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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LeveragingTechnology into Student Outcomes