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The CL-150 offers materials in over 120 languages and is further designed to quickly support new languages when needed to address unexpected language surge requirements related to disaster relief or arising conflicts.
The CL-150 offers materials specifically customized for many US Government language schools and curricula, as well as general interest "Essentials" courses. In many cases, CL-150 resources support a "flipped classroom" or "declaratively accelerated" (DABL) approach to blended learning.
In Declaratively Accelerated Blended Learning (DABL) models, the words, phrases, and sentences a student should learn are put into computer-delivered CL-150 activities or courseware. These materials are then assigned by instructors "just in time" to empower students to perform optimally on each new lesson or during each new training day. Computer, web, and mobile devices are used to deliver and track lexical mastery. Lexically empowered students are then delivered to great classrooms. The blend of great anywhere/anytime technology timed exactly to a given course schedule, plus great teaching by instructors who are trained in blended-learning best practices, is powerful and reliable.
Unfortunately, most people don't always have access to a good teacher. Independent learners can also take CL-150 courses and use CL-150 materials to very good effect on their own.
Beyond initial learning, the key to maintaining and improving language skills over a career or lifetime is to use that language every day. A significant capability of the CL-150 is automated refreshing of each individual's growing collection of learned words and phrases. Every item learned in a CL-150 activity or course is added to the learner's Learned Vocab list. Overtime, words and phrases will go "stale" according to how well a learner has remembered an item in the past and how long it's been since the last review. The buildup and refreshing of learned words and phrases is synchronized among a learner's web, laptop, and mobile devices.
CL-150 materials are freely available to learners, or they can be assigned, tracked, and reported to authorized instructors and administrators.
Members of a few specific Government communities should access the CL-150 via portals set up specifically for their use. For more information, please see the question: "Who should access the CL-150 through a designated portal instead of through JLU?"
All others should register with Joint Language University (JLU), the Department of Defense language portal, and access the CL-150 through JLU.
- Special Operations Command: USSOCOM personnel, including ARSOF, NSW, AFSOC and MARSOC, plus HQ and Theater commands access the CL-150 via the Special Operations Tele-training System (SOFTS) at https://softsonline.org. Select "Transparent Language CL-150 Platform" on the SOFTS Resource Library page.
- Other Government Communities: Certain other government communities use CL-150 authorization codes to access the CL-150 via the CL-150 website, usg.transparent.com. Login or create a new account at the top of the page. A CL-150 Authorization Code is required and is available from the CL-150 Administrator of your organization. If you are not sure who to contact for your organization, please contact the CL-150 support team at firstname.lastname@example.org.
- Contract/Vendor instructors: Please contact your Government POC or the CL-150 Support Team. Contract/Vendor language instructors are invited to use the CL-150, but only in support of CL-150-licensed students. Instructors teaching USSOCOM personnel must be CL-150 certified. For CL-150 Certification Class dates and locations, check the CL-150 web page or contact the CL-150 Support Team at email@example.com.
- Download the CL-150 Mobile app from the Apple App Store or Google Play Store onto your mobile device. You can find links to mobile apps in the left-hand navigation of the CL-150.
- Start the the CL-150 Mobile app on your device and enter your username and synchronization password. Your synchronization password can be found on your CL-150 profile page. To get to your profile page, click your username in the CL-150 top navigation, then choose Edit Profile.
- When creating lessons that belong to a specific category they should start with an abbreviation of that category name. For example, when creating lessons in the "Language to Learn" category, each list name would start with "LTL".
- Lesson titles will sort alphabetically. If there is a specific required order to the lessons, consider adding numbers after the category abbreviation (for example, "01").
- If the lesson being created came from a lesson plan or textbook, consider adding "Unit #" and/or "Lesson #" to distinguish each lesson. For example, "LTL Unit 01 Lesson 01", "LTL Unit 02 Lesson 06", etc.
- If the lessons being created did not come from a lesson plan or textbook, the lesson names should be appropriately named based on the content within the lesson. For example, a lesson that has cards about different types of weather patterns should be labeled "Weather". Using the above examples, if this lesson was to appear as the first lesson to learn, the lesson name would be "LTL 01 Weather".
- When adding numbers to the lesson name, consider how many digits you need for the numbering scheme. For example, if the maximum number of lessons is 10, make sure you use a two digit numbering scheme, i.e. 01, 02, 03…10. If the maximum is 100, you would use a three digit numbering scheme, i.e. 001…098, 099, 100. This ensures the lessons appear in the order intended.
- Side 1 text is typically text entered in the native speaker's language. For example, for a person who knows English but is learning Spanish, the side 1 text would be English.
- Side 2 text is the language being learned. Using the above example, the side 2 text would be in Spanish.
- Keep in mind that whatever is entered as the side 1/2 text will need to be typed by the user when using our program. Some suggestions to consider when formatting the card item:
- Do not use slashes (/), for example: "boy/waiter". It should be boy or waiter. The second description should appear as an "alternative answer".
- Avoid information in parentheses, for example: "(word)". This information can be moved to the Card Level Comment or Hint field.
- Go to the learning application's Authoring screen and click the tile for vocab lessons.
- Find the lesson you'd like to clone.
- Click the "Clone" button and name your lesson something unique.
- The cloned lesson will then appear in your draft lessons list for editing.
- Download the PDF File.
- Open it in Adobe Reader (not your web browser). Adobe Reader can be downloaded here: http://get.adobe.com/reader/.
- Download the latest version of Flash.
- Open the PDF file in Adobe Reader.
- The embedded audio should play if you click the speaker icon in the PDF.
Can't find your question?
You are welcome to email your question to us at firstname.lastname@example.org.