TENTATIVE SYMPOSIUM SCHEDULE
Symposium events will take place in the
Architecture Auditorium (ARCH 205) on the University of Hawai’Äòi at Manoa campus.
Electronic
poster sessions will take place in the Multimedia Computer Labs (Moore
Hall 153A & 155B)
TUESDAY,
JULY 27
| 12:00 - 1:30 |
Registration | |
| 1:30 - 2:00 |
Welcome to the Symposium | |
| 2:00 - 2:45 |
OPENING KEYNOTE ADDRESS Title VI: Technology Initiatives and International Education - Ralph Hines (Director, International Education Programs, US Department of Education) |
Since its inception in the National Defense Education Act of 1958, Title VI has played a critical role in developing and sustaining the nation's capacity in foreign languages, area, and other international studies. Title VI has also promoted and supported the use of a variety of technological resources to achieve its program goals. Needless to say, the events of September 11, 2001 and other recent transnational issues have created unprecedented new challenges for Title VI in meeting the nation's continuing need for international and language expertise. In order to meet these new demands, Title VI has embraced a variety of technological resources and initiatives. This presentation will highlight how Title VI and the Department of Education has employed these resources and initiatives to continue the decades-long effort to meet the foreign language and international expertise needs of the United States. |
| 2:45 - 3:30 |
Ke A'o Ho'okeleka'a'ike: Hawaiian
Language Instruction via Leoki - Keola Donaghy (University of
Hawai'i at Hilo) |
An overview of the development and deployment of
interactive Hawaiian language classes via Leoki, the Hawaiian language
telecommunications system. |
| 3:30 - 3:45 | Break | |
| 3:45 - 5:00 |
Integrated Chinese Distance Education
for Minority-serving Institutions - Stephen Tschudi (UH Manoa),
Jung-Ying Lu-Chen (UH Manoa), Anthony Pinder (Dillard University), &
Mark Chichester (United Negro College Fund), & Marie Chong (UH Manoa) |
In distributed language instruction
at the beginning level, the speaking skill poses a critical challenge.
Perceiving the insufficiency of Web-only instruction for teaching speaking,
the University of Hawaii developed a distributed learning model featuring
a combination of Web-based instruction, independent study, and small-group
sessions with a live local tutor as a means to extend instruction in a
previously unavailable language, Mandarin Chinese, to minority-serving
institutions with an eye to extending the model into other languages and
a wider network of schools. This is a formative report on the results
of the first year of instruction in this model. |
| 5:00 - 7:00 |
Reception (with live Hawaiian
music) |
|
WEDNESDAY,
JULY 28
| 8:30 - 9:00 |
Morning refreshments |
|
| 9:00 - 9:45 |
Evaluating On-Line Language
Learning: The Case of "Spanish Without Walls" - Robert Blake |
This study examines the performance
of students enrolled in "Spanish Without Walls," an online Spanish
course that includes CD-ROM instruction, content-based Web activities,
and a chat tool with telephonic sound. Results from
computer adapted tests, grammar test, and questionnaires will be discussed
to illustrate the advantages/disadvantges of this format. |
| 9:45 - 10:30 |
Fostering
Multiple Literacies through Student Projects: Process and Product
- Sharon Scinicariello (University of Richmond) |
This session uses examples from class assignments to demonstrate how technology-based student projects can be implemented to meet learning objectives not only for language and culture but also for media, information, and technology literacies. Issues addressed include: syllabus design, project management, assessment, and the relationship between the classroom and the language media center. |
| 10:30 - 10:45 |
Break |
|
| 10:45 -12:00 |
Validation of a Distance Spoken
Spanish Test - Jared Bernstein (Stanford University), Isabella Barbier
(Ordinate Corporation), & Elizabeth Rosenfeld (Ordinate Corporation) |
The
SST test measures familiarity with several forms of colloquial spoken
Spanish. Experiments validated
SST with reference to concurrent US Government and ACTFL OPIs. Comparisons indicate that SST produces
level information close to OPI scores. SST and ILR-based assessments correlate with coefficients
in the range 0.86 - 0.96. |
| 12:00 - 1:15 |
Lunch break |
|
| 1:15 - 2:00 |
A Web- and ACTFL-based Diagnostic
Screening Tool for Oral Proficiency: The CAST Project - Mary Ann Lyman-Hager, Christian Degueldre, & Kirsten
Barber (San Diego State University) |
Diagnosis,
proficiency/program assessment, and placement figure prominently in curriculum
and instruction for critical languages, such as Arabic, Persian, and Spanish.
San Diego State (LARC), the Center for Applied Linguistics, the Defense
Language Institute, and Brigham Young are working with ACTFL to create
a cost-effective, low-stakes, on-line oral language screening tool. |
| 2:00 - 2:45 |
Distance Language Learning:
Design and Delivery for a Worldwide Audience - Kathleen James &
Joshua Saunders (U.S. Dept. of State/Foreign Service Institute) |
The
Foreign Service Institute (FSI) designs and delivers distance learning
programs in 14 languages to foreign affairs professionals around the world
to develop and maintain their listening, reading, and speaking skills. The presenters will share how FSI has
established its programs with a focus on courseware design and delivery
methods. |
| 2:45 - 3:00 |
Break | |
| 3:00 -3:45 |
Getting
There Together: Partnering to Teach Language Students Live Online
- Lujean Baab (Center for Advancing Partnerships in Education), Yukino
Goda (Villanova University), Masako Hamada (Villanova University), &
David Segal (CyberGrad, Inc.) |
Students
wishing to learn a foreign language with no qualified teacher at their
school can now learn from a teacher anywhere in a virtual online classroom
using two-way video and audio.
This presentation presents student survey results and accomplishments
and a model for partnering to share costs and lessons learned. |
| 3:45 - 5:00 |
A Hybrid Distance-Immersion
Course in German Culture and History - Hella Hennessee (University of Dallas) From Planning to Implementation:
An Upper-Level Hybrid German Course - Annette Kym (Hunter College,
CUNY) |
This
hybrid distance-immersion class allows us to teach students on our Texas
campus and students who study abroad at the same time. Therefore, the
returning students can continue their studies in German without losing
an entire year. This may well save our German Program. The class is taught with low-tech means, but, so far flexibility
and creativity have solved most problems. (Hennessee) From planning to successful implementation of an
advanced-level German business language course in hybrid mode. Focus
on instructional design, integration of on-line and F-2-F components,
design of task-based activities taking into account the different proficiency
levels of students. Interpretation of eight sets of data collected in
surveys over four semesters. (Kym) |
| 5:00
- 6:00 |
Optional social event (hula) |
|
THURSDAY,
JULY 29
| 8:30 - 9:00 |
Morning refreshments |
|
| 9:00 - 9:45 |
US-China E-language Learning
System (ELLS): A Progress Report - Cynthia Ning (University of Hawaii at Manoa) & Elvira
Swender (ACTFL) |
Progress
report on the E-Language Learning System being developed under the auspices
of the US Department of Education and the Chinese Ministry of Education,
that uses technology to offer an innovative, Internet-based language program
for beginning level instruction in English and Chinese, appropriate for
use at the high school level. |
| 9:45 - 10:30 |
From Research into Practice:
Online Professional Development - Katya Koubek & Ali Moeller (University of Nebraska-Lincoln) |
This
session will demonstrate the applicability and usefulness of a web-based
professional development project for teachers of foreign and second languages
who seek to improve their instructional practices, optimize student learning,
evaluate their beliefs about teaching and learning and to grow professionally. |
| 10:30 - 10:45 |
Break | |
| 10:45 - 12:00 |
Open Source to the Rescue: A
Course Management System Case Study - Jorge Andrade (University of California, Davis) Creating Sharable, Portable,
& Reusable Learning Content for Distributed Language Instruction
- Robert Godwin-Jones (Virginia Commonwealth University) |
The
Open Source Movement has contributed with complete Portal and Course Management
Systems (CMS) to the field of online education. Several of them will be
outlined, but an extensive demonstration of all phases of using Moodle,
an open source CMS, will be the focus of this presentation. (Andrade) Creating content which is SCORM-compliant ensures
that modules can be easily
shared, reused in a variety of contexts, and transferred among learning
management systems. I will demonstrate what is involved in creating
SCORM compliant learning lessons and how they are being used in several
intermediate language courses I am currently teaching. (Godwin-Jones) |
| 12:00 - 1:15 |
Lunch break |
|
| 1:15 - 2:00 |
The Iowa REEES Distance Learning
Consortium - Russell Valentino (University of Iowa), Alicja Boruta-Sadkowski
(University of Northern Iowa), & Olga Mesropova (Iowa State University) |
Now
in its second year of operation, Iowa's REEES Distance Learning Consortium
pools faculty expertise and student populations from three universities
for instruction in Czech, Polish, and Croatian, as well as attendant area
studies courses. We propose to report on (1) technology implications,
(2) methodology employed, and (3) administrative hurdles. |
| 2:00 - 2:15 |
Break | |
| 2:15 - 4:30 |
Electronic
poster sessions |
|
FRIDAY,
JULY 30
| 8:30
- 9:00 |
Morning
refreshments |
|
| 9:00
- 9:45 |
Telecollaborative
Foreign Language Study: Praxis
and Research - Julie Belz (Pennsylvania State University) |
Telecollaboration
involves the use of email and chat by internationally-dispersed foreign
language learners for social interaction and intercultural exchange. Participants
are shown how to design a telecollaborative partnership; how telecollaboration
has contributed to the development of FL pragmatic competence; and how
telecollaborative discourse can be used to design corpus-based pedagogical
interventions for the FL classroom. |
| 9:45
- 10:30 |
CMC-Based
Model Learning in Language Teacher Education: A German-American Telecollaboration
- Carolin Fuchs (Justus Liebig University) |
This session presents preliminary findings from a qualitative
case study on German-American CMC-based collaboration in foreign language
teacher education. The presenter
focuses on the challenges (e.g. institutional, technical, socio-cultural,
linguistic) that teachers and pre-service teachers encountered during
their negotiation via email and chat and makes suggestions for enhancing
CMC-based cooperation. |
| 10:30
- 10:45 |
Break | |
| 10:45 - 12:00 | Using
Communication Tools to Foster Cross-cultural Understanding or the Pedagogy
of Electronic Media: Making the Connections - Gilberte Furstenberg (Massachusetts Institute of
Technology) |
This
presentation will provide a detailed description of Cultura, an innovative
Web-based cross-cultural project (funded by NEH) that is designed to develop
students' in-depth understanding of a foreign culture. We will define
the goals and approach of the course; show how its web-based resources
and interactive on-line components serve the stated objectives; and focus
on the process that enables students to gradually and collaboratively
construct and refine their understanding of the other culture, in and
outside of class. The methodology illustrated can be applied to the exploration
of any culture. |
| 12:00
- 1:15 |
Lunch break | |
| 1:15
- 2:30 |
This session will present two different models of assessment in two distance courses from two universities: Weber State University and University of Hawaii. This session will discuss advantages and disadvantages of both models, as well as lessons learned from conducting the courses, shedding light on one of the most unsettled domains in distance education: assessment. | |
| 2:30
- 2:45 |
Break | |
| 2:45 - 3:45 | CLOSING KEYNOTE ADDRESS The Future of Distance Language Education: Where Should We Go from Here? - Irene Thompson (George Washington University) |
This
interactive session will examine key facets of distance language education, including the following: * expanding paradigms for delivery of L2 distance education * meeting pedagogical challenges * dealing with assessment problems * conducting research * preparing the faculty * understanding the learners * technology wish-list * special problems of the LCLTs |
| 3:45 - 4:00 | Wrap-up
/ Evaluation |
|
| evening | Informal
PAU HANA social event (optional) |
|
HOME | CALL FOR
PAPERS | REGISTRATION | SCHEDULE | LODGING | GETTING THERE | HAWAI’ÄòI INFO
| CONTACT US