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Defense Language Institute Foreign Language CenterBILC Seminar 2009

Colonel Sue Ann Sandusky, USAColonel Sue Ann Sandusky, USACommandant, DLIFLCCommandant, DLIFLC

Presenter: Donald Fischer, PhD Provost, DLIFLCProvost, DLIFLC

Use of Digital Technology in the DLIFLC Classroom

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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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• 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

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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.

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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

• www.dliflc.edu• 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

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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)

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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.

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Defense Language Institute Foreign Language CenterBILC Seminar 2009

Colonel Sue Ann Sandusky, USAColonel Sue Ann Sandusky, USACommandant, DLIFLCCommandant, DLIFLC

Presenter: Donald Fischer, PhD Provost, DLIFLCProvost, DLIFLC

Use of Digital Technology in the DLIFLC Classroom