Symposium events will take place in the Architecture Auditorium (ARCH 205) on the University of Hawaii at Manoa campus.

Electronic poster sessions will take place in the Multimedia Computer Labs (Moore Hall 153A & 155B)


12:00 - 1:30 Registration
1:30 - 2:00 Welcome to the Symposium
2:00 - 2:45


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)


8:30 - 9:00 Morning refreshments
9:00 - 9:45 Evaluating On-Line Language Learning: The Case of "Spanish Without Walls" - Robert Blake & Cristina Pardo Ballester (University of California, Davis) 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)


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/DLUS site visit


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

Two Models of Assessment for Web-based Teaching - Marta Gonzalez-Lloret (University of Hawaii at Manoa) & June K. Phillips (Weber State University)

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


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)