Sharing Language Instruction Across the UC
System: How it works and why we need it
UC 21st Century. Teaching, Learning and...
Highlights
Language instruction in the UC system
Overview of “Distance Learning for LCTLs” project
Why we need to share la...
The closing argument
If we are looking to Improve Student Access to
Courses on and across Campuses, this program
democrati...
Language instruction in the UC System
We can all agree that …
Great research universities offer a wide variety of language...
Berkeley - A
Davis - B
Irvine - C
Los Angeles - D
Merced - E
Riverside - F
San Diego - G
San Francisco - H
Santa Barbara -...
Overview of the project:
Distance Learning for LCTLs (Less Commonly Taught
Languages)
Overview of the project: Distance Learning for LCTLs
Filipino (Elementary)
Czech
2qdrdsw`̃
cy`sbdc
Exvvh`svcy`sbdc5dÌhw`f...
Growth of the program: from 2 to 6 campuses
Overview of the project: Distance Learning for LCTLs
Started in 2002-03: Danis...
The student experience
Overview of the project: Distance Learning for LCTLs
UCI undergraduate completed 2 years (elem  adv...
Overview of the project: Distance Learning for LCTLs
The student experience
I'm excited about going to it every day and I ...
Overview of the project: Distance Learning for LCTLs
The main thing that I would say is that it enables us to provide Czec...
Overview of the project: Distance Learning for LCTLs
Cost to the student: $0 (part of regular fees)
Cost of instructor: $0...
Why we need to share language instruction
Why we need to share language instruction
Recognized value
Minutes of the UC Regents Committee on Educational Policy
March...
Efficient use of existing technology and UC infrastructure
Why we need to share language instruction
Simplicity of mode. B...
Going forward: System-level support and
coordination
Working as a system, we can:
Going forward: System-level support and coordination
Sanction the program as part of the UC l...
Going forward: System-level support and coordination
If we are looking to Improve Student Access to
Courses on and across ...
Special thanks for making the Distance Learning for LCTLs program
possible:
Mel Strom, UCLA Distance Learning Coordinator
...
Copyright UC Regents 2008. This work is the intellectual
property of the authors. Permission is granted for this material
...
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Sharing Language Instruction Across the UC System: How it works and why we need it

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An overview of the "DL for LCTLs" program of videoconferenced language classes being exchanged across the UC system, and a case for why it should be supported.

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Sharing Language Instruction Across the UC System: How it works and why we need it

  1. 1. Sharing Language Instruction Across the UC System: How it works and why we need it UC 21st Century. Teaching, Learning and Technology: Past, present and future. June 21, 2008 Annelie Rugg Interim Director and Instructional Technology Coordinator UCLA Center for Digital Humanities
  2. 2. Highlights Language instruction in the UC system Overview of “Distance Learning for LCTLs” project Why we need to share language instruction Going forward: System-level support and coordination
  3. 3. The closing argument If we are looking to Improve Student Access to Courses on and across Campuses, this program democratizes student access to language instruction in a cost-effective and efficient way. BUT… To take this program off the endangered list, it needs UC System-wide sanction and support to match student demand with the supply of existing instruction.
  4. 4. Language instruction in the UC System We can all agree that … Great research universities offer a wide variety of languages The UC system distinguishes itself by the breadth of languages taught (diversity!) Not all UC campuses will (or should) teach all these languages Less Commonly Taught Languages (LCTLs) provide the breadth, and by definition have low enrollments. (The “thin part” of the Long Tail) Building enrollment (= providing access to students) of LCTLs by teaching across campuses is in the interest of all the UCs
  5. 5. Berkeley - A Davis - B Irvine - C Los Angeles - D Merced - E Riverside - F San Diego - G San Francisco - H Santa Barbara - I Santa Cruz - J Language instruction in the UC System UC System-wide offerings: A + B … + J (minus the overlap) = A LOT! 20th century Davis student can choose from B languages … 21st century Davis student can choose from ALL the UC languages!
  6. 6. Overview of the project: Distance Learning for LCTLs (Less Commonly Taught Languages)
  7. 7. Overview of the project: Distance Learning for LCTLs Filipino (Elementary) Czech 2qdrdsw`̃ cy`sbdc Exvvh`svcy`sbdc5dÌhw`fdu )xvhsdvv Ctdw̃ CÌtvd )xqf`Ìh`sv2qdrdsw`̃u 5xsf`Ìh`sv2qdrdsw`̃ u 1`shvg 2qdrdsw`̃ cy`sbdc 3hsshvg 2qdrdsw`̃ cy`sbdc Fdchvgv2qdrdsw`̃ u F``rhv2qdrdsw`̃ u F`ghqhv6swdÌrdch`wdu Sxqxv2qdrdsw`̃ – ii$i%u UCLA DL LCTLs Initiative: 2002-03 – 2007-08 Number of Courses Run low high 51 53 Total enrollments (all courses) low high Local 289 304 Remote 161 164 Net increase over local-only 53.0% 56.7%
  8. 8. Growth of the program: from 2 to 6 campuses Overview of the project: Distance Learning for LCTLs Started in 2002-03: Danish from UCB to UCLA 2005-06: 5 languages shared across campuses 2006-07: 6 languages 2007-08: 8 languages At least 3 additional languages (involving 2 new campuses) could have been taught but don’t fit the focus of the centers that currently fund the project! 2008-09 (projected): 6-7 languages (endangerment …)
  9. 9. The student experience Overview of the project: Distance Learning for LCTLs UCI undergraduate completed 2 years (elem adv) Finnish from UCB, then completed immersion program in Finland UCI undergraduate, after completing Elementary Filipino from UCLA, awarded Fulbright-Hays Summer Advanced Filipino Abroad fellowship in 2007 UCSD mathematics student completed 1 year of Hungarian from UCLA, and was awarded NSF Central Europe Summer Research Institute Fellowship (only 10-15 such fellowships awarded annually) At least 2 UCSB students, after completing 1 or 2 years of Czech from UCLA, motivated to pursue Czech-related graduate programs
  10. 10. Overview of the project: Distance Learning for LCTLs The student experience I'm excited about going to it every day and I feel so fortunate. By the way, I love the way people react when they find out how I'm taking the course. … This distance teaching thing is a blessing. It lets people take courses they want and really it is not any less effective than physically being in a class. It's great! … I recently applied for a summer language program in Finland sponsored by the government there … — Student in Beginning and Advanced Finnish (April 13, 2006) I found out a few days ago that I won a NSF CESRI fellowship to do research in mathematics in Budapest this summer! I wanted to thank you for the enormous effort you have all put into arranging the distance learning classes in Hungarian with UCLA. Proficiency in Hungarian will be invaluable when I go to Budapest this summer. — Student in Beginning Hungarian (March 31, 2008)
  11. 11. Overview of the project: Distance Learning for LCTLs The main thing that I would say is that it enables us to provide Czech to a university that supports Czech studies in other ways (UCSB has one of the leading specialists in Czech music - …), but does not have the resources to offer Czech language courses. … As far as teaching, … It definitely restricts the use of visuals, which have to be large enough to be seen easily on the TV screen. I do more detailed handouts than I would otherwise. … Overall, it takes more advance planning than a regular course, but it's not a burden. … Managing the equipment is very easy for the instructor, … having Mel Strom help set things up and then available to help with enrollment issues, etc., has been essential. I wouldn't have started this at all if there weren't someone like him showing me how to make it work. — Czech instructor at UCLA (June 18, 2008) The instructor experience Before teaching in DL: “too hard”, “too techie”, “have to change how I teach” After teaching in DL: “it’s not a burden”, “managing the equipment is very easy”, “takes more advance planning” (but is this a bad change?)
  12. 12. Overview of the project: Distance Learning for LCTLs Cost to the student: $0 (part of regular fees) Cost of instructor: $0 (part of existing faculty) Cost of classroom: $0 (part of infrastructure) Cost of videoconferencing equipment: $0 (part of infrastructure) Cost of classroom support: $0 (part of existing staff) Cost of document delivery: $0 (use of existing LMS) Cost of coordinating the program: 0.5 FTE of staff time Cost of adding VC capability to meet added demand: Depends on how much access campuses want to provide What is the cost?
  13. 13. Why we need to share language instruction
  14. 14. Why we need to share language instruction Recognized value Minutes of the UC Regents Committee on Educational Policy March 15, 2006 QuickTime™ and a decompressor are needed to see this picture. QuickTime™ and a decompressor are needed to see this picture.
  15. 15. Efficient use of existing technology and UC infrastructure Why we need to share language instruction Simplicity of mode. Baseline VC technology in place at all campuses; fixed location or mobile carts; desktop VC; taps into LMS’s. Pedagogical effectiveness. Proven instruction by proven instructors; maintains instructor-student and student-student interaction (e.g. pair work). Enrollment infrastructure in place. Simultaneous enrollment means UC system regulations guarantee system-wide acceptance of credit and grades. Student access to previously unavailable language courses. Increases enrollments in LCTL courses. Therefore, less likely to be cut, which sustains the disciplinary diversity of the Great University.
  16. 16. Going forward: System-level support and coordination
  17. 17. Working as a system, we can: Going forward: System-level support and coordination Sanction the program as part of the UC landscape, rather than as an “outsider” (UCLA) program (which it never was!) Get the word out! Include in course listings, online schedules Unify around a common starting point for students and instructors interested in participating Demystify the process of teaching and learning language in this mode (it’s not “hard” or “techie”) Combine resources to grow existing VC infrastructure as student demand grows
  18. 18. Going forward: System-level support and coordination If we are looking to Improve Student Access to Courses on and across Campuses, this program democratizes student access to language instruction in a cost-effective and efficient way. BUT… To take this program off the endangered list, it needs UC System-wide sanction and support to match student demand with the supply of existing instruction. In review: The closing argument. “Come together when we should”
  19. 19. Special thanks for making the Distance Learning for LCTLs program possible: Mel Strom, UCLA Distance Learning Coordinator Olga Kagan, Director, UCLA Center for World Languages Kathryn Paul, Associate Director, UCLA Center for World Languages Tim Tangherlini, Chair, Scandinavian Section Don Roby and Chris Dutton, UCLA Audio/Visual Services
  20. 20. Copyright UC Regents 2008. This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that copying is by permission of the authors. To disseminate otherwise or to republish requires written permission from the authors.

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