promise of online language learning programs: myth or reality?
TRANSCRIPT
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Gillian Lord
University of Florida
The Promise of Online Language Learning Programs:
Myth or Reality?
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• Powerful, omnipresent marketing by stand-alone online language programs
• Hyperbolic claims to be the only / fastest / easiest / best/ most ___… way to learn a language
• K-12 (and higher ed!) programs feeling threatened…
Why this topic?
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Why Rosetta Stone?
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“Rosetta Stone … spent $98.5 million on advertising in 2011, up from $70.5 million in 2010,
according to Kantar Media” www.nytimes.com/2012/06/20/business/media/rosetta
-stone-ads-emphasize-fun-not-efficiency.html
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Why Rosetta Stone?
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GOAL OF PRESENTATION:
• Provide linguistic evidence to be able to assess these kinds of marketing claims
• Offer multiple data sources to consider the advantages and disadvantages of this kind of program
• Take as a case study example Rosetta Stone for learning (Spanish as) a second/foreign language
or
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1. Professional assessments
2. (Previous) Empirical studies
3. Student attitudes (a priori)
4. Perceived quality of materials
5. Affective factors
6. Outcomes: (“Does it work?”)
a) Self-perceived communicative abilities
b) Quantitative measures of communicative abilities
c) Qualitative measures of communicative abilities
How to assess the program?
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1. Professional assessments
2. (Previous) Empirical studies
3. Student attitudes (a priori)
4. Perceived quality of materials
5. Affective factors
6. Outcomes: (“Does it work?”)
a) Self-perceived communicative abilities
b) Quantitative measures of communicative abilities
c) Qualitative measures of communicative abilities
How to assess the program?
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University of Florida students enrolled in Beginning Spanish 1 (avg. age = 20)
• L1 English
• No other L2 proficiency (beyond h.s. requirement)
• Course designed for those with NO prior Spanish instruction
3 environments:
• Classroom (C): N=4
• Rosetta Stone (RS): N=4
• Classroom+Rosetta Stone (RS+C): N=4
My data – Participants
Original population had 20-25 participants in
each of the three groups.
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Classroom
• In-tact section
• Followed regular syllabus with standard materials
My data – 3 environments
Rosetta Stone • Self-selected (required by
IRB) • Not required to attend any
regular class • Used RS package
(“Conversational Spanish”): – 16-week course designed
to cover material comparable to a face-to-face beginning class
– 6 units of Rosetta Stone® Version 4 TOTALe® Spanish, each has 4 lessons [Level 1, half of Level 2]
– Minimum of 6 Rosetta StudioTM sessions
– Minimum of 8 hours in Rosetta WorldTM
– Monitoring of program access and time on task
RS + Class • In-tact section of Beginning
Spanish class
• Same instructor as Classroom group
• Used Rosetta Stone materials as their textbook
– (including all features described for RS group)
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Quantitative Data
• Portion of Spanish CLEP test (grammatical competence)
• Versant Proficiency Test in Spanish (oral proficiency)
• Attitude survey (Likert, style, pre- and post)
• Acoustic analysis of vowel production in Spanish interviews o 10 tokens of /e/ extracted from each participant’s interview.
Tokens separated for male and female
Each formant measured at midpoint using Praat
F1 and F2 extracted using a script and compared to standard native values
Data used here (1)
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Qualitative Data • Fluency analysis of Spanish interviews
o Total number of words spoken o Number of Spanish words; Number of English words o Number of dysfluencies o Lexical density (number of unique Spanish words) o Number of fillers/non-lexical items
• Content analysis of English interviews o Affective factors o Reactions to instructional materials o Student perceived learning o Language communication and use o Other specific language problem or comment
Data used here (2)
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PROFESSIONAL ASSESSMENTS OF THE ROSETTA STONE PROGRAM
Criterion 1:
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• Godwin-Jones (2007, 2009) o Traditional computer-based training programs often informed by
technology specialists, not SLA specialists
o Rosetta Stone provides visualization feedback for specific sounds (pronunciation); mostly accurate
• Lafford & Sykes (2007) o Evaluate if programs provide the tools necessary for effective language
learning, based on features that research has shown to be important (interaction, relevant contextualization of language, etc.)
o “… these products do not incorporate a number of the [necessary] research-based insights (e.g., the need for culturally authentic, task-based activities) that informed SLA scholars might have given them.”
Professional Assessments (1)
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• Santos (2011) o Lack of context
o General inability to respond to spontaneous student speech
o What Rosetta Stone calls interaction is “a rather poor and limited version of what one would encounter in a real-life conversation”
• DeWaard (2013) o Based on personal experience, professional reactions
o “Not a viable replacement of current instruction at the postsecondary level”
Professional Assessments (2)
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EMPIRICAL STUDIES INTO THE OUTCOMES OF THE ROSETTA STONE PROGRAM
Criterion 2:
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• Vesselinov (2009) o Commissioned by Rosetta Stone; RS beginning users
demonstrated increased knowledge of the language after 55 hours of use.
• Nielson (2011) o Self-study programs in workplace; some success among
committed users, but extreme attrition.
• Stevenson & Liu (2010) o Use of social interaction in web-based language learning tools;
lack of ability to engage learners in true interaction; users do not take advantage of network opportunities.
Empirical studies
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STUDENT ATTITUDES TOWARDS THE ROSETTA STONE PROGRAM
Criterion 3:
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• Why did you volunteer for the Rosetta Stone class-replacement option? o I heard a lot of good things about RS and wanted to
try it.
o Can better manage my time and schedule and move more at my own pace without dealing with class.
o Sounded more beneficial.
o I was going to use my own to supplement education anyway.
Background questionnaire
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PERCEIVED QUALITY OF THE ROSETTA STONE MATERIALS
Criterion 4:
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• Comments from English interviews coded for mentions of the Rosetta Stone materials o 42/181 comments in RS group
o 80/124 comments in RS+C group
o Difficult to classify as categorically positive or negative
• Main themes: o Technology [Flexibility, Ease of use, Glitches]
o Approach to language learning
Student Impressions of Materials
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• Like you’re able to kind of do it like on your own time, you know, I’m not like restricted.
• It’s nice not to go to class.
• I have always preferred to learn language, like, on my own.
• It’s more flexible with my schedule.
Sample student comments (Flexibility)
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• Because it’s a lot of visual stuff, and I feel like I’m a visual learner.
• It’s pretty easy to use. • World is good, I do the games. • Oh, and you can do it on your
iPad … so I’d do that a lot, like take it to people’s houses, and they’ll all be like watching TV, and I would be like, doing my Rosetta Stone.
• I like how it’s like uh, more like a game, so I’m more willing to actually do it…
Sample student comments (Ease of Use)
• It was just kind of a lot harder [to use] than I expected.
• I just didn’t show what words I needed to use before it.
• I [don’t like] the lack of human interaction.
• Sometimes it’ll show the person speaking, and sometimes it’ll say like he or she, and sometimes it’ll be I. And I couldn’t tell the difference.
• …but it is tedious, a lot of it.
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• I’m still having problems with the computer.
• I can’t get the microphone to work…
• I was doing my Studio session and… I had no audio, like, I could hear them, but they couldn’t hear me the whole time.
Sample student comments (Tech glitches)
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• I feel like it’s more like how you naturally learn the language instead of like, “These are … your vocabulary words this week”.
• I think the Studio session was the most interesting thing.
• Speaking it for sure [is hardest], because when you see it on paper it’s a little bit… but when it gives you four options, it’s easier to be like, it’s one of these four.
• The program is really good with like teaching like vocabulary.
• With like vocabulary, it’s like really good, and you get by.
Student Impressions (Language learning in general)
• It’s just like the grammar, and how to like, put it together.
• You can’t ask questions. • You don’t get any writing, and then all
of a sudden there’s one writing thing. • You have that whole grammar and
conjugation issue on Rosetta, because they don’t really explain it.
• You really need to have communication with a real person.
• I would enjoy getting more grammar lessons … just to get a foundation of knowledge, then building up on that.
• Rosetta Stone doesn’t like, I don’t know, hammer it down for you like they would in a normal grammar class.
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AFFECTIVE FACTORS AND EMOTIONAL REACTIONS TO THE ROSETTA STONE PROGRAM
Criterion 5:
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• Comments from English interviews coded for any mention of affect/emotion o Related to using the materials, learning, etc. and how
the learners felt in that respect
• 33/181 comments in RS group o 8 positive towards RS, 8 negative, 17 unrelated
• 24/123 comments in RS+C group o 2 positive towards RS, 9 negative, 13 unrelated
Affective factors
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• I don’t have a problem with staying focused on my computer at all.
• I like not having a textbook to worry about.
• I like it a lot.
Student reactions/emotions
• I’m kind of struggling. • I didn’t like the stories. • I’m always just frustrated
because I’m like, I don’t really understand it.
• I feel like it should be more structured.
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LINGUISTIC OUTCOMES OF THE ROSETTA STONE PROGRAM a) Self-perceived communicative abilities
Criterion 6:
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• Comments from English interviews coded for any mention of perceived learning or outcomes
• 34/181 comments in RS group o 9 positive assessments, 22 negative, 3 unrelated to
materials
• 14/123 comments in RS+C group o 8 positive assessments, 3 negative, 3 unrelated
Perceived learning
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• I understood like the vocab. • I feel like I’m slowly learning
and progressing to learn the language.
• I do like the studio sessions… When I do do them, like I feel like it helps me more.
• I can understand almost always what is being said.
• Learning a language just like on your computer as opposed to like in person can actually be effective.
Perceived learning
• Rosetta Stone doesn’t give you too much, like, actual instruction so you don’t learn.
• I don’t know how to use words in Spanish.
• I’m just kind of like nervous about going back to class.
• I don’t feel as confident as I did at that last meeting, honestly.
• We didn’t ever have to like memorize the conjugations, so I don’t know them, so I can’t say that it was super effective.
• It was just kind of a lot harder than I expected.
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Significant decrease among RS on item #11:
“Interacting via chat or telephone is comparable to interacting face-to-face.”
Significant increase among RS and RS+C on item #19:
“I would prefer to learn a language on my own time and at my own pace than in a group or classroom setting.”
Perceived learning (pre-post changes on relevant items from attitude survey)
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LINGUISTIC OUTCOMES OF THE ROSETTA STONE PROGRAM b) Empirical measurements of communicative abilities
Criterion 6:
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CLEP test Average scores (converted to %)
38.65 39.17 47.50
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
Classroom Rosetta Stone RS+class
p = 0.165
RS = Classroom = RS+Class
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27.08 26.25 20.00
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
Classroom Rosetta Stone RS + Class
Versant test Average scores (converted to %)
p = 0.620
RS = Classroom = RS+Class
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• No significant difference between groups or test times. • Classroom males show
slight trend toward more native-like F1 values in final interview.
Pronunciation Acoustic analysis of vowel /e/
RS = Classroom = RS+Class ?
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LINGUISTIC OUTCOMES OF THE ROSETTA STONE PROGRAM c) Discourse analysis of communicative abilities
Criterion 6:
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INTERVIEWER: Cuéntame, ¿qué te gusta hacer en tu tiempo libre, o los fines de semana? SL: Repitas, please. INTERVIEWER: ¿Qué te gusta hacer? SL: Qué te gusta hacer… INTERVIEWER: ¿Te gusta ir a películas? ¿Te gusta escuchar música? SL: Uh, ¿fin de semana? INTERVIEWER: Sí. SL: Uh, sí. En fin de semana, yo… yo estudio, uh, mucho. INTERVIEWER: ¿Sí? SL: Uh, para mis exámenes. Sí. Yo tengo muchos examines en química orgánica, biología, y laboratorio. Uh, sí. Mucho, uh… no, muy ocupado. So, no películas, no, uh, deportes. INTERVIEWER: ¿Cuál fue la última película que viste? SL: Cuál te… INTERVIEWER: La última vez, the last time, que viste una película. SL: Phew… Hmm. Let’s see… dos menses. INTERVIEWER: Meses, mhm. SL: Meses. Ago. ¿Cómo se dice “ago”? INTERVIEWER: Hace. Hace dos meses. SL: Hace, sí. INTERVIEWER: Wow. SL: Yo no… yo no veo muchas películas en Gainesville. INTERVIEWER: ¿Qué película fue esa, hace dos meses? ¿Cómo se llamaba? SL: Uh, el pelí—la película… ¿cómo se dice “was”? INTERVIEWER: Era, o fue. SL: Era. La película era… INTERVIEWER: ¿No te acuerdas? SL: Yo no… sí.
Final interview - Classroom
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INTERVIEWER: Mhm, ¿y qué haces en Gainesville? SH: Um… you’re going to have to forgive me, my mind’s like blown… Um, yo estoy estudiar. INTERVIEWER: ¿Tú estudias? ¿Y qué más? SH: Yo trabajo en un restaurante de Dragonfly. INTERVIEWER: Y, ¿con mucha frecuencia, vas de compras? SH: Yo no entendí, repetirlo, por favor. INTERVIEWER: ¿Con mucha frecuencia, vas de compras? “Ir de compras” significa go shopping. SH: All right, say that one more time, please. INTERVIEWER: ¿Con mucha frecuencia, vas de compras? SH: Uh, no, uh, no voy a… what did you, how did you say “to go shopping”? INTERVIEWER: Ir de compras. SH: No voy de compras. INTERVIEWER: Y, ¿qué vas a hacer este verano? SH: Este verano, yo voy a visitar Brazil. INTERVIEWER: Vas a visitar Brazil, y ¿vas a estudiar en Brazil? SH: No, um, yo voy a trabajar en Brazil. INTERVIEWER: Y, em, ¿qué más vas a hacer en Brazil? ¿Vas a leer, vas a jugar deportes? SH: What am I going to do in Brazil? I thought I just answered that. INTERVIEWER: ¿Solo trabajar? SH: I don’t know, I’m going on a missions trip, I don’t know how to express that in Spanish, but… INTERVIEWER: Pues, buena suerte, muchas gracias.
Final interview – Rosetta Stone
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Ratio of L1/L2 words
0.26
0.83
0.68
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
0.90
1.00
Ratio of English-to-Spanish words used, by group
Control Average
RS + class Average
Rosetta Stone Average
0 = no English words produced 1 = 1 English word produced for every Spanish word
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Assistance requests
2.06
1.03
0.11
1.75
0.61
3.24
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
# Clarification requests in Spanish # Clarification requests in English
Average # of clarification / assistance requests by group
Control Average RS + class Average Rosetta Stone Average
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SUMMARY
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1. Professional assessments 2. Empirical studies 3. Student attitudes (a priori) 4. Perceived quality of materials 5. Affective factors 6. Outcomes:
a) Self-perceived communicative abilities b) Empirical measurements of communicative
abilities c) Discourse analysis reflecting communicative
abilities
Myth or Reality?
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GROUP Completion
Rate Average
Score Total Course
Usage (hours) Total Class
Time (hours)
Classroom 96.99% 90.77% 70.00 39.00
RS+C 93.67% 98.63% 32.81 37.25
RS 97.67% 95.88% 30.69 NA
What about time on task?
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But…
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IN CONCLUSION…
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• Further professional assessments of these types of programs, as new tools and new features are developed
• Continuing analysis of current data
• Empirical studies of outcomes and effectiveness o Attitudes and reactions
o Linguistic outcomes
o Larger, more diverse populations
o Consider culture, sociocultural aspects
1. More research is needed.
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In certain circumstances: o Introduction and exposure to new languages
o Refresh skills previously acquired
o Excellent vocabulary presentation and practice
o Flexible for varied populations
o Highly motivated/diligent learners more apt to make progress
… and are undoubtedly better than nothing!
2. Online (stand-alone) programs can be effective.
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Based on multiple data sources, programs like Rosetta Stone do not appear to be necessarily any more …
than other methods, such as common classroom-based approaches, immersion programs, etc.
3. BUT…
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4. As language experts, then, we should…
… not believe everything the ads promise! o There is a significant divide between what the ads
promise and what the programs seem capable of
… keep an open mind. o New tools and capabilities emerge daily
o Knowledge of another language is always valuable
… work to develop criteria for assessing these programs.
o [at tomorrow’s workshop!]
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Special thanks to
• UF College of Liberal Arts & Sciences
• UF CLAS Humanities Scholarship Enhancement Fund
• Laura Bradley, Lisa Frumkes (Rosetta Stone)
• Caroline Reist, Brandon Shufelt, Keegan Storrs, Diana Wade (RAs)
• Carlos Enrique Ibarra (statistics)
Thank you [email protected]
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DeWaard, L. (2013). “Is Rosetta Stone a viable option for L2 learning?” Forthcoming in ADFL Bulletin.
Godwin-Jones, R. (2007). “Emerging technologies; Tools and trends in self-paced language instruction. Language Learning and Technology,” 11(2), 10-17. Retrieved 26 September 2012 from http://llt.msu.edu/vol11num2/emerging/
Godwin-Jones, R. (2009). “Emerging technologies: Speech tools and technologies. Language Learning and Technology,” 13(3), 4-11. Retrieved 26 September 2012 from http://llt.msu.edu/vol13num3/emerging.pdf
Lafford, B. & Sykes, J. (2007). “Entre dicho y hecho …: An assessment of the application of research from second language acquisition and related fields to the creation of Spanish CALL materials for lexical acquisition.” CALICO Journal, 24(3), 427-529.
Nielson, K. B. (2011). “Self-study with language learning software in the workplace.” Language Learning and Technology, 15(3), 110-129. Retrieved 26 September 2012 from http://llt.msu.edu/issues/october2011/nielson.pdf
Santos, V. (2011). “Review of Rosetta Stone Portuguese (Brazil) levels 1, 2, & 3.”CALICO Journal, 29(1), 177-194.
Stevenson, M. P. & Liu, M. (2010). “Learning a language with web 2.0: Exploring the use of social networking features of foreign language learning websites.” CALICO Journal, 27(2), 233-259
Vesselinov, Roumen. Measuring the Effectiveness of Rosetta Stone. http://resources.rosettastone.com/CDN/us/pdfs/Measuring_the_Effectiveness_RS-5.pdf.
Works Cited
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Sample CLEP test items
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Versant proficiency test
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Instrument has been tested for reliability and validity
Versant proficiency test
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Rosetta Stone interface
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Rosetta Stone interface (vocabulary)
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Rosetta Stone interface (grammar)
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Rosetta Stone interface (pronunciation)
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Rosetta Stone interface (World – “play”)
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Rosetta Stone interface (World – “talk”)
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Rosetta Stone interface (World – “explore”)
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Rosetta Stone interface (Studio)
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Attitude survey