UCLA  Center for Digital Humanities Practical Use of Digital Media: Heritage Language Learners and GE Courses at UCLA
CDH Heritage Language Reading Project Hypermedia Berlin
background <ul><li>Academic Services </li></ul><ul><ul><li>Labs </li></ul></ul><ul><ul><li>Course Websites </li></ul></ul>...
CDH Projects <ul><li>Applications once a year </li></ul><ul><li>Project Team: </li></ul><ul><li>Eugene Hamai </li></ul><ul...
Heritage Language Reading Project <ul><li>Heritage Language Students – a definition </li></ul><ul><li>A student who is rai...
Heritage Language Reading Project <ul><li>Goals </li></ul><ul><ul><li>Provide on-line multi-media materials to teach readi...
HLRP: Challenges <ul><li>Thai and Korean are Less Commonly Taught Languages </li></ul><ul><li>Instructors had different pe...
HLRP: technology <ul><li>Why Flash? </li></ul><ul><ul><li>Hidden “requirements”: </li></ul></ul><ul><ul><ul><li>Desire for...
Heritage Language Reading Project <ul><li>the heritage site </li></ul><ul><li>Teach, Practice, Test </li></ul><ul><li>Begi...
HLRP: What we learned <ul><li>Get involved early: preferably when proposal is written </li></ul><ul><li>Be realistic: One ...
Heritage Language Reading Project <ul><li>What worked well </li></ul><ul><ul><li>Interactive exercises: Flash & action scr...
Hypermedia Berlin Asst. Prof. Todd Presner (Germanic)
Hypermedia Berlin <ul><li>Revamp a GE course using digital technology </li></ul><ul><li>Interdisciplinary: incorporate art...
Berlin: the technologies <ul><li>Need to navigate in both space and time </li></ul><ul><ul><li>Flash </li></ul></ul><ul><u...
Berlin: The Challenges <ul><li>GSRs with no technical expertise </li></ul><ul><ul><li>Create content templates in Dreamwea...
Hypermedia Berlin <ul><li>Why did it work? </li></ul><ul><ul><li>Faculty buy-in; Presner had tried before and was less suc...
Summary <ul><li>Humanities scholarship has fundamentally changed: instruction needs to keep pace </li></ul><ul><li>Student...
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Ucla Cdh

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Presented at UC Computing Services Conference (UC-Riverside) 2004
http://uccsc.ucr.edu/2004/index.php?content=presentations.php

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  • Ucla Cdh

    1. 1. UCLA Center for Digital Humanities Practical Use of Digital Media: Heritage Language Learners and GE Courses at UCLA
    2. 2. CDH Heritage Language Reading Project Hypermedia Berlin
    3. 3. background <ul><li>Academic Services </li></ul><ul><ul><li>Labs </li></ul></ul><ul><ul><li>Course Websites </li></ul></ul><ul><ul><li>Projects </li></ul></ul><ul><li>User Services </li></ul><ul><li>Network Services </li></ul>
    4. 4. CDH Projects <ul><li>Applications once a year </li></ul><ul><li>Project Team: </li></ul><ul><li>Eugene Hamai </li></ul><ul><li>Project Technical Coordinator </li></ul><ul><li>Shawn Higgins </li></ul><ul><li>Media Specialist </li></ul><ul><li>Brian Lin </li></ul><ul><li>Media Assistant </li></ul>
    5. 5. Heritage Language Reading Project <ul><li>Heritage Language Students – a definition </li></ul><ul><li>A student who is raised in a home where a non-English language is spoken, who speaks or merely understands the heritage language, and who is to some degree bilingual in English and the heritage language </li></ul><ul><li>Limited ability to read and write the heritage language </li></ul>
    6. 6. Heritage Language Reading Project <ul><li>Goals </li></ul><ul><ul><li>Provide on-line multi-media materials to teach reading to students with oral proficiency in Thai and Korean </li></ul></ul><ul><ul><li>Self-paced, self-correcting exercises </li></ul></ul>
    7. 7. HLRP: Challenges <ul><li>Thai and Korean are Less Commonly Taught Languages </li></ul><ul><li>Instructors had different pedagogical approaches </li></ul><ul><li>Thai has fives tones, only four of which are marked--how important to heritage learners? </li></ul><ul><li>Technical staff did not read the languages </li></ul><ul><li>Instructors were not used to working with technology </li></ul><ul><li>Grant proposal (funded by Dept of Ed.) was with minimal input from technologists </li></ul>
    8. 8. HLRP: technology <ul><li>Why Flash? </li></ul><ul><ul><li>Hidden “requirements”: </li></ul></ul><ul><ul><ul><li>Desire for more complicated and interactive exercises </li></ul></ul></ul><ul><ul><ul><ul><li>Heritage learners ARE tech-savvy audience </li></ul></ul></ul></ul><ul><ul><ul><li>Cross-platform and cross-browser </li></ul></ul></ul><ul><ul><ul><ul><li>Font representation </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Exercise layout and functionality </li></ul></ul></ul></ul><ul><ul><ul><li>No keyboard input – heritage students do not type in target language </li></ul></ul></ul>
    9. 9. Heritage Language Reading Project <ul><li>the heritage site </li></ul><ul><li>Teach, Practice, Test </li></ul><ul><li>Beginning – Intermediate levels </li></ul><ul><ul><li>Vowels & Consonants </li></ul></ul><ul><ul><li>Words, </li></ul></ul><ul><ul><li>Sentences </li></ul></ul><ul><ul><li>Short Stories </li></ul></ul>
    10. 10. HLRP: What we learned <ul><li>Get involved early: preferably when proposal is written </li></ul><ul><li>Be realistic: One language would have been better </li></ul><ul><li>Establish roles (e.g. who finds images) at the beginning </li></ul><ul><ul><ul><li>Technical staff cannot proofread a language they do not understand </li></ul></ul></ul><ul><ul><ul><li>PIs should sign off on grad student work before implementing </li></ul></ul></ul><ul><li>Test new material on paper—content proofing takes time </li></ul>
    11. 11. Heritage Language Reading Project <ul><li>What worked well </li></ul><ul><ul><li>Interactive exercises: Flash & action scripting </li></ul></ul><ul><ul><li>Student programmer who knew the language and learned the technology </li></ul></ul><ul><ul><li>Authentic content: stories about other Heritage students </li></ul></ul><ul><ul><li>Common spelling mistakes </li></ul></ul>
    12. 12. Hypermedia Berlin Asst. Prof. Todd Presner (Germanic)
    13. 13. Hypermedia Berlin <ul><li>Revamp a GE course using digital technology </li></ul><ul><li>Interdisciplinary: incorporate art history, history, literature, architecture, film </li></ul><ul><li>Focus on context as well as text: teach the city in both time and place </li></ul><ul><li>Use the site in the classroom, i.e., lecture from it </li></ul><ul><li>Integrate student projects </li></ul>
    14. 14. Berlin: the technologies <ul><li>Need to navigate in both space and time </li></ul><ul><ul><li>Flash </li></ul></ul><ul><ul><li>Zoomify </li></ul></ul><ul><li>Hypermedia Berlin </li></ul>
    15. 15. Berlin: The Challenges <ul><li>GSRs with no technical expertise </li></ul><ul><ul><li>Create content templates in Dreamweaver </li></ul></ul><ul><ul><li>Enlist the help of tech savvy itcs during lab sessions </li></ul></ul><ul><li>Undergraduates asked: does this class have a text? Is this a lit class? </li></ul><ul><ul><li>Mixture of traditional and new media assignments </li></ul></ul>
    16. 16. Hypermedia Berlin <ul><li>Why did it work? </li></ul><ul><ul><li>Faculty buy-in; Presner had tried before and was less successful </li></ul></ul><ul><ul><li>We used technology that GSR could learn to add content: opened our lab as a project workspace, spent our time teaching </li></ul></ul><ul><ul><li>We used technology that students could learn to add content </li></ul></ul>
    17. 17. Summary <ul><li>Humanities scholarship has fundamentally changed: instruction needs to keep pace </li></ul><ul><li>Students taking humanities courses have changed (many more come from Heritage backgrounds) </li></ul><ul><li>Interdisciplinary courses require multi-media on demand—not just in the lab </li></ul><ul><li>Initially students will ask: </li></ul><ul><ul><li>where’s the text? </li></ul></ul><ul><ul><li>but eventually: </li></ul></ul><ul><ul><li>why should we write papers when we can contribute our own digital projects? </li></ul></ul><ul><li>Sometimes, we can make it work! </li></ul>

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