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Delivering The Best

Explore the results of using virtual environments for content-based problem solving and improve speaking skills. Learn about the constant challenges faced and the technological and methodological changes required. Discover past and current projects related to language learning and evaluate the effectiveness of different approaches. Understand the importance of technology in language education and how it can facilitate learning. Foster collaboration and creativity through distributed learning and group sense-making. Empower faculty through technology competence and ownership. Take the next steps towards discourse analysis and develop a community of practice.

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Delivering The Best

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  1. Delivering The Best Using Virtual Environments for Content-Based Problem Solving and Presentation and Speaking Skill Improvement—The Results Don Fischer, PhD, Provost, DLIFLC

  2. Constant Challenge • Technological and methodological change • Language and culture • Environment to deal with: • Flattening • Buy-in • Application • Ownership

  3. Past Projects • The Role of Class Size Reduction and Technological Innovation in Foreign Language Learning (TTO-103) • Optimal Foreign Language Learning: The Role of Technology and Teacher/Student Variables (TTO-2103 ) • Pre-DLAB (TTO-116) • External Evaluation of Program Budget Decision (TTO-115) • AutoDLAB (TTO-113) • Distributed Learning (dL) in Foreign Language Education: Principles, Best Practices, and Approaches to Evaluation (ARI) • Brain Fitness Training (TTO 83452)

  4. Current Projects • Technology-Mediated Language Training (TTO 101) • Distributing Language and Culture Training to Diverse Audiences: Applying New Technologies and Applications (ARI) • Tone Aptitude Studies (TTO-82119) • DLAB2 (TTO-82114) • Authentic Input, Learner Output, Interaction and Feedback on Error in Distance Learning Context (TTO-82121) • DLIFLC Provost’s Strategic Plan (TTO-82107) • Effects of Passage Length and Other Factors on Test Item Difficulty (TTO-81434) • Homework and Self-Study Project (TTO-82120) • Lexical Learning (TTO-82122) • Executive Function Intervention/Working Memory Training (TTO 83506)

  5. Rapid Change, Organizational Learning • Technology is constantly changing • People find varying ways to use it • Learning occurs at different points and different rates • Learning occurs faster than it can be transmitted and turned into practice • How and why do we have to develop ways to keep up?

  6. Issues • Digital Natives as students • Digital Immigrants as faculty • Technology for technology’s sake or because it contributes • Hypothesis is that technology will facilitate learning • How do we insure that technology resources are applied? (Socrates in The Phaedrus: Writing undermines Memory)

  7. Diversity in Readiness to Learn Environment/Resources/Openness Zones of Proximal Development/Individual ReadiNess/Grounding Creativity/New Solutions More Heads Are Better Than One Head…Generally

  8. Emergence of Collaborative Knowledge and Group Sense-Making Community of Practice Creativity and new solutions Group sense-making Grounding Changing levels of participation Distributed cognition Common belief Environment for interactions and relationships Activities and resources Situated learning Network for sharing

  9. Faculty Development Experiment • Technology competence and ownership • Presentation and speaking skills • Teaching and learning improvement • Situated • Collaborative • Model the use of technology • 18 Faculty: nine adopters, nine new to technology or needing experience Can We Grow?

  10. New Means of Interaction • .EDU (access to Web 2.0) • Broadband Language Training System • ELLUMINATE • Adobe CONNECT • Sakai/Blackboard Learning Management Systems • Example

  11. Output • Two face to face, 12 virtual sessions • Presentation to Deans and faculty • Significant change in competency and attitude • Example issues addressed: • Presentations of 19 of the 60+ elements of technology available to classroom • Using Elluminate and similar systems for homework help, study hall, special assistance, and student projects • Most important: Provost and 18 faculty engaged in learning and dialog

  12. Next Steps • Discourse analysis • Publish • Use to involve more faculty as well as students and staff in analysis of issues • Use to develop Community of Practice • Arabic Reading Working Group (ARWG) • Teaching standard Arabic for reading while teaching dialect (Iraqi, Levantine, Egyptian, Sudanese)

  13. Discussion/Questions?

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