This Summer Institute is designed for world language educators who have some knowledge of Project-Based Learning (PBL) as well as some practice in generating project ideas. During the Institute, participants will flesh out their ideas for a project design they have already subjected to critique. Applicants must complete the prerequisite NFLRC MOOC (massive open online course) Envisioning Project-Based Language Learning and earn a badge in order to qualify for consideration for the Institute. Participants who fulfill requirements outlined in an associated course syllabus may opt to receive two (2) graduate course credits (tuition fee).
Duration: 5 instructional days (Thr., Fri., Mon., Tue., and Wed.)
Location: University of Utah, Salt Lake City, UT
Sponsors: L2TReC and NFLRC
Envisioning PBLL MOOC Starts: January 1, 2020
MOOC Completion Deadline: February 28, 2020
Summer Institute Application Period Opens: March 1, 2020
Summer Institute Application Period Ends: March 20, 2020
Notification of Participant Selection Decisions: March 31, 2020
Summer Institute Starts: June 10, 2020
Summer Institute Ends: June 16, 2020
Envisioning PBLL is a prerequisite for applicants to the 2020 NFLRC/L2TREC Summer Insitute at the University of Utah. This brief course is designed as an open-enrollment course for language educators beginning to learn about Project-based Language Learning (PBLL).
Summer Institute Learning Outcomes
- develop and outline a contextualized project-based language learning task;
- foster language proficiency development through appropriate communicative events embedded in project-based language learning experiences;
- employ effective scaffolding strategies for language, content, interactions, process, product, and use of technology;
- design and implement effective assessments for project-based tasks;
- use appropriate technology for supporting project-based language learning, e.g. for:
- locating project partners and culturally authentic materials,
- gathering relevant content-related resources,
- facilitating student collaboration and engaging learners in communicating with communities of target language speakers,
- providing formative feedback, and
- sharing student work with authentic audiences, and
- supporting professional growth.