Transcript Defense Languages Institute Foreign Language Center

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Defense Language Institute Foreign Language Center
BILC Conference May 2010
Creating Learning Environments
Presenter: Donald Fischer, PhD
Provost, DLIFLC
Colonel Danial Pick, USA
Commandant, DLIFLC
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Disclaimer
The opinions expressed in this presentation
are that of the presenter and do not
necessarily represent the views of the
Defense Language Institute Foreign
Language Center; its staff, faculty or
students; the Department of Defense or
the United States or America.
Major Movements at DLIFLC
• Test Life Cycle
• Standard Setting—Cizek and Bunch
• Cognitive Research
– Passage Length
– Strengthening Capacity
– Brain Research Group
• Technology Implementation
• Distributed Learning
– http://www.dliflc.edu
– Army Research Institute/DLIFLC Projects
• Web 2.0 Implementation
Creating Learning
Environments
Web 2.0 in Education and
Training
What is Web 2.0
• Web 2.0 consists of web applications that facilitate interactive
information sharing, interoperability, user-centered design,[1]
and collaboration on the World Wide Web.
• A Web 2.0 site allows its users to interact with each other as
contributors to the website's content, in contrast to websites
where users are limited to the passive viewing of information
that is provided to them.
• Examples of Web 2.0 include web-based communities, hosted
services, web applications, social-networking sites, videosharing sites, wikis, blogs, mashups, and folksonomies.
• Can we use these opportunities to support language learning?
• We think yes…
• REF: Wikipedia
The Need
• ISAF Cdr—General McChrystal
(International Force, Afghanistan):
language is the key to culture; culture is
the key to achieving objectives
• Leaders will know language and culture
• ILR Level 1 in speaking
• Learners are people in jobs with little
opportunity for formal language training
• Let’s use Web 2.0 to meet the need:
Available means for e-mentoring and
practicing speaking
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Interactional Instinct
• Dopamines and Opiates
• Homeostasis, Sociostasis, Somatics
and Preferences
• Bonding, Group Interaction
• Accountability
Schumann’s Motivation Model
Human motivation operates on the five planes of
stimulus-appraisal as below. In other words, DA is
produced (1994):
– when an action is relevant to needs and goals;
– when a stimulus is novel;
– when an action promotes positive self and social
image;
– when an action is intrinsically present; and
– when there is coping-potential.
Speaking 1 Characteristics
(Elementary Proficiency)
• Able to satisfy minimum courtesy requirements and maintain
very simple face-to-face conversations on familiar topics.
• Must often use slowed speech, repetition, paraphrase, or a
combination of these to be understood by this individual.
• Must strain and employ real-world knowledge to understand
even simple statements/questions from this individual.
• Speaker has a functional, but limited proficiency.
• Misunderstandings are frequent.
• Individual is able to ask for help and to verify comprehension of
native speech in face-to-face interaction.
• Individual is unable to produce continuous discourse except
with rehearsed material.
• Ref: http://www.utm.edu/staff/globeg/ilrspeak.html
Resources
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Facebook
YouTube
Internet
Apple and Microsoft Platforms
Interagency Speaking Guidelines
• Ref:
• http://www.govtilr.org/Publications/ILR Self
Assessments/assessment3speaking.pdf
Objectives (Level 1)
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Do simple greetings and introductory statements
Ask/tell someone how to get to a nearby hotel
Order a simple meal
Arrange for a hotel room and taxi ride
Buy a needed item such as a bus or train ticket, groceries
or clothing
Ask about date and place of birth, status, occupation etc
Make social introductions and use greeting and leavetaking expressions.
Handle conversations about familiar topics in an
organized way
Produce speech with some organization on familiar
topics that extend beyond daily routine.
Instructional Strategy
• Use Facebook Groups to create virtual
classrooms
• Upload videos from personal computers
or through YouTube to engage in
speaking exercises
• Critique provided by trained speaking
assessors
• Repeat to correct errors
• Group participants benefit from seeing
each other and the critiques provided by
the speech assessor
Instructional Design
• Join Facebook Group: German Classroom
• Discuss Level 1 topics based on the objectives
slide using iMovie, Windows MovieMaker, or
YouTube
• Load the video on the German Classroom page
using Facebook
• Have the teacher write or create a video link in the
comment block to discuss the sample
• Repeat attending to the assessor’s
recommendations
• REF: Intulogy ADDIE approach
http://www.intulogy.com/addie/discovery.html
Pilot Project
German Classroom
http://www.facebook.com/home.p
hp?#!/?sk=2361831622
Pilot Project Review
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Cumbersome
Potentially leaky using Facebook
Will work with practice
Can upload through YouTube or from
computer
• Test with interviewer
• Potential: Very good
Next Steps
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Produce training materials
Conduct tabletop review
Revisions as necessary
Pilot on a larger scale using volunteer
students (Defense Language Institute
Foreign Language Center, Navy
Postgraduate School)
• Obtain feedback from students
Evaluation and Assessment
• Collect feedback from users (use of DLIFLC
Evaluation and Assessment Team; see Pashto
E-mentor course evaluation already conducted)
• Assess whether Level 1 is achieved through use
of the standard Oral Proficiency Interview used
by federal agencies
• Use the DLIFLC Diagnostic Assessment rubric
to develop individual plans to progress
• Develop computerized assessments for
lower levels
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Disclaimer
The opinions expressed in this presentation
are that of the presenter and do not
necessarily represent the views of the
Defense Language Institute Foreign
Language Center; its staff, faculty or
students; the Department of Defense or
the United States of America.
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Defense Language Institute Foreign Language Center
BILC Conference May 2010
Creating Learning Environments
Presenter: Donald Fischer, PhD
Provost, DLIFLC
Colonel Danial Pick, USA
Commandant, DLIFLC