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Rosen

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Rosen

  1. 1. A Model for Learning Critical Languages Lauren Rosen, lrosen@wisc.edu UW System Collaborative Language Program May 25, 2010, Yale University <ul><li>Reaching Across the Distance </li></ul>
  2. 2. Distance Learning: Defined <ul><li>Allen, Seaman, and Garrett 5. </li></ul>Proportion of Content Delivered Online Type of course 0% Traditional 1-29% Web Facilitated 30-79% Blended/Hybrid 80-100% Online
  3. 3. Which is the most critical for student success in a DL environment? <ul><li>Teacher having strong skills in technology </li></ul><ul><ul><ul><li>80651 </li></ul></ul></ul><ul><li>Teacher having strong skills in pedagogy </li></ul><ul><ul><ul><li>80652 </li></ul></ul></ul><ul><li>Teacher having strong skills in both technology and pedagogy </li></ul><ul><ul><ul><li>80653 </li></ul></ul></ul>
  4. 4. Intro & Background <ul><li>Self as CLP director & how CLP got started </li></ul><ul><li>Languages, # of courses & students/semester--/course, # of connected sites, # of instructors </li></ul><ul><li>Blended model where F2F is over ITV </li></ul>
  5. 5. Intro & Background <ul><li>Structure of instructor/facilitator model-mirroring traditional classroom as much as possible w/ adaptations for this environment </li></ul><ul><li>Adapted activities: choral responses, language learning games, mini whiteboards, </li></ul>
  6. 6. Objectives <ul><li>Content Adaptation </li></ul><ul><li>Technology Integration </li></ul><ul><li>Observations & Recommendations </li></ul>
  7. 7. Content Adaptation & Technology Integration <ul><ul><li>Chinese Poll </li></ul></ul><ul><ul><li>Russian Voicethread </li></ul></ul><ul><ul><ul><li>Teaching verbs </li></ul></ul></ul><ul><ul><li>Japanese Blog </li></ul></ul><ul><ul><li>Japanese Tokbox </li></ul></ul>
  8. 8. Student Surveys <ul><li>Everything is right there on the screen, and you are capable of accomplishing anything you would need to accomplish in a standard classroom (Russian student) </li></ul><ul><li>It's almost like having the professor in the room with us (Japanese student) </li></ul><ul><li>The online wiki assignments allow student to learn to type in Japanese. They seem more effective and interesting than regular homework. </li></ul><ul><li>Neat to hear yourself and others speak. It helps clear mistakes. Provides more practice than just the class. (References web-based speaking tasks) </li></ul><ul><li>It would be nice if the instructor would visit our campus more frequently. (Several students) </li></ul>
  9. 9. Observations <ul><li>Students at receive sites often out-perform origination site students </li></ul><ul><li>Increased proficiency </li></ul><ul><li>Community Building </li></ul><ul><li>Students don’t think of it as technology, they think of it in terms of the activity it enables . </li></ul>
  10. 10. Recommendations <ul><li>Switch outputs frequently </li></ul><ul><li>Plan ahead & be flexible </li></ul><ul><li>Maintain your sense of humor </li></ul>
  11. 11. Materials Repository Texas State University
  12. 12. Technology provides powerful tools in three major areas: Access, Authenticity and Insights,… but technology without pedagogy is nothing . Phillips, 1998 Q & A
  13. 13. Bibliography <ul><li>Allen, I. Elaine, Jeff Seaman, and Richard Garrett. &quot;What is Blended Learning.&quot; Blending In The Extent and Promise of Blended Education in the United States . Needham: Sloan Consortium, 2007. 5-6. </li></ul><ul><li>Chenoweth, N. A., Ushida, E., & Murday, K. (2006). Student learning in hybrid French and Spanish courses: An overview of language online. CALICO Journal, 24 (1), 115-145. </li></ul><ul><li>Kato, K., & Rosen, L. (2007). Improving proficiency, building community: A wiki case study. The Language Educator , 2 (6), 52-54. </li></ul><ul><li>Sanders, R (2006). A comparison of chat room productivity: In-class versus out-of-class. CALICO Journal , 24 (1), 59-76. </li></ul><ul><li>Research that shapes our program choices. </li></ul>

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