Using Smart Technology to Increase Course Offerings in World Languages


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Low enrollment in world language courses can prevent a college from offering a breadth of languages and depth in any single language. To help overcome this challenge, five independent colleges in Texas are using high-definition videoconferences, thereby hoping to preserve the “high touch” element that is a hallmark of education in a liberal arts college. These institutions are working with the National Institute for Technology in Liberal Education (NITLE) to explore important research and implementation issues across academic, logistical, technological, financial, and curricular dimensions. CAOs from two of the participating campuses will describe their responses to these issues and how shared programming has surmounted many obstacles to maintaining strong world language departments.

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Using Smart Technology to Increase Course Offerings in World Languages

  1. 1. Using Smart Technology to IncreaseCourse Offerings in World Languages Rebecca Frost Davis, Program Officer for the Humanities, NITLE Allen H. Henderson, Provost and Senior Vice President, Texas Wesleyan UniversityCharlie McCormick, Provost and Vice President for Academic Affairs, Schreiner University CIC Institute for Chief Academic Officers, 2012
  2. 2. NITLE• National Institute for Technology in Liberal Education• NITLE helps liberal arts colleges integrate inquiry, pedagogy, and technology.• Future of Liberal Education• Collaboration
  3. 3. Texas Language Consortium
  4. 4. Session Outline• Lessons Learned from Previous Collaborations• Challenges for Teaching World Languages• Texas Language Consortium• Next Steps• Roundtable and Plenary Discussion
  5. 5. Shared Academics• Sunoikisis, national consortium of Classics programs, est. 1995•• Summer Course Planning Seminars• Intercampus Team Taught Courses – Weekly live online sessions using desktop videoconferencing – Remaining course meetings on individual campuses
  6. 6. Program Evaluation• Three-year longitudinal study (2005)• PIs: Susan Frost, Emory University & Deborah Olsen, Virginia Tech• How-to Resource Guide• reports.html
  7. 7. Looking for Whitman in . . .• New York City College of Technology (CUNY)• New York University• University of Mary Washington in Fredericksburg, VA• Rutgers University-Camden• University of Novi Sad (Serbia)• Gold, Matthew. “Disrupting Institutional Barriers Through Digital Humanities Pedagogy.” Diversity & Democracy 15, no. 2 (2012).
  8. 8.• Personal student blogs• Aggregation via tags and news feeds
  9. 9. SUNY-COIL• SUNY Center for Online International Collaborative Learning (COIL)•• Globally Networked Learning• Faculty Guide for COIL Course Development
  10. 10. Find the Right Partners• Shared challenges and goals• Complementary expertise• Individual level• Institutional level• Technology expertise
  11. 11. Process for Developing Collaboration• Choosing proper • Calendars & Time Zones content • Academic standards• Exploring institutional • Language ability context • Technology &• Finding & getting to instructional design know partners by support communicating and • Content to be covered comparing • Assessment
  12. 12. Logistics: Time Zones & Calendars Typical Intercampus Course Map
  13. 13. Hybrid ModelBarbara Means et al. Evaluation of Evidence-Based Practices inOnline Learning  A Meta-Analysis and Review of Online :Learning Studies. U.S. Department of Education Office ofPlanning, Evaluation, and Policy Development Policy andProgram Studies Service, September 2010. Southwestern University Students Attend Greek Class
  14. 14. Student Interaction• Hyper-connected world• Matt Gold. “Looking for Whitman: A Multi- Campus Experiment in Digital Pedagogy.”Teaching Digital Humanities, ed. Brett D. Hirsch, Forthcoming. Global Network by Flickr User WebWizzard
  15. 15. Fairness of Credit & Effort• Academic credit – Each faculty teaches course on home campus – CGMA: rotate teaching over between 4 institutions over 4 years• Faculty workload – Shifts from content to collaboration in team teaching
  16. 16. Where are or would you collaborate and why?
  17. 17. Teaching World Languages• The World Language Opportunity
  18. 18. Teaching World Languages• The World Language Opportunity• The World Language Problem
  19. 19. Next Steps• Assessment of Proof of Concept• Funding for Intentional Development• Better Promotion on Campuses• Deal with Difficult Issues – Numbers in a class – Financial Obligations• Other Opportunities to Share Academics
  20. 20. Roundtables1. What are your motivations for this type of collaboration?2. Who might you collaborate with? What existing relationships do you already have?3. What would be a good test area?4. What resources do you have in your context/on your campus for this sort of collaboration?