Friday October 21st
11:00 - 12:30 Check in/Registration
12:30 - 1:00 Welcome/Business Meeting
Using Photo Story in the Classroom “Julie Gonzalez”
"This presentation will focus on the use of digital media technologies for use in the classroom. An emphasis on pedagogically sound integration of these technologies will be discussed. Technologies to be explored include: Photo Story and ImageShack; a video server site. We will learn the fundamentals of creating and editing images and sounds, as well as pull them together in presentation formats. Illustrations and screen shots will be provided to show examples of the images and sounds that may be generated. We will learn how to download Photo Story (a free video production software), create a new project, import and arrange images, remove black borders, add titles and effects, add narration, customize motion, and how to export your project. This presentation will walk you through the steps required to accomplish the specific tasks leading to successful completion of a lively multimedia video presentation.
Applications for Digital Media Development “Armando Gonzalez”
"This presentation will cover the use of free applications for digital media and language development in the foreign language classroom. Technologies to be explored include: Audacity, Movie Maker, IrfanView, and VirtualDub. We will learn the fundamentals of creating and editing digital sounds, and digital video, as well as pull them together in presentation formats. This presentation will walk you through the steps required to accomplish the specific tasks leading to successful completion of lesson objectives. We will discuss how digital videos can be constructed within a sound pedagogical framework and how multimedia software can be used in foreign language instruction.
Lessons Learned: Teaching Technology Online “Marlene Johnshoy and Alyssa Ruesch”
In the summer of 2011, Marlene Johnshoy and Alyssa Ruesch (University of Minnesota) piloted a nine week online professional development course on using social networking for second language learning. Arising from a need to provide an advanced technology workshop that would be a cost-effective option for instructors with limited professional development funds, the course facilitators wanted to create an active online learning experience that would provide longer term support than a day-long or even week-long workshop event. In this presentation, the course facilitators will share the successes and challenges they encountered when piloting this course, ranging from grounding the course development in online education theory, to “teaching” unfamiliar content; from providing ample small-group learning activities, to providing individualized feedback and responses. Based on participant feedback, this pilot course proved to be an inspirational experience for many professionals that will impact second language teaching approaches. "
5:00 - 7:00
9:00 - 9:45
Gather, Breakfast, Keynote
Best Practices: Online Videoconferencing and Offline Community Building
Here’s a chance to get into an online video-conferenced practice class and to “kick the tires”. Presenter will discuss best virtual classroom practices and participants will be prompted to speak and write as members of a class. Discussion will include managing the “room” of participants, running “tech checks”, exploiting the use of the chat box, and more.
Mashed Potatoes “Jeff Kuhn”
Released in 1997 for Windows 95, Hot Potatoes would seem past its technological prime. Yet with the increase of dynamic web-based media, Hot Potatoes has become a powerful educational mash-up tool for interactive learning. This presentation demonstrates how our Language Resource Center has been using Hot Potatoes' blending power with Google Maps, Prezi and the Microsoft Kinect to stretch the educational benefits of Web 2.0. The presenter will discuss how this blending potential fits within establish standards for language teaching and learning.
"Yo lata mosca espalda": Student compositions and online translators
“Marlene Johnshoy and Rick Treece”
Foreign-language teachers have been assigning compositions for decades as a means of helping students solidify their mastery of vocabulary and grammar, supported by research which shows that skill at writing is acquired through practice. Students have also looked for ways to obtain writing help as long as we have been making those assignments. In the past, students looked words up in the dictionary, usually taking the first word they find (almost always a noun) and stringing them together - and so coming up with the title of this presentation from "I can fly back"! More recently, since the development of online translators, we have encountered the occasional student who tries to pass off an automated translation as an original composition in the target language. It is obvious that a student who submits a composition written entirely in English and then submitted to an online translator has gained nothing in terms of skill in using the target language. So what can we do as instructors in the face of this easily-accessible internet "help" that students have no qualms about using? That renowned pedagogue Don Quixote and his associates discuss ways to approach this issue.
12:15 - 1:00 Lunch
“Implementing ‘Audacity’ as Computer Assisted Pronunciation Training (CAPT) Software in the L2 Classroom” “Angel Anorga”
This session introduces a practical application of Computer Assisted Pronunciation Training (CAPT) software to promote the enhancement of pronunciation skills in foreign language. The presenter introduces an intervention of phonology lessons that were based on the active use of ‘Audacity’ to facilitate voice recording practices. The presenter explains the pedagogical implications and advantages of digital voice recording in the L2 classroom. This session will provide a broad spectrum of the fine line between L2 pedagogy, phonology and CAPT.
Enabling the Language Center Student Worker “Jeremy Robinson”
This presentation will discuss recent internal structural changes at the Culpeper Language Learning Center which are designed to give work study students a more central role in directing the affairs of the Center. As students step up to take positions of responsibility and their teams implement new and exciting initiatives, the short-term and long-term success of the Center looks hopeful. While students gain unique and valuable experience, stress is taken off the Center Director, freeing up time for other responsibilities and exploration.
Blending Classes - Across Twelve Time Zones
A team of three Americans and two Russians offers applied transcultural classes (America and Americans Today) inviting Russian students to explore American humor, media, political processes, education and law. Beginning with students’ guided analyses of New Yorker cartoons and American sitcoms, mentors guide students to see cultural differences and similarities. Classes are all in English (as not all faculty speak Russian). Students are prompted to see underlying and unspoken cultural assumptions and to contrast them with their own Russian experience. These non-traditional content-focused classes are interactive online video-conferences (using WebEx) and additional asynchronous work centers in Moodle.