Creating Cross Campus Language Learning Communities

Creating Cross-Campus Language Learning Communities Using a Blended Learning Approach Barbara Lindsey, Charlie Pei, Renato Ventura University of Connecticut NECTFL 2009 Saturday, April 18, 2009

• ‘Blended’ communities of practice • Expanded language learning opportunities • Vision, reality, adjustment Saturday, April 18, 2009

Blended Learning “Thoughtful fusion of face-to-face and online learning experiences” Garrison, D., & Vaughan, N. (2008). Blended learning in higher education: Framework, principles, and guidelines. San Francisco: Jossey-Bass. Saturday, April 18, 2009

Saturday, April 18, 2009

Which standard and why? Saturday, April 18, 2009

Connections Communities Saturday, April 18, 2009

Blended Communities of Practice Saturday, April 18, 2009

Our Vision Saturday, April 18, 2009

What is your interest in ‘blended’ language learning communities? Saturday, April 18, 2009

Expanded Learning Opportunities Saturday, April 18, 2009

Our Reality Engaging off-site students during class Connecting students with each other outside of class Developing speaking skills Saturday, April 18, 2009

Reason for taking ITV section Chinese Italian Saturday, April 18, 2009

Feeling of Community Chinese Chinese Italian Italian Saturday, April 18, 2009

Knowing each other Chinese Italian Saturday, April 18, 2009

Helpful outside class activities Chinese Saturday, April 18, 2009

Helpful outside class activities Chinese Italian Saturday, April 18, 2009

Self-Rating Skill Levels Chinese Italian Saturday, April 18, 2009

Want more help with... Chinese Italian Saturday, April 18, 2009

cucinare Saturday, April 18, 2009

Esame Orale Nome_______________________ Classe_____________________ Data________________________ Evaluation Sheet Excellent – 20 Good – 18 Fair – 14 Poor – 10 Content Comments Grade Relevant information 20 pts. Interaction Comments Grade Responds to questions 20 pts. Vocabulary Comments Grade Appropriateness 20 pts. Comprehensibility Comments Grade All Italian comprehensible 20 pts. Grammar Coments Grade Syntax control 20 pts. Total___________________ Saturday, April 18, 2009

Personalized, Whole-Group, Authentic Assessments Saturday, April 18, 2009

Chinese 1112 Oral Conversation Project 1112 Objective & Requirements ( ): The purpose of this project is to promote and consolidate your Chinese language conversation capability by taking advantage of the online tool:Voicethread.com. Each student should work with his/her group to develop a series conversation thread based on a selected topic, which is covered by our textbook (L.1 to L. 9). Saturday, April 18, 2009

What we do in our project Please follow the steps to complete your project: Everyone must register on the Vociethread.com. Our class is divided into three groups. Each contains 5 people from both campuses. Each of you choose or is assigned a topic. Based on the given topic and the required vocabulary, expressions, and questions (see the details below), each should select a topic related photo, picture, or drawing (copyright free) and upload to the VT. Based on this picture to develop an initial introduction/talk and record it to your VoiceThread. Then invite me. I will forward the invitation to the class. After completing your uploading and recording, you should start to visit the Voicethreads of your group mates and listen to theirs, and then contribute your comments, questions, and grammar or pronunciation errors correction. Remember to revisit your own site and listen to the comments, questions, or correction from others and respond to the comments, questions, or correction. Each individual should at least visit four threads of your group mates and record comments and questions there to prove your participation in this conversation. It is expected that each site should get at least four comments or questions from group mates and 1 or more responses from the initial talker to those comments. Saturday, April 18, 2009

Topics,Vocabulary & Expressions (My Family and I) Introduce family members, their relation to you, their names, ages & professions, nationality, what do you like to do together, etc. ( ( ) …) (My Friends and I) Introduce your friends, their names, ages, their occupations, hobbies, and what you often play together, etc. ( … … Tell us about your daily life and activities on the campus, such as: When do you usually get up and go to bed? What do you do after getting up and after classes? How many classes do you usually take? What are they? What do you usually do besides studying? Etc . . . … (Party)… (My Birthday Party) Tell us when is your birthday, How was your B party? Whom did you invite to the party and who came to the party? What activities did you have in the party? What drinks and foods did you treat your friends with? …etc… / … Saturday, April 18, 2009

Topics,Vocabulary & Expressions My Appointment Tell us you made an appointment with whom, when, and for what reason. People could be your family member(s), friends, or classmate(s). Time could be weekday or weekend, morning or afternoon, or evening. Activities could be seeing movie, playing ball, watching TV program, or having a party, etc. ? … My Chinese Class Tell us how do you like your Chinese class. Who is your teacher? What does he teach you in class? Do you think it is easy to learn Chinese? If not, what are easy and what are difﬁcult in studying Chinese? How do you like the class and your teacher? etc. ?… … My Shopping Experience Share you shopping experiences with us. Tell us what you wanted to buy, what the store had, what you bought, whether you found right size and right color, how much money you spent, and whether you like what you bought. Was the shop assistant polite, etc. … Saturday, April 18, 2009

Student Work Saturday, April 18, 2009

Spring, 2009 Chinese 1112 The Modern & Classical Languages Department University of Connecticut, Storrs Student Name_______________ Total Raw Score ___________ Converted Score___________ Rubric for Assessment of the Chinese 1112 VT Project Exemplary Proficient Partially Proficient To be Improved Definition 4 3 2 1 Picture description clear & Picture description clear Picture description clear but Picture description with 1 Original Introduction fine with no mistake nor error & fine but with 1-2 errors with 3-4 mistakes/errors more than 4 mistake/error /description of the picture Response logically clear & Response logically clear Response logically clear but Response with more than 4 2 Response (comments & appropriate with no mistake & correct but with 1-2 with 3-4 mistakes/errors mistakes/errors questions ) to the nor error errors pictures & original introduction Grammatically/Culturally Correct use of vocabulary Use of vocabulary and Use of vocabulary and 3 use of vocabulary and correct use of vocabulary and and expressions with les expressions with not more expressions with more than expressions expressions with no mistake than 1-2 grammar or than 3-4 grammar or culture 4 grammar or Culture nor error culture errors mistakes/errors mistakes/errors Accurate with no mistake nor Less than 2 errors Less than 3-4 mistakes/errors More than 4 mistake/ errors 4 Pronunciation and error tones Convert chart for scores: 13-16 = 5, 10-12 = 4, 7-9= 3, 6 and lower = 2 * The Oral project result takes total 5% of the grade for the course. Saturday, April 18, 2009

Your experiences? Your suggestions? Saturday, April 18, 2009

March: pre-VT Chinese April: post-VT Chinese Saturday, April 18, 2009

March: pre-VT April: post-VT Saturday, April 18, 2009

Knowing each other March: pre-VT April: post-VT Saturday, April 18, 2009

Usefulness of VoiceThread Saturday, April 18, 2009

Future plans http://www.skype.com/ Saturday, April 18, 2009

http://skypeinschools.pbwiki.com/ Saturday, April 18, 2009

http://www.facebook.com/ http://it-it.facebook.com/ Saturday, April 18, 2009

Other tools to explore Saturday, April 18, 2009

What one idea can you take away from today’s presentation and use in your program? Saturday, April 18, 2009

Creating Cross-Campus Language Learning Communities Q &A Saturday, April 18, 2009

Photo credits (in order of appearance) • ACTFL Standards graphic taken with permission from the ACTFL Standards for Foreign Language Learning. Preparing for the 21st Century. Executive Summary. http://www.actfl.org/i4a/pages/ index.cfm?pageid=3324 • Flamingos: DSC09122 by muzina_shanghai http://www.flickr.com/ photos/muzina_shanghai/3443095627/ • Two Elephants: DSC03475 by muzina_shanghai http:// www.flickr.com/photos/muzina_shanghai/3300086620/in/ pool-16477389@N00 • The Candelier Bunch by Jean Piere Candelier http:// www.flickr.com/photos/jpcandelier/3203722876/ Saturday, April 18, 2009

Resources • Communities and Connections: Hardest Standards to Meet? Or Greatest Opportunities? 2008 NECTFL presentation by Anna Chamot, NCLRC/GWU; Sheila W. Cockey, NCLRC: http://www.nclrc.org/profdev/nclrc_inst_pres/nectﬂ.html • Creative Commons: http://search.creativecommons.org • Dimdim: http://www.dimdim.com/ • Google Voice: www.google.com/voice • Livemocha: http://www.livemocha.com/ • WiziQ: http://www.wiziq.com/Virtual_Classroom.aspx • Creating Cross Campus Language Learning Communities: http://www.slideshare.net/ lindseybp/slideshows Saturday, April 18, 2009

Thanks to our students and Thank you! Barbara Lindsey lindseybp AT gmail DOT com Charlie Pei peixiaolin AT hotmail DOTcom Renato Ventura ventura DOT renato AT gmail DOT com University of Connecticut NECTFL 2009 Saturday, April 18, 2009

Creating Cross Campus Language Learning Communities

by Barbara Lindsey on Apr 17, 2009

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Creating Cross Campus Language Learning Communities — Presentation Transcript