Panel: Case Studies in Online Language Learning with Horizon Wimba

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This presentation will address the particular challenges of supporting the on-line teaching of foreign language in a Blackboard environment. Four different institutions will discuss how they have …

This presentation will address the particular challenges of supporting the on-line teaching of foreign language in a Blackboard environment. Four different institutions will discuss how they have leveraged Horizon Wimba and other technologies to support the students and faculty both inside and outside the classroom.

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  • Welcome to the BbWorld ’06 Powerpoint Template! Please use this design for your presentation. You are welcome to add slides, remove text, add and edit any text that you see here. The Educate / Innovate / Everywhere structure is provided as a guideline to encourage consistency across presentations – we understand that your topic may or may not fit this structure smoothly – feel free to adjust it as needed. For the official title of your presentation, please refer to the recent email confirming your timeslot at BbWorld ’06.

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  • 1. Panel: Case Studies in Online Language Learning with Horizon Wimba This presentation will address the particular challenges of supporting the on-line teaching of foreign language in a Blackboard environment. Four different institutions will discuss how they have leveraged Horizon Wimba and other technologies to support the students and faculty both inside and outside the classroom.
  • 2. Session Focus
    • Educate
      • What are the challenges in online language learning?
    • Innovate
      • How does leveraging Horizon Wimba enhance student success?
    • Everywhere
      • Getting Started
      • Lessons Learned
      • Next Steps
  • 3. Panelists
    • Nathan Ehrlich Dean, Hebrew College Online, Hebrew College
    • Peter A. Lafford Director, Language Computing Lab, Arizona State University
    • Bernard Manker Professor / Department Head, Grand Rapids Community College
    • Ming Yang Instructional Technology Administrator, University of California, Riverside
    • Moderator
    • Eric Kunnen Coordinator of Instructional Technologies, Grand Rapids Community College
  • 4. Case #1 – Hebrew College
    • Panelist – Nathan Ehrlich Dean, Hebrew College Online, Hebrew College
    • Established in 1921 near Boston, MA
    • Transdenominational
    • Non-sectarian
    • Specializes in Jewish studies
  • 5.
    • In 1995 Hebrew College begins offering online courses
    • Students from the United States, Canada, Israel, Japan, South Africa, Pakistan, Germany, Italy, Switzerland, Malaysia, Ghana, Uganda…
    • In 2000 Hebrew College Online launches the first online MA in Jewish Studies
    • Hebrew language requirement
    http://hebrewcollege.edu/online
  • 6. Academon Publishing House, Hebrew University, Jerusalem, Israel Textbook: Hebrew from Scratch
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    • Benefits
    • Scheduling
    • Pace
    • Repetition
    • Confidence
    • Accuracy
    • Immediate feedback
    • Availability of course materials
    • Diverse learning communities
    • Challenges
    • Scheduling
    • Motivation
    • Spoken language skills
    • Technical
    • Recruiting & training instructors
    • Addressing the needs of students with varying learning styles
    • Accessibility for students with disabilities
    • Research, best practices & new tools
  • 24. Case #2 - Arizona State University
    • Panelist – Peter A. Lafford Director, Language Computing Lab, Arizona State University
    • Language Computing Lab to accommodate 2 classes at a time, with instructors
    • Challenge: TA’s overworked, need to reduce time commitment
    • Trend toward Hybrid Courses
      • Less Class time with instructor
      • More individual on-line activities
      • Lab hour becomes self-driven (no instructor present)
    • Part of the answer: Horizon Wimba Voice Tools can add more oral interaction to the out-of-class time
  • 25. Arizona State University
    • Blackboard used for support of Face-to-Face teaching
      • Not just on-line courses or distance learning
      • Horizon Wimba supported by Language Course Technology Fees
        • Not available to all 50,000 users
      • Earlier version of Building Blocks could not make tools available to some courses but not others.
        • Possible to insert html publishing code into Bb, but complex to support
      • New Building Block can be enabled on a course-by-course basis
        • Easier to support... Just another Blackboard communication tool
        • Though it will appear on the menus even when not enabled
  • 26. Arizona State University
    • Voice Tool Uses:
    • Voice e-mail with pre-addressed recipient for student sampling
    • Voice Direct: virtual lecture with overseas guest
    • Oral Assessments
    • Voice Dialogues
    • Voice Boards for discussion of audio stimuli
  • 27. Arizona State University
    • Voice e-mail within Blackboard
      • Automatically sent to instructors
      • Pre-filled subject to simplify automatic sorting in Outlook
      • From: field only one active
      • Text field optionally active or not
  • 28. Arizona State University
    • Other Blackboard uses
    • Insert video or audio clips to Bb test items
      • SCOLA Insta-Class clip (www.SCOLA.org)
      • Include Audio exported from Wimba Voice Tools
        • New version of Voice Tools (5) can export as .mp3; Voice Boards, Voice Direct, e-mails can be edited together as podcast
  • 29. Arizona State University
  • 30. Arizona State University
    • Variable Speed Playback for Audio and Video
    • Windows Media Player 10
      • View / Enhancements / Play Speed Settings
    • Quicktime Pro
      • Player Prefs / Show A/V settings
  • 31. Case #3 – Grand Rapids Community College
    • Panelist – Bernard Manker Professor / Department Head, Grand Rapids Community College
  • 32. GRCC – Students & Standards
    • The problem: 14,800 students that all commute , study , have jobs and in many cases families .
    • This presents special problems in communication and in the kinds of requirements we can impose on our students.
    • Bb is a way for us to remain in contact and to help satisfy our content requirements.
  • 33. GRCC – Bb & Wimba Solutions
    • Currently we are using Wimba for listening practice , for tests (SP), for oral testing (SP), oral discussion boards (FR and GR) and for interfacing with our texts (FR, GR, SP)
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  • 38. GRCC – Calendar & Content
    • In language acquisition we face the constant struggle of reconciling the calendar, the content and the pedagogy.
    • Our struggle, compounded with the special challenges presented by our student population, require some innovative solutions. We are barely scratching the surface on how Horizon Wimba can help us reach our students and attain our language acquisition goals.
  • 39. Case #4 - Language Teaching at UC Riverside
    • At UC Riverside, all major modern languages are offered every quarter by the Comparative Literature & Foreign language Department. As a part of my daily work, I worked closely with language instructors with regard to their needs in instructional technology. Setting up a Virtual Language Lab on Blackboard at UCR is one of many initiatives with which I have supported technology in language teaching.
    Ming Yang Instructional Technology Administrator, University of California, Riverside
  • 40. AV Course Modules for Language Teaching
    • Transform pre-existing analog AV content
    • Conveniently updated and reused environment
    • Easily incorporated into any iLearn courses at any course level
  • 41. Wimba Tools for Language Teaching
    • Voice board with listening and speaking exercises
    • Voice email for submitting real voice assignments
  • 42. Areas in a Course Module
    • Streamed class AV recordings
    • Streamed AV recordings of class-related events
    • Streamed course and lab recordings
    • Instructor’s narrations and voice embedded presentations
    • Student AV projects
  • 43. Benefits for Language Instruction
    • Enrich the course with added AV environment
    • Free to customize and recycle
    • Easy to control, deploy and collect
    • Starting point to develop online teaching strategies
    • Save instructor’s time in
      • Preparing and assigning AV course material
      • Checking listening/speaking exercises
      • Interacting with students after class
  • 44. Benefits for Language Learning
    • Single point of access to the online AV content
    • AV content available anytime for any authorized user
    • Increased interactivity with the AV content and instructors
    • Increased student time-on-task by focusing pre-class preparation
    • more in-depth class discussion
  • 45. Discussion
    • Educate
      • What are the challenges in online language learning?
    • Innovate
      • How does leveraging HorizonWimba enhance student success?
    • Everywhere
      • Getting Started
      • Lessons Learned
      • Next Steps
  • 46. Thank You! Panel: Case Studies in Online Language Learning with Horizon Wimba
    • Nathan Ehrlich (nathan@hebrewcollege.edu) Dean, Hebrew College Online, Hebrew College
    • Peter A. Lafford (peter.lafford@asu.edu) Director, Language Computing Lab, Arizona State University
    • Bernard Manker (bmanker@grcc.edu) Professor / Department Head, Grand Rapids Community College
    • Ming Yang (ming.yang@ucr.edu) Instructional Technology Administrator, University of California, Riverside
    • Eric Kunnen (ekunnen@grcc.edu)
    • Coordinator of Instructional Technologies, Grand Rapids Community College