1. 1 Defense Language Institute Foreign Language Center Donald Fischer, PhD Provost, DLIFLC 2012 BILC Professional Seminar Creating Communities of Practice

2. Overview Introduction Content  Group Cognition Project/Technology Integration  Arabic Reading Working Group (ARWG)  eSessions Concepts  Community of Practice (CoP)  Appreciative Inquiry  Computer Supported Collaborative Learning (CSCL)

3. Rapid Change & Organizational Learning Technology is constantly changing People find varying ways to use it Learning occurs at different points and different rates Learning occurs faster than it can be transmitted and turned into practice How and why do we have to develop ways to keep up?

4. Possible Technology Application Application/SystemUsed for TeachingApplication/SystemUsed for TeachingApplication/SystemUsed for Teaching 1. VTT/BLTS21. ( Microsoft Office) Word, Excel 41. (Transparent Languages Inc. programs) Rapid Rote 2. Blackboard22. OneNote42. Language Pro. 3. DCO23. Access43. Talker 4. iPOD24. Outlook44. Windows media Player 5. iTouches25. InfoPath45. QuickTime 6. SharePoint 26. PowerPoint 46. SMART Notebook 7. BLTS27. Ulead/Corel VideoStudio 47. Adobe Acrobat Pro 8. Tablet PC28. Pinnacle TV Center Pro 48. Abby Fine Reader 9. Headstart229. Camtasia49. SPSS 10. Rapport30. Captivate50. QuarkXpress 11. GLOSS31. DLIFLC LSKs51. CutePDF 12. WTE32. ( Adobe suites) design and/or web, with Dreamweaver 52. ALELO tactical scenarios (3D games ) 13. DLPT Readiness33. (Adobe suites) Flash 53. Wenlin 14. Adobe Audition34. (Adobe suites) Photoshop 54. CollabWorx 15. Acrobat Reader35. (Adobe suites) Illustrator 55. SCOLA 16. SANAKO36. (Adobe suites) InDesign 56. IE 17. ScribeZone37. CamStudio57. Atomic Learning 18. Jabber Moment IM 38. Skype58. Firefox 19. iTunes39. Google Earth59. iPAD 20. Countries in Perspectives40. YouTube60. Other

5. Technology Integration and Professional Development Workshops Using Virtual Environments for Content-Based Problem Solving and Presentation and Speaking Skill Improvement. Workshops in which faculty members discussed applications of classroom and individual learning support technologies and offered online using the Sakai/ Elluminate Learning Management System (LMS). Web-based Communities of Practice examining reading methodologies and approaches Use of Web-based conferencing for student assistance

6. Theoretical View

7. Wisdom Community Model

8. Project Example-Teaching Modern Standard Arabic AND Dialects Participants objectives: Build an online Community of Practice with respect to teaching reading to dialect students. Apply various technology tools to increase teaching effectiveness. Develop a way ahead to teach MSA and necessary reading skills to dialect students.

9. Elluminate/Sakai

10. Arabic Reading Work Group (ARWG) ARWG Workshop - Group Cognition + Appreciative Inquiry Approach -Goal: explore ways to identify, describe, and disseminate the best practices of reading instruction for MSA and Arabic dialect courses.

11. Appreciative Inquiry Approach Themes and Ideal States Derived from the Student, Teacher, Military, and Leadership Working Group Presentations Summary of Student/ Classroom Instructor/ Leadership/ Military Instructors Collected Data Best Practice Priorities – Recommended Actions – Responsible Agents

12. Outcome of ARWG Phase I-III Built an online community of practice to address improvement of Arabic reading instruction Examined best of best practices associated with teaching reading in MSA and Arabic dialects Identified salient themes and listings of best instructional practices Designed, implemented, and facilitate school and program “Summits”, seminars, workshops, and presentations to improve reading instruction through best practices Developed appropriate metrics to determine the effectiveness of the best practices initiative

13. Interview Findings of Successful Themes Theme Number of Occurrences Authentic (materials) 37 Task-Based Instruction (TBI) 27 Autonomous (teaching and learning activities) 22 Collaborative (student/teacher/military) 22 Integrated (skills/activities) 21 Motivated (student/teacher) 21 Individualized (tailored) 19 Cultural Practices (context for understanding) 18 Scaffolded (structured skill building) 18 Engaged (active vs. passive ) 17 Prepared (teacher) 15 Honest/Authentic (teacher) 15 Interactive (technology) 11 Contextual 9 Connected (technology) 8 Planned 8 Varied 7 Pedagogy 5 Relaxation 5 Real (activities) 5 Broad/Deep 4 Time 4 Structural 4 Appropriate (levels) 4 Production 3 Synthesized 3 Analytical 2 Applied, contextual 2 Harmonious 2 Current, interesting 1

14. Themes and Ideal States from Student, Teacher, Military, and Leadership Working Group Presentations (1/2) Instructional ThemeThe Ideal State Constituent Group Curriculum/MaterialsUp-to-date authentic materials addressing all learning styles Effective and purposeful authentic materials with FLO requirements Student-centered, task-based & can be tailored to individual needs Class is a microcosm of real life /culture. Military expressions Textbook, a basic framework for engaging students in learning TL/TC -Student -Teacher -Military -Leadership TechnologyTime saver/ alternative to learning/exploring language Having ‘tech savvy’ instructors/ Updated equipment and software Efficient and relevant to learning objectives “Real life” classroom experience is enhanced thru well-integrated use of technology -Student -Teacher -Military -Leadership Teaching MethodsTailored to students’ individual needs, learning style, attitude Plunge Sts into natural habitat of Arabic, meaningful, engaging, and suitable activities/ Student centered/ Motivating/ Task-based/ Contextualized instruction/ Personalized/ Promote collaboration Invoke the highest order thinking skills possible Balance teacher expectations with reality/situation/ Provide students an opportunity to review/recap prior lessons Reading instruction in cultural context/ Utilize interactive discussion Pre-during-post reading activities with meticulous instructional plans -Student -Teacher -Military -Leadership Autonomous Learning Student as a partner in the learning process and accountable to express needs as well as well prepared Allow for creativity and exploration in indentifying content and different ways “strategies” learning -Student -Teacher -Military -Leadership

15. Themes and Ideal States from Student, Teacher, Military, and Leadership Working Group Presentations (2/2) Instructional ThemeThe Ideal State Constituent Group Autonomous LearningStudents take ownership of reading activities content, task and project instructions/ Project oriented learning activities CulturePresent as an exploration of an exotic Middle East – Imbed culture within reading exercises Develop knowledge of the world “schemata” Explore topics of interest, and cultural background is as important as familiarity with the linguistic code -Students -Leadership AssessmentProvide assessment that enhances language learning thru In classroom - Peer Assessment - Self Assessment Continuous comprehensive checks of reading texts are important and productive in group and pair activities -Teachers -Leadership GrammarLearn and integrate into context of lessons rather than as a separate session Compare and contrast grammatical similarities/differences between MSA and dialects Design grammar workshops that can be phased out at higher levels -Students Student-centeredAttentive to students needs – motivate – develop rapport – collaborative in teaching and learning -Teachers Communication and Collaboration One team, one fight – Cohesiveness and harmony – Institute wide sharing - Autonomy – Positive management and faculty relationship -Teachers

16. ARWG Project via Elluminate / Sakai

17. Technology Tools

18. Outcome of Group Projects Faculty participants Shared knowledge, gained confidence, enhanced technology proficiency, and promoted their speaking skills thru interaction in group collaborative activities. Appreciated the opportunity to learn personally and collectively and shared their positive and best practices with their department and school division. (e.g. requested more Group workshop and elected to pursue their advanced studies in the field of FLED. ) A unique opportunity for interaction among faculty leading to increased mutual understanding, collegiality, and professionalism—and a foundation from which to improve our approach to dialects AND MSA.

19. 19 Defense Language Institute Foreign Language Center Donald Fischer, PhD Provost, DLIFLC 2012 BILC Professional Seminar Creating Communities of Practice

20. Back-Up Slides

21. Group Cognition Projects Group Cognition Projects (Dr Garry Stahl’s Group Cognition Model), Provost Initiatives Technology Integration and Faculty Development Workshop Arabic Reading Working Group (ARWG) with Appreciative Inquiry (AI) Approach E-Sessions: Virtual Environment for Study Hall, Special Assistance, and Speaking Sessions.