Naming scheme for media library files

There are two main types of files that will be stored in the media archive:

1) Video footage from the interviews we shot ourselves at and after the LLCMC conference (plus Stephen’s interview with Denise after her LLC brownbag), as raw footage for potential use in the Cultura video, and

2) PowerPoints and Word docs that were shown and/or distributed at the Summer Institute 2008 workshop.

Naming conventions for files in 1)

Interviews are always with specific people, with burn numbers for the in/out marks; these are used in the filenames.

Naming conventions for files in 2)

We decided that the site would be more or less organized around the thematic progression seen in the days of the workshop.  So first of all I am creating one category-name per workshop day, to serve as a basis for an abbreviated code used in the file naming.

Day 1:  Goals and considerations

Determining overall content, establishing partnerships and building community, and defining institutional parameters. Let’s call it GOALS AND CONSIDERATIONS.

Abbreviation: GC

Day 2:  Content & Tasks

Designing detailed content and sequences of activities/tasks, determining the role of language learning and the appropriate use of media.

Let’s call it CONTENT AND TASKS.

Abbreviation: CT

Day 3:  Pedagogy & Evaluation

Determining the role of the teacher and the students, fostering online community and cohesion, and designing evaluations of student performance.


Abbreviation: PE

Day 4:  Reflections and Research

Engaging in reflective practice and sharing research results.


Abbreviation: RR


BELOW are descriptions of files for media library, with room for name-changes to be made to fit the above scheme…

DAY 1—————————

File code: GC


Summer Institute 2008 vision and mission statements. Goals for each of

the five days of the workshops. Detailed schedule of presentations

and workshop activities.


For David Hiple’s lectures at Summer Institute 2008 titled “Considerations for utilizing inter-institutional online learning environments” and “Introduction to online workshop environments.” In the talks, David gave an overview of the “Cafe” idea and supplied theoretical background, followed by multiple examples from Cafés he had previously implemented.


Gilberte Furstenberg’s PowerPoint about four past

adaptations/instantiations of the Cultura model. Nice because it

tells the stories of the exchanges (skeletally) rather than being

all theory.

DAY 2—————————

File code: CT


Gilberte Furstenberg’s presentation on choosing content, designing

and sequencing tasks, and choosing media for online intercultural


NOTE: On the following slides there are links to Word

files that need to be in the same folder.slide #6 links to the Word

file Grilleanalyseworkshop.doc–>CT02Furstenberg.doc

slide #11 links to the Word file Discours.doc–>CT03Furstenberg.doc

slide #12 links to the Word file Cultura discours francais.doc (THIS


slide #21 links to the PDF PD.pdf–>CT05Furstenberg.pdf

DAY 3—————————

File code: PE


A handout for participants in the session “Teacher and student

roles, community and cohesion, assessment” conducted by Stephen

Tschudi. The handout stating the goals for the session and provides

questions for consideration during the session, which used the

following two PowerPoint files:


Stephen Tschudi’s discussion of the roles of the students and the

teacher in “Classic” Cultura (online exchange + in-class discussion)

versus a totally online model. In the two models, teachers play a

different role in maintaining a sense of cohesion and community in

the exchange.


Stephen Tschudi’s discussion of the purposes of assessment, what

data are available for analysis and use in student assessment

(actual text of student postings, reports about logins and postings

from course management system, interviews with students or with

project partner), what rubrics or other criteria one can use, and

special considerations for assessment of online-only exchanges.


Sample of a rubric used to assess language performance for a

speaking task; could be adapted for other tasks.


Gilberte’s PowerPoint examining student conversations about each

other’s associations with the word “family/famille” in a past

Cultura exchange. The PPT highlights different functions (such as

offering hypotheses, agreeing, etc) with specific examples. NOTE: On

slide #16 there is a link to the Word file Projet.doc, which needs

to be in the same folder.


(link-target from PowerPoint day3_analysis_of_successfl_intrctn.ppt)

DAY 4—————————

File code: RR


Dorothy Chun’s discussion of what to consider when planning to

research the process and outcomes of online exchanges one has

designed: Why do research? How to generate research questions? Use

quantitative or qualitative methods? Plus tips on research



Dorothy Chun’s handout of questions to consider regarding research and reflection. Designed to accompany RR01Chun.ppt.–>

The Filipino Heritage Café and student identity

Lilibeth Robotham of the University of Hawaii talks about how the Filipino exchange helped reinforce the cultural identity of students of Filipino heritage while educating different groups of Filipino heritage students about the differences between Filipino-American culture in Hawaii and in California.

lilibeth TC–>

Choice of language in the Filipino Heritage Café

Betchie Robotham of the University of Hawaii describes the language choices her students made in the Filipino Heritage Café.

lilibeth TC 554-636–>

Online experience in the Filipino Heritage Café vs. regular classroom

Betchie Robotham of the University of Hawaii describes how her students’ experience in the Filipino Heritage Café differed from their experiences in a conventional classroom.

PLACED 02-01-2010… lilibeth TC 900-932–>

What is important for teachers to know

Betchie Robotham of the University of Hawaii states what she thinks is important for teachers to know who are thinking of embarking on a language café – type project.