This digital case story has to do Reimagining Learning Spaces both online and face to face in a hybrid learning space. It focuses on the redesign of Elementary level foreign languages courses in regard to Oral Proficiency as characterized by the standards and proﬁciency goals from the American Council of Teaching Foreign Languages. Faculty leaders, including professors Beth Landers and Susan Yoder-Kreger, joined an IT initiative to refurbish a language lab at the same time as they developed and piloted courses with an emphasis on development of students‘ oral proficiencies. They experimented with Wimba voice tools that had been embedded in the CMS and shared their syllabi and assignments with one another. They maintained development sites in MyGateway (UMSL's customized Blackboard) where faculty could post assignments and practice using the voice tools.
The site itself consists of three sections that are accessible via linked images on the home page that introduces the case study project. The sections include the Course Redesign (seven parts), Student Responses (five parts) and Resources with six downloadable items.
The Course Redesign section includes videos and information on:Syllabi Development, Oral Skills Focus, Technology Liaison Role, Multimedia Integration, Assessments, Results, and New Strategies.
The Student Responses section includes student videos and information on: the Use of Technology, Instructor [Role], Oral Skills, Physical Setting, Learning.
The third section for Resources includes six PDF documents on:
FR1001 Personal ad voiceboard homework
FR1002 Final oral presentation
SP1002 Examen oral viaje imagenes
SP1002 Oral presentation self assessment
Language Requirement [File name but the actual document title is : Objectives for Language Proficiency]
Type of Material:
Digital Case Story of redesigning elementary level foreign language courses for oral proficiency.
This digital case story with its accompanying materials is intended as a resource for faculty development programs or for individual faculty and administrators to learn from and use in redesigning their own elementary language courses to improve oral proficiency through the use of technology tools. It can be used in a variety of faculty development events, such as online workshops, ongoing brown-bag discussions, one-on-one consultations, new faculty orientations, and traditional FtF workshops (which is the most common event for use).
Flash 9 player or later
Identify Major Learning Goals:
The purpose of this digital case story is to provide real-life experiences of exemplary teaching strategies and the process of implementing them. In particular, it shows how faculty redesigned elementary level foreign language courses. This was done in conjunction with refurbishing an on-site language lab and experimenting with an online voice tools from Wimba. The redesign was primarily geared to improving oral proficiency at the elementary level.
Target Student Population:
For any faculty and administrators interested in improving oral proficiency in their elementary level language courses online and face to face.
Prerequisite Knowledge or Skills:
Experience teaching elementary language classes and basic technology skills.
This case study presents valid and accurate Foreign Language concepts, models, and skills based on the proﬁciency goals and levels from the American Council of Teaching Foreign Languages. Direct reference to the proficiency levels is explained in the document on the Objectives for the Language Requirement.
The use of the Wimba voice board may have been further enhanced by a review of computer-assisted language learning (CALL) tasks that are justified by second language acquisition(SLA) tenets and can target various skills, including listening, speaking, and pronunciation practice. Here is a more recent review of the entire Wimba Voice Collaboration Suite, which refers to relevant CALL tasks and the principles of second language acquisition: http://llt.msu.edu/issues/february2011/review3.pdf
Potential Effectiveness as a Teaching Tool
The main Elixr site (http://elixr.merlot.org/)gives a clear articulation of the purpose and goals of this and all digital case stories. It is to provide real-life experiences of exemplary teaching strategies and the process of implementing them. Viewers of the foreign language site will be able to effectively achieve these goals. Compared to other sites that offer presentations of course redesign in foreign languages, this resource is just as effective or better. The content level is appropriate for higher education faculty development programs and individual faculty or administrators. The resource has exceptional visual and auditory appeal and prompts the user to go further into exploring and understanding the case story. This digital case story intrigues the user intellectually, is innovative,and engaging. It is interactive and does so effectively in the Pachyderm format used. Feedback about the user’s experience is requested on the main Elixr site (http://elixr.merlot.org/about3#feedback). The Trailer at the beginning provides an effective introduction and overviews. The main Elixr site allows for and invites connections to community by not only requesting feedback but also accepting new case stories (http://elixr.merlot.org/creating-stories3?noCache=239:1394248656). This Elixr site prompts users to adapt and experiment with course design in in the field of foreign language teaching.
Ease of Use for Both Students and Faculty
This resource presents the information clearly and arranged in an orderly fashion. The information is well organized and logically sequenced throughout each section. The content level is appropriate for the expertise level of faculty teaching elementary level language classes. This resource presents information in ways that are familiar and attractive to language instructors. The site is clearly designed with no distracting design elements such as color, sound, video, too much on a page.This resource is readily available and accessible.
There are not any major bugs such as links that do not work.
Other Issues and Comments:
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