Leveraging Technology into Student Outcomes Possibilities for responding to student needs, departmental visions, and institutional demands Wendy Freeman, Director CSL November 2010 University of Notre Dame http://lang.rice.edu/freeman/NotreDame.pptx Questions we are facing From my position as an administrator: As business models of productivity are applied to educational institutions, how can faculty, department chairs and administrators quantify success in teaching? We want to maintain and attract more funding, improve outcomes and visibility. From my position as an instructor: • How can we engage students in critical thinking with technology? • How can we bring them to speculate on their own positions as past, present, future and virtual language learners? What is the CSL? • 12 languages, 28 faculty, 1000 students per semester • CSL 1st, 2nd, 3rd year language courses and languages for special purposes • Rice has no language requirement • 1st year courses: 5 credits, meet 3 x week, 2 credit hours via technology, other activities • 2nd year courses: 4 credits, meet 3 x week, 1 credit hour via technology, other activities CSL Enrollments 2007-2009 Language Spring 07 Fall 07 Spring 08 Fall 08 Spring 09 Fall 09 Arabic 31 40 30 44 29 33 Chinese 160 155 148 159 158 156 French 137 131 129 122 141 145 German 41 71 40 74 51 79 Hebrew 7 12 9 7 0 Hindi 32 30 8 34 44 40 34 Italian 30 64 31 79 42 52 Japanese 29 36 32 49 28 57 Korean 33 27 30 22 49 29 Portuguese 24 32 21 20 29 25 Russian 14 34 33 35 23 37 Spanish 388 390 372 398 372 408 TOTAL 926 1022 908 1055 969 1055 Mission • Educate students to be linguistically and culturally equipped to communicate successfully; • Develop language teaching and promote language learning. • Integrate new technologies and the current national standards for foreign language education into curricula. Projects in Collaboration with the Rice Office of Institutional Effectiveness Review and refine learning assessments, with actual outcomes, across languages and levels (pilot program with Physics department started fall 2010) Implications and Considerations Form committee, representative of the different languages, to establish consistent and coherent set of processes and practices to embed in the curriculum – why? Different practices across languages – from an administrative point of view, problematic to manage. CSL-initiated Projects Certificate of Language Proficiency Issues Identify, assess, sustain and produce evidence of our practices in effort to: • Comply and surpass SACS standards (Southern Association of Colleges and Schools); • Advance our V2C mission to enhance the university (Rice Vision for the Second Century); • Provide students with evidence of their proficiency in another language. Implications and Considerations CSL assessment should explicitly contribute to the Rice Undergraduate Learning Goals and furthering of V2C. Documentation is key: “Appreciation of global culture, politics and history,” met by course projects such as videoconferencing sessions with Mexico, France and China, or in a study abroad context. Issues and implications led to development of an assessment matrix for the CSL to: Identify, assess, sustain and produce evidence of our practices in synthetic format What’s included? • Faculty evaluations by students (available to all Rice ID holders) • Classroom observations via on-line video • OPI Certifications • Summary of technology used – need to develop better assessment criteria: “what are best practices,” question we need to ask continuously Other data • • • • Review cycle of on-line proficiency tests Regularly scheduled students surveys Professional development program Pool of OPI certified instructors Data new to matrix spring 2011 • Tracking begins to compare 1st to 3rd year digital portfolios (currently reviewing number and what artifacts to include) • Tracking begins to compare on-line “entry” & “exit” proficiency tests ( all 4 skills) • Goal is to better evaluate student progress and language program in manner more consistent with delivery. Let’s ask the question again As business models of productivity are applied to educational institutions, how can faculty and administrators quantify success in the use of technology for language learning. Hot topic as budgets face cuts due to economic downturn – staying current and safe with technology does have a cost. Language Resource Center (LRC) CSL Technology Division Mission Provide a wide range of technological resources to enhance and promote the study of foreign language, literature, and culture at Rice University for: the Asian Studies, CSL, Classical Studies, French Studies, German Studies, Hispanic Studies, and Religious Studies. LRC Staff • Director • Manager (students, staff, purchases, licenses,) • Language Technology Consultant, Faculty Development Lab • Systems Administrator/Developer (servers and ExTemplate) • Junior Systems Administrator (computers, server administration, backups, backup for Systems Administrator) How it’s done • Selecting and implementing technologies for language credits earned outside classroom. • Providing about 250 class orientations per semester • Developing, supporting, and maintaining technologies for language assessment (placement, OPIs, quizzes, midterms, finals) • Enhancing and reinforcing language learning outside of the classroom • Assessing efficacy of use of technology for language learning via action research • Providing opportunities for students to meet on-line with native speakers What is supported • 2 computer labs, 1 Faculty Development Lab and recording studio • 12 servers in LRC, 2 back up servers in Primary Data Center (off campus) with large storage system • Collection of 3,500 films most on DVDs – 500 feature films put on-line each semester • 60 foreign language software programs • On-line collection of audio/video for language courses • On-line assessment tools: ExTemplate, E-portfolios, Wikis, BBS and Blogs • Testing administration • Video production • Web server for faculty webpages • LRC Servers: Web, Media server, Wimba, applications, SQL, Cold Fusion, Apache, PHP & MySQL • Voice Boards • Multimedia: Video and Recording Tool Digital Story Telling Using pictures, audio recordings, music and texts, students tell brief stories to the world in the language they are studying Chinese, German, Italian, Korean, and Spanish http://lang.rice.edu/bartlett/stories/index.html • • • • Use of On-line Communicative/collaborative Tools, Web 2.0 Wiki Blogs/Podcasting Voice Board Skype Blog, Hindi 202 Videoconferences with Students in other countries China, Xianning University, Hubei France, INSA, Lyon Mexico, Monterrey Tecnológico • Rice Skype Session with China • Skype Session with Monterrey Tecnológico, Mexico Scientific and Commercial Spanish Digital Portfolios José J. Salazar Criteria Associated with Technology for Accreditation Matrix Professional Development • Faculty workshops, 5 per semester • Two-week Faculty Summer Technology Workshop with stipend • Technology Luncheons, showcase of best faculty projects Budget funding history Language Lab Special Services D 70809 Revenues from School of Continuing Studies Labor, Supplies & Expenses, 1998-2009 Fund A1 300,000 250,000 200,000 150,000 100,000 50,000 0 40000 30000 20000 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 10000 0 Fiscal year 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Supplies & Expenses Staff Salary Students Salary Fringe benefits Beginning balance 300,000 250,000 200,000 150,000 100,000 50,000 0 2004 2005 2006 2007 2008 Fiscal year Revenue Interest Received Expenses Total available Expenses Collect data about funding history over as many years as you can Language Resource Center Gift Fund G81673 2003 Revenue 2009 Server Statistics Users of LRC Wiki, Bulletin Board, and Blogs Number of Users 1200 9731009 1000 800 400 Wiki 584 600 452 365 310 Bulletin Board 400 250 200 0 0 2005-2006 2006-2007 LRC Web Servers Statistics 6000000 Number 5000000 4000000 Hits 3000000 Page view 2000000 1000000 0 2000 2001 2002 2003 2004 2005 2006 2007 Center for the Study of Languages Rice University 2007-2008 Blogs Statistics Comparing Language Technologies with other Technologies Used on Campus (Rice Students Digital Habits, 829 responses) Center for the Study of Languages Rice University Collect Data from Course Management systems • Number of faculty using CMS • Percentage of language faculty using CMS vs. other of faculty on campus • Data Collected from Rice Sakai http://edtech.rice.edu/cms/index.php?option=com_content&task =view&id=35 Number of exams, exercises submitted Extemplate On-line Proficiency Testing Used for Accreditation Reports 2000 – Present • Test via ExTemplate, Rice language learning assessment tool • Assess speaking, listening, reading and writing • All levels of proficiency: Novice, Intermediate, Advanced and Superior • Tests reviewed by ACTFL and approved as following proficiency guidelines ExTemplate Sample results Sample results Surveys • Using surveys to assess the use of technology in language learning • Software programs: SurveyMonkey (free or commercial version), Inquisite, SnapSurvey, PollDaddy (free), etc… • Rice Example (SurveyMonkey.com) Showcase Faculty Projects Summer Workshop 2010 Past Projects • http://lang.rice.edu/CSLShowcase/ Student Performance • Student On-line Audio & Video Projects Other Student Projects In-Country Students Produced Cultural Documentaries: Kalliste, Almería, Lijiang In sum, document, document, document • International Exchanges and Special Events Real Player required to view links to audio/video files below – Skype exchange with Xianning College (video and pictures) – Skype exchange with Monterrey Technologico Instituto (video ) – Skype exchange with Monterrey, Skype video recording – Surveys Skype session: Rice students, Monterrey students Conclusion: Quantifying Success? • • • • • • • • • • Vision and goals clearly stated Collection of data History Tests results, external and internal Portfolios (students and faculty) Enrollment Accountability Surveys and reflections Success stories and anecdotes Research? Final thoughts Today more than ever, now that funding is becoming very competitive, how can language learning technology facilitate student learning AND accreditation process at other institutions? Thank you merci 谢谢 danke gracias شكرا ありがとう
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