1 Defense Language Institute Foreign Language Center BILC Seminar 2009 Colonel Sue Ann Sandusky, USA Commandant, DLIFLC Presenter: Donald Fischer, PhD Provost, DLIFLC Provost, DLIFLC Use of Digital Technology in the DLIFLC Classroom

2 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.

3 Training mentality (defined competencies, measurement of accomplishment) Collaboration Extensive Support and Resources –Curriculum Innovation –Technology Integration –Reduced Class Size Diagnostic Assessment Formative Testing Summative Assessment Teacher and Student Participation and Development Situated Research/Community of Practice The How

4 Curriculum Move from highly structured classes to flexible and creative approaches. Create a high level training and education environment --Lesson plans --Authentic materials Technology --Interactive White Boards --MP3 Devices --Tablet PCs --Commercial software to reflect what is being used in government agencies --SCOLA --Learning and Knowledge Management Systems Emerging connectivity/wireless/Virtual Private Networks Student Learning Center and Faculty Development Tailored instruction Creating learning independently of the prepared curriculum

Curriculum Balance drill and practice with flexible and creative approaches. Create a high level training and education environment --Flexibility in curriculum and classroom activities --Authentic materials --Collaborative learning --Moving up on the Bloom Taxonomy --One teacher to three/four students In short, teach well using a mix of the new and the traditional

Interactive White Boards Downloads from the Internet Authentic, current materials Transfer of information to and from tablet PCs Community work/group and collaborative Enhances functionality of Sanako 1200 classroom lab --Show individual student work --Permit “wiki-like” environment Vital to efficient delivery of information to group

Tablet PCs Downloads from the Internet Authentic, current materials Displays videos Audio recording for sound files Practice non-Roman fonts Community work/group and collaborative Enhances functionality of Sanako 1200 classroom lab --Show individual student work on PC --Permit “wiki-like” environment Vital to efficient delivery of information to individuals

iPods/MP3 Players Permits practice on the move Easy storage of curricula, audio files, video files Acts as separate and detachable hard drive High student approval Rapid Rote flash cards can be played on the iPod Audio record capability Easy playback of audio and video files Prior to ban on USB use, facilitated transfer and sharing of information in general. Currently, all of the above functions are limited.

9 Support to the Field Providing Post-Basic proficiency maintenance and enhancement support to the language professional in the field Extension Programs: Language Training Detachments (LTDs) –Established at sites with high concentrations of language professionals –About 100 assigned faculty to meet training needs Distance Learning –Mobile Training Teams (MTT) –Video Tele-Training (VTT) –Online Learning (OLL) –Broadband Language Training System (BLTS) –Blackboard Learning Management System Sustainment After the Basic Program

Public Resources Global Language Online Support System Language Survival Kits Countries in Perspective Iraqi, Pashto, Persian-Afghan (Dari), Persian-Farsi, Chinese, Korean HeadStart (with French, Spanish and Russian on the way) Online Diagnostic Assessment (Arabic and Korean, Listening and Reading; Chinese Reading w/listening under development; Russian Listening and Reading under development) Weekly Training Events (Arabic, Korean, Chinese, Russian) Online Language Courses (Arabic, Chinese, Korean, Persian, Russian, Serbian Croatian) Arabic Dialect Library Arabic MSA/Accent Library Emerging Blackboard/Sharepoint/Adobe Connect Based Field Sustainment Program

New Environment Computer interactivity Conferencing software (Elluminate, Adobe Connect, Skype) Threads Wiki’s Weblogs Web 2.0 capability and potential Behaviorist (teaching skills) and constructivist (collaboration to build knowledge)

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.

The Web 2.0 Attitude Video clips of students from the Army, Navy, Marines, and Air Force briefing technology applications helping them learn Pashto to our Training and Doctrine Command Commanding General –Technology as an organizing device –Use of an electronic flash card program –Use of a role playing program –Constructing knowledge

14 Training and Education The Training Experience: –Using technology and adult learning practice for specific skill development to include higher order elements on the Bloom Taxonomy The Educational Experience: –Solving situated, complex problems through communities of practice and inquiry using the higher order skills of many through collaborative environments provided by technology (e.g., Web 2.0)

15 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.

16 Defense Language Institute Foreign Language Center BILC Seminar 2009 Colonel Sue Ann Sandusky, USA Commandant, DLIFLC Presenter: Donald Fischer, PhD Provost, DLIFLC Provost, DLIFLC Use of Digital Technology in the DLIFLC Classroom