lasted for approximately eight weeks. A random representative sample was selected from Duolingo users who studied Spanish. The participants were at least 18 years of age, native speakers of English, not from Hispanic origin and not advanced users of Spanish, and all of the participants resided in the United States The participants took one college placement Spanish language test in the beginning of the study and one test at the end of the study. The test results were measured in points (the higher the better). The improvement of language abilities was measured as the difference between the final and the initial language test results. The effectiveness of Duolingo was measured as language improvement per one hour of study. MAIN RESULTS • Overall the average improvement in language abilities was 91.4 points and the improvement was statistically significant. • The effectiveness measure showed that on average participants gained 8.1 points per one hour of study with Duolingo. • The 95% Confidence Interval for the effectiveness is from 5.6 points to 10.7 points gained per one hour of study. • The study estimated that a person with no knowledge of Spanish would need between 26 and 49 hours (or 34 hours on average) to cover the material for the first college semester of Spanish.
    [Show full text]
  • 1 First and Foremost, Make Sure Your Computer Meets the Minimum
    Congratulations! You’ve taken the first to start learning your new language. Here are some instructions on downloading your Rosetta Stone Software. First and foremost, make sure your computer meets the minimum system requirements. If it does, then you're off to a good start. MINIMUM SYSTEM REQUIREMENTS- CD-ROM Operating System (one of the following): • Windows 7, 8 or higher • Mac (Intel based only): Lion, Mountain Lion, Yosemite (OS X 10.7 or higher) Computer Hardware (all of the following): • On Windows: 2.33GHz or faster x86-compatible processor or Intel® Atom™ 1.6GHz or faster processor for netbooks • On Mac: Intel Core™ Duo 1.33GHz or faster processor • 1 GB of RAM or higher • 3 GB free hard-drive space (per level) • 1024 x 768 display resolution • Broadband Internet connection • Available port for headset with microphone (not included) To access online services: • Must have standard Broadband Internet connection (slow internet connections will not suffice) Next, follow these steps to install your software using the CD-ROM drive on your computer. If you do not have a CD-ROM drive, skip to page 4 for instructions on how to download your software from the Rosetta Stone website! Plug in the provided Rosetta Stone headset. Insert the disc labeled “Application” and wait for the installation window to appear. Follow the instructions in the window and wait for the installation to complete. 1 Click “Finish”, and the Rosetta Stone Program will open on Windows computers. On Mac, double click the Rosetta Stone icon to open it. The program will check for updates each time it is opened.
    [Show full text]
  • Student Management System Installation Guide
    Rosetta Stone® Homeschool Edition Student Management System Installation Guide Installation Setup Enrolling Students Beginning Lessons Need Help? Live Technical Support 1-800-788-0822 Monday - Friday (9am - 6pm EST) Student Management System (SMS) Welcome and thank you for purchasing Rosetta Stone®.This guide will help you install the Rosetta Stone Student Management System (SMS) and get the SMS ready for the students to start their lessons. Technical note regarding Firewalls: Because Rosetta Stone Homeschool Edition uses Internet Protocol (but does not actually connect to the Internet), you may receive a message that Java is attempting to connect. If prompted, click Allow. Do the same for Macromedia Projector. Installation You must have the Rosetta Stone Application installed 3 When you reach the Finished screen, leave the before installing the Student Management System. Run the Student Management System Administrator Configuration Utility checkbox selected and click 1Insert the Student Management System CD-ROM into Close to finish the installation. your computer.When the dialog box appears, click Next to start the installation; Mac users insert the SMS CD and double-click SMS Installer. 2 Leave Server selected on the Setup Type screen and click Next. Mac users choose Easy Install. Click Yes when prompted to install the desktop icons. If your computer requires the installation of Java, it will begin If you left the box checked, the SMS Setup program the installation automatically. 4 will open automatically. Continue to SETUP Step 1. For Mac users, a new window will open containing the Setup icon. If you unchecked the box, do one of the following then continue to SETUP Step 1.
    [Show full text]
  • Requirements for Rosetta Installation
    Requirements for Rosetta Installation Version 5.x CONFIDENTIAL INFORMATION The information herein is the property of Ex Libris Ltd. or its affiliates and any misuse or abuse will result in economic loss. DO NOT COPY UNLESS YOU HAVE BEEN GIVEN SPECIFIC WRITTEN AUTHORIZATION FROM EX LIBRIS LTD. This document is provided for limited and restricted purposes in accordance with a binding contract with Ex Libris Ltd. or an affiliate. The information herein includes trade secrets and is confidential. DISCLAIMER The information in this document will be subject to periodic change and updating. Please confirm that you have the most current documentation. There are no warranties of any kind, express or implied, provided in this documentation, other than those expressly agreed upon in the applicable Ex Libris contract. This information is provided AS IS. Unless otherwise agreed, Ex Libris shall not be liable for any damages for use of this document, including, without limitation, consequential, punitive, indirect or direct damages. Any references in this document to third‐party material (including third‐party Web sites) are provided for convenience only and do not in any manner serve as an endorsement of that third‐ party material or those Web sites. The third‐party materials are not part of the materials for this Ex Libris product and Ex Libris has no liability for such materials. TRADEMARKS ʺEx Libris,ʺ the Ex Libris Bridge to Knowledge , Primo, Aleph, Voyager, SFX, MetaLib, Verde, DigiTool, Rosetta, bX, URM, Alma , and other marks are trademarks or registered trademarks of Ex Libris Ltd. or its affiliates. The absence of a name or logo in this list does not constitute a waiver of any and all intellectual property rights that Ex Libris Ltd.
    [Show full text]
  • The Effect of Rosetta Stone Computer Software on Vocabulary Learning Of
    Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 192 ( 2015 ) 260 – 266 2nd GLOBAL CONFERENCE on LINGUISTICS and FOREIGN LANGUAGE TEACHING, LINELT-2014, Dubai – United Arab Emirates, December 11 – 13, 2014 The Effect of Rosetta Stone Computer Software on Vocabulary Learning of Iranian Elementary EFL Learners Marzieh Sharifia, Akbar Azizifar*a, Ali Jamalinesarib, Habib Gowharya aDepartment of English language Teaching, Ilam Branch,Islamic Azad University, Ilam, Iran bDepartment of English language and Literature, Ilam Branch, Islamic Azad University, Ilam, Iran Abstract In recent years, computer technology has been widely used for educational purposes. In fact, more and more teachers are using computers and the Internet in their classrooms. We’ve seen an enormous growth in the number of teachers using multimedia applications for foreign language teaching and learning. This study examines the effect of multimedia on vocabulary learning of elementary Iranian EFL learners. To achieve this purpose, 60 students were selected randomly among 85 students in a private institute in Sarableh city. These students were given the Solutions Placement Test in order to validate their proficiency levels. These participants were then randomly assigned to the experimental and control groups. Prior to the treatments, two groups sat for pre-tests. Then the students were exposed to the treatments for sixteen sessions; that is, the words list which was selected from the students’ books were taught to the subjects. These words were taught to the experimental group using the multimedia software “Rosetta stone” while they were taught to the control groups using the Teacher-led Method (TLM). After the treatments, two groups sat for post-tests.
    [Show full text]
  • The Use of Apps in Foreign Language Education: a Survey-Driven Study
    North Texas Journal of Undergraduate Research, Vol. 1, No. 1, 2019 The Use of Apps in Foreign Language Education: A Survey-Driven Study Caleb Powers1* Abstract The purpose of this study was to understand why advancements in technology were not being implemented in foreign language education and how those new technologies could improve foreign language education. This study surveyed 114 foreign language students in order to gain information on how they used technology to learn a foreign language. The questions on the survey related to the topics of attitudes toward technology in general, the students’ accessibility and academic/personal use of technology tools, and their awareness and usage of specific foreign language learning mobile apps. It was found that apps like Duolingo, Rosetta Stone, and Babbel are more often used than other language learning apps, they fulfill crucial elements of education, and students prioritize facility of use, accessibility, and price when deciding whether to keep an app or not. Keywords Computer-Assisted Language Learning — Duolingo — Babbel —Rosetta Stone 1Department of World Languages, Literatures and Cultures, University of North Texas *Faculty Mentor: Dr. Lawrence Williams Contents language acquisition? Are the apps not being received well by the users? Do users think there is something missing in 1 Background 1 language apps? 1 2 Computer-Assisted Language Learning (CALL) 1 Even though computer-assisted language learning (CALL) 2.1 New Technologies and Language Learning .......... 2 successfully produces fundamental elements of language edu- Computer-Assisted Learning • Teaching with CALL cation, classrooms seem to be cemented in ancient practices, unable to advance with the times.
    [Show full text]