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When University and Community Work Together: Collaborative Models that Serve for Many Needs<br />Yalun Zhou yalunz@msu.edu...
Demanding Needs  <br />National Security Language Initiative (2006)<br />A shortage of qualified “critical language” speak...
Realities  <br />FL education decreased dramatically (CAL, 2010) <br />Demand from students, parents, schools, and distric...
Inquiries CI-MSU Received <br />From students<br />From parents<br />From principals<br />From school district <br />From ...
Reactions & Goals of CI-MSU<br />Meet the ever-increasing demand for Chinese education in the U.S; promote Chinese culture...
Innovations of CI-MSU<br />Innovations and reach-out <br />Chinese Your Way: <br />interactive multimedia e-textbook<br />...
Model 1: University-Non-Profit Org.<br />Cooperation and connection among CI-MSU,MVHS, OUC, and IBO<br />4 year 8 semester...
Model 2: University-School Collaboration<br />CI-MSU &  public schools<br />Stowe Middle & High Schools (VT)<br />Livermor...
Model 3: University-Schools w/Grant: <br />Lansing School District, MI<br />Arlington Heights School District, IL<br />Hug...
Platform & Format of Learning (1)<br />10<br />
Semester-Paced Online Chinese<br />18-week instruction<br />4-day self-paced study (Blackboard or Moodle)<br />One 50-minu...
Language and Culture Focus<br />12<br />
A Glance at Platform I: Online Course <br />Sample synchronous learning—Adobe Connect meeting<br />Sample asynchronous lea...
Platform & Format of Learning (2)<br />Zon: http://enterzon.com<br />Stand-alone language games<br />Language and culture ...
A Glance at Platform II: Zon<br />Sample Zontutoring<br />15<br />
Impact and Results<br />Compared with traditional classrooms, we <br />Serve students beyond school boundaries <br />Reach...
17<br />
Conclusion <br />When university and communities work together, <br />Augment the reach of students and more interpersonal...
Thank You!<br />Ken Dirkin dirkinke@msu.edu<br />Yalun Zhou yalunz@msu.edu<br />19<br />
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K. Dirkin, Y. Zhou: When University and Community Work Together: Collaborative Models That Serve Many Needs (P4)

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Participants will explore successful models of connecting university, nonprofit organizations, schools and parents by offering online Chinese classes to secondary language students across the nation. Participants will examine the role of connecting partnerships, how the Confucius Institute at Michigan State University reaches out to their immediate communities when students’ Chinese language and culture learning needs cannot be met locally, how their format works to maximize technological advantages for language education, and the promises and challenges faced by such innovative partnerships for online Chinese education. The partnership models introduced in this session include, but are not limited to, working with nonprofit organizations, school districts and private schools, inner-city charter schools and individual parents.

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Transcript of "K. Dirkin, Y. Zhou: When University and Community Work Together: Collaborative Models That Serve Many Needs (P4)"

  1. 1. When University and Community Work Together: Collaborative Models that Serve for Many Needs<br />Yalun Zhou yalunz@msu.edu<br />Ken Dirkin dirkinke@msu.edu<br />Confucius Institute<br />Michigan State University<br />NCLC, April 16, 2011<br />San Francisco, CA<br />
  2. 2. Demanding Needs <br />National Security Language Initiative (2006)<br />A shortage of qualified “critical language” speakers (Loveland, 2009)<br />Testimony on national language needs (Petro 2007)<br />Excellence and Innovation in Language Learning Act (Holt & Tonko, 2010)<br />Need to increase K-12 language offerings & enrollment (O’Connell & Norwood, 2007)<br />Think more broadly than university and federal programs explicitly include pre-K though Grade 12 education (NFLC, 2009)<br />2<br />
  3. 3. Realities <br />FL education decreased dramatically (CAL, 2010) <br />Demand from students, parents, schools, and districts for Chinese programs seems likely to continue to increase (Asia Society, 2010)<br />3<br />
  4. 4. Inquiries CI-MSU Received <br />From students<br />From parents<br />From principals<br />From school district <br />From others <br />4<br />
  5. 5. Reactions & Goals of CI-MSU<br />Meet the ever-increasing demand for Chinese education in the U.S; promote Chinese culture and language worldwide.<br />Provide quality Chinese learning materials and experience to both K-12 students and adults.<br />Develop new teaching resources for teachers and schools as well as provide consulting to existing teachers and school districts.<br />Recruit and train highly qualified & certified Chinese teachers for K-12 schools.<br />Conduct research on issues specific to teaching Chinese as a foreign language.<br />Reform and create an innovative & effective learning and teaching system for Chinese language and culture.<br />5<br />
  6. 6. Innovations of CI-MSU<br />Innovations and reach-out <br />Chinese Your Way: <br />interactive multimedia e-textbook<br />high school online Chinese courses or online tutoring classes<br />Zon<br />Multi-player online games <br />Chinese language and culture enrichments <br />Multiple models to serve the needs of students, parents, schools, and districts <br />6<br />
  7. 7. Model 1: University-Non-Profit Org.<br />Cooperation and connection among CI-MSU,MVHS, OUC, and IBO<br />4 year 8 semester online Chinese courses :<br />1A, 1B<br />2A, 2B<br />3A, 3B <br />4A, 4B<br />International Baccalaureate Mandarin Chinese ab initio <br />Video: CI-MSU initiative and collaborations<br />http://experiencechinese.org/index.php/courses<br />7<br />
  8. 8. Model 2: University-School Collaboration<br />CI-MSU & public schools<br />Stowe Middle & High Schools (VT)<br />Livermore Valley High School (CA)<br />Egg Harbor High School (NJ)<br />Canal Winchester High School (OH)<br />CI-MSU & rural mountain schools<br />Westport Middle School (WA)<br />CI-MSU & inner city charter schools <br />Detroit Edison Charter School (MI)<br />CI-MSU & private schools<br />Santa Catalina Upper School (CA)<br />8<br />
  9. 9. Model 3: University-Schools w/Grant: <br />Lansing School District, MI<br />Arlington Heights School District, IL<br />Hughes STEM High School, OH<br />Flashing, MI<br />9<br />
  10. 10. Platform & Format of Learning (1)<br />10<br />
  11. 11. Semester-Paced Online Chinese<br />18-week instruction<br />4-day self-paced study (Blackboard or Moodle)<br />One 50-minute live session with native speaking teachers (Adobe Connect Pro)<br />Self-paced review of live session recordings <br />11<br />
  12. 12. Language and Culture Focus<br />12<br />
  13. 13. A Glance at Platform I: Online Course <br />Sample synchronous learning—Adobe Connect meeting<br />Sample asynchronous learning--Blackboard course management and teaching with new technologies<br />Benefits of this model to students: meet diverse needs and can take at various settings<br />13<br />
  14. 14. Platform & Format of Learning (2)<br />Zon: http://enterzon.com<br />Stand-alone language games<br />Language and culture learning through the game with Zon-tutors<br />14<br />
  15. 15. A Glance at Platform II: Zon<br />Sample Zontutoring<br />15<br />
  16. 16. Impact and Results<br />Compared with traditional classrooms, we <br />Serve students beyond school boundaries <br />Reach more schools and students (2500 + 20K Zon registration)<br />Assist diverse learners to fulfill their dreams of learning Chinese<br />Meet more parents’ needs for their children<br />16<br />
  17. 17. 17<br />
  18. 18. Conclusion <br />When university and communities work together, <br />Augment the reach of students and more interpersonal learning community<br />Meet more student needs<br />Meet more school needs <br />Meet more parent needs <br />Challenges:<br />Class scheduling <br />Teacher recruitment & training <br />Teaching quality <br />Overall operation <br />18<br />
  19. 19. Thank You!<br />Ken Dirkin dirkinke@msu.edu<br />Yalun Zhou yalunz@msu.edu<br />19<br />
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