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Welcome to FLO Enhancement Summit 2011 dliflc/lpx/fep/

Welcome to FLO Enhancement Summit 2011 http://www.dliflc.edu/lpx/fep/ Minimize the gap between DLI graduates and Cryptologic Analysts. NSA Perspective. Exemplary relationship formed between the Agency and DLI: + More substantive communication

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Welcome to FLO Enhancement Summit 2011 dliflc/lpx/fep/

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  1. Welcome to FLO Enhancement Summit 2011 http://www.dliflc.edu/lpx/fep/ Minimize the gap between DLI graduates and Cryptologic Analysts

  2. NSA Perspective • Exemplary relationship formed between the Agency and DLI: + More substantive communication + Greater access of DLI leadership to operational environment • Insight gained led to creation of the Final Learning Objective (FLO) Enhancement Program (FEP)

  3. NSA Perspective Understanding the Job • Instantly recognize and accurately translate imperfect input • Utilize analytical and deductive reasoning skills to fill-in missing information • Deal quickly and effectively with random, disjointed information and slang • Perform at this level with no margin for error

  4. NSA Perspective FEP/EFAs meet the challenge • Power packed high-level audio selections: + Topically job related + Imperfect quality + Multiple speakers + Colloquial speech • Grammar/structure/discourse • Geography/map usage • Target language research • English report writing

  5. Program Objectives Expose students to operation-like, “super-authentic” materials: • Imperfect input: • Background noise and/or poor quality recordings • Real colloquial language • Conversations where several people are talking/arguing at the same time • Handwritten, smudged paragraphs

  6. Program Objectives Engage the students in operation-like tasks (accompanying unclassified materials): • Problem solving • Predicting, making inferences, hypothesizing + then checking and double-checking the information • Using background knowledge (schemata) to come up with the correct interpretation of the input

  7. Critical Elements in FEP Curriculum • Grammar + Deciphering target input + Using grammatical structures to restore incomplete/distorted texts • Cultural training + Comprehending between and beyond the lines • English language reporting + Information transfer to decision makers in English

  8. ScribeZone Training/Implementation • Collaborative effort between NSA and DLIFLC • Training DLI faculty in ScribeZone: working with “bottom-up” activities

  9. Sample Topics from the Field • Counterterrorism • Insurgency • Weapons • Air defense • Border violations • Military training • Diplomacy • Technical terminology • Computer discussions • Setting up infrastructure • Any conversation with a suspicious twist to it…

  10. Sample Activities • Gist, summary • Content questions • Transformation dictations • Transcription + Word, sentence, paragraph level • Run-on paragraphs • Editing • Predicting…checking…double-checking… • Partial transcription with a focus

  11. What is an EFA in Teaching Mode? Working with authentic cuts • Pre-listening + Discussion + Vocabulary and grammar brainstorming • Listening + Top down (hypothesis, speakers/greetings analysis) + Bottom up (dissecting language and culture) + Top down (comprehension check) • Post-listening + Verbatim transcription and translation + Research + English reporting

  12. Program Accomplishments • Over 600 EFAs developed in most languages and dialects taught at DLI (18) • FLO Enhancement Training conducted at DLIFLC and at LTDs • FLO Enhancement Summit, December 2010

  13. FEP and DLPTs Symbiotic relationship through text analysis • Authentic materials • Problem solving • Critical thinking • Developing strategies • Processing extended discourse • Cultural knowledge • Contextualization • Exposure to pragmatics

  14. Sneak Preview Graphic EFAs: training and development • Scenario based/integration of skills (great for immersions) • Multiple sources of information • Sorting information (relevant/irrelevant) • Author’s intent • Restoring distorted texts/recognizing clues + grammar, vocabulary, culture, maps, charts, etc. • Reporting relevant information

  15. Sneak Preview Assessment (voice/graphic): FEP/EFA ODA • Structure (grammar and discourse) • Lexicon + Numbers + Proper names + Slang expressions… • Cultural references • Speakers/greetings analysis • Main/supporting ideas • Attitudes

  16. Sneak Preview Publishing FEP web page to DLI web site • Creating a new generation template • Stricter visual design criteria • Redesigning FEP page • Redesigning EFAs • Tracking usage

  17. Testimonials: Teachers • “The students really liked it and quoted it (and continue to quote it) for days after” • “Spending an hour on a single, engaging topic was a productive way to use an hour meant to focus on the teaching of FLO performance subskills” • “The students loved how tasks logically immerged…”

  18. Testimonials: Students • “I have found this program to be extremely helpful in helping me improve my listening ability” • “I feel if I were able to use this program in the beginning I would have improved much faster” • “I think that if other classes in the future use this program it will greatly assist in the learning process”

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