The document provides a review of Auralog's language learning software after a 30 day trial. It summarizes that: 1) The software is only compatible with Windows XP/Vista operating systems, limiting many Mac and Linux users. 2) The content seeks to teach language fundamentals and fluency through lessons organized around everyday situations, but explanations of grammar are hidden requiring users to discover them. 3) While the navigation and routines are clear once learned, many features are hidden and it takes too many clicks to access activities, making the software difficult to use.

1. Feedback on 30 Day Trial: Auralog Language Learning Library Solutions
by Gwen Williams
seealso@me.com
October 11, 2007
Platform compatibility and access:
Auralog’s language learning programs are built to operate only in Windows
XP or Vista operating systems environments. As such, Linux and many Mac
users cannot use Auralog programs; neither can pre-XP users. Mac users with
new machines having the Intel Core 2 Duo processor (post-Spring 2007)
would be able to use Auralog because they are able to run Windows
operating systems environments on their Macs. Older Macs will launch
Auralog’s program using Windows proprietary browsers, but basic navigation
or anything approaching functionality is not possible.
Auralog has made a curious decision to build products that so limit access for
potentially large numbers of customers. One rarely finds web-based
platform/operating system dependent products anymore, what with the
exponential growth in standards- and protocols-based developments that
render platform and operating systems environments irrelevant. Insofar as
BCL is concerned, subscribing to this product would involve informing x
number of patrons (running pre-Intel Core 2 Macs, Linux or pre-XP) that they
could not access this product remotely. I believe this would be the first such
subscription database BCL would offer under such restrictions.
Content:
Auralog’s language learning programs seek to provide content that would
ground the learner in fundamentals of a second language, building a
foundation for establishing fluency. Auralog’s languages include Romance
languages commonly learned in the US, including Spanish (Latin American),
French, and Italian.
Content organization:
Auralog organizes content into a two-tiered hierarchy: the upper level is
comprised of lessons, the subordinate level, activities. Lesson content is
ordered around principles I would call immersive language-acquisition

2. situations common in “everyday” life. That is, Auralog seems to have
organized lessons by attempting to imitate language acquisition as we
experienced it from birth onwards (we were immersed in our first language
through a vast array of listening, speaking, reading, and writing experiences;
and we learned logical language structures in small doses as we experienced
life/language situations). Auralog includes explanations—in small doses—of
grammar and other logical structures governing gender, verb conjugation,
singular or plural, and word definitions, mostly through an elaborate popup
scheme that the learner must intuit is present, must discover how to locate,
and must prompt. Activity content, subordinated to individual lessons, is
ordered around descriptors for the activities, such as “Fill-In-the-Blanks,”
“Phonetics Exercise,” and “Picture/Word Association.” The activities do not
seem to be presented in building block fashion, but rather are linked by
overall lesson theme or situation (e.g., “Greetings”). In general, I believe the
content is organized in such a way as to complement a formalized learning
environment such as the classroom, along with other materials, textbooks,
and workbooks.
Information architecture:
The information architecture is fairly consistent with users’ mental models of
learning a language because it reflects that (a) there is a complex intertwined
relationship between developing language fluency and listening, speaking,
reading and writing; and (b) people acquire languages by immersion in all
sorts of common situations and interactions. It is debatable whether Auralog
has successfully imitated such immersion in the machine environment and
whether the product can stand-alone.
The information architecture is borderline consistent with users’ mental
models of online learning modules. Sound design elements include a simple
and uncluttered interface, an individual account mechanism, quizzing
features with immediate feedback, and use of a variety of media
corresponding to a variety of learning styles. But the poor design principles
not only make this product frustrating to navigate, they also negatively impact
the presentation of the content itself (the language lessons and activities).
Most unfortunate is the “hidden” nature of the icons, navigational features,
and logical language structures. Meaning, (a) the interface relies on icons
idiosyncratic to Auralog in appearance or meaning; (b) icons and navigational
features are placed around the screen’s perimeter without apparent relevance

3. as to why; and (c) all explanations of grammar and other logical structures are
literally hidden— the learner must intuit they are present, must discover how
to locate them, and must prompt them to appear. Learners could complete
the entire course with nary a glance at grammar—either because they figured
out they do not need to do so in order to obtain high scores, or because they
never figure out how to find such hidden treasures. In other words, all salient
structures of language are entirely hidden from view and will remain so
unless the learner figures out that sometimes he/she can prompt a popup
window for a small dose of grammatical enlightenment. I’m not sure this
makes for a successful learning product: I am certain this makes for a steep
learning curve for users attempting to use this product for actual language
learning.
Navigation:
Certain navigational features are very clear for the user and make for easy
interacting: consistency of invoking routines (once discovered how to do so),
simplicity of activity and lesson labels, and sheer clarity of meaning for some
icons (e.g., green=correct answer, red=wrong). Moreover, the ability to
“roam” is positive for the adventurous learner, although with the small doses
of explanations hidden from view, the adventurer does not quite know where
or why he/she is roaming except that he/she likes to do “Picture/Word
Association” activities or desires to learn about the theme, “Dining.” Other
aspects make navigating this product a task that tries the committed and the
patient. For instance, in addition to the hidden nature mentioned above, the
actual learning activities are 6 to 9 mouse clicks away from initial URL access
—an inexcusably large number of clicks. Finally, Auralog has composed a
very extensive “Help” feature that launches annoying bitmap overlays
corresponding to numerous page layouts, which suggests Auralog believes
“Help” will have to be frequently invoked by users.
Sum:
While I believe Auralog’s product would make a fine homework product to
use in conjunction with formalized language courses such as K-20
institutions offer, I would not recommend this product for BCL for two
reasons, likely apparent at this point. One, the platform/operating system
dependent situation may cause more customer service trouble than it is
worth. Two, this product has usability issues and may be especially difficult
for users with limited information literacy skills. The navigational issues

4. could be overcome and people—resilient and flexible in all sorts of trying
situations—would eventually “get” how to navigate this product, but the
instructional support BCL would have to provide might make this quite costly.
It is perhaps revealing that Auralog sent separate documentation explaining
how to use the 30 Day Trial, which suggests they know the clarity of the
extensive “Help,” the product’s design itself, and their website are not
sufficient for adequately assisting the new user.
User’s trial period: September 26, 2007—October 11, 2007