Presentation on theme: "Scott Brill, Research Engineer Critical Languages Program/UACALI Group University of Arizona, Tucson."— Presentation transcript:
Scott Brill, Research Engineer Critical Languages Program/UACALI Group University of Arizona, Tucson
14 published titles for Brazilian Portuguese, Cantonese (2 levels), Mandarin Chinese, Kazakh (3 levels), Korean, Turkish (3 levels), and Ukrainian (2 levels) Funded by NSEP, US Dept of Education Original materials, equivalent to 1yr college course Storyline for beginning levels ~3 minutes of video each lesson 4,000-12,000 Audio files per title Created with MaxAuthor 3 yrs to create each title with 2 peer reviewers
3 Originally Published on CD/DVDROM, available from UAPRESS, Amazon, etc. Good reviews from CALICO, EUROCALL, SEEJCALICO, EUROCALL, SEEJ Tested by FSI, CFSI, NASILP members
National Association of Self-Instructional Language Programs Non-profit association helping institutions establish LCTL programs for 40 years 60 member institutions currently instructing 80 languages, mostly for credit Currently headquartered at U of Arizona Critical Languages Program where we have 450 students in 17 LCTLs.U of Arizona Critical Languages Program
5 In operation since 2009, non-credit, subscription- based online delivery in conjunction with University of Arizona Press Users do not need to be enrolled at Univ. of Arizona Works on major platforms/browsers/most locked down systems, 24/7/365 service, uses Moodle,Flash,JS Video/audio on demand, MP3 downloads $79.95 per 6 months ($13.33/mo), authors receive royalties. Used at: UACLP, CFSI: ‘non-editing teacher’ access for program coordinators.
7 "Overall, [Beginning Kazakh] is an excellent mix of useful conversational material and solid grammatical introduction.” "The only Kazakh language materials I've found before in English have been very basic. I've used a variety of Russian materials for learning Kazakh, but none have any listening component, which is absolutely crucial."
Custom C++ code that creates html files with links to audio,video,keyboards. Also exports special format xml/html to exercises: glossary, listening dictation, fill-in-the-blank, multiple choice, flashcards.glossarylistening dictation fill-in-the-blankmultiple choiceflashcards Flashcard plugin – we added php so linked audio files can be played and html can be imported. Flashcard On screen keyboard – for languages such as Kurmanji Kurdish that don’t have standard keyboards On screen keyboard Audio played without a pop-up player by using SoundManager Video is being played without a pop-up player using Flash
Requires Flash for video, so doesn’t work on iPads, etc. Uses Frames
Runs on most devices/browsers/OSes HTML5 (no Flash required) Use Videojs (open source) for video playback: Webm and mp4Videojs SoundManager2 for mp3 audio playback: uses HTML5 with optional Flash-based fallback SoundManager2 Enhanced user interface for all devices: full screen video, seamless view switching, etc. Deployment this summer
11 Better dictation grading, pronunciation. Use Moodle Mobile Apps announced by Moodle 5/7/13 for Android + iOS which uses HTML 5 and replaces the old mobile app for iPhone, My Moodle.Moodle Mobile Apps
12 For more information see: http://cls.arizona.edu/ http://cls.arizona.edu/
13 Blankenship, B. and Hinnenbusch, T. (2013). Survey of Digital Materials for Teaching Less Commonly Taught Languages. Journal of the National Council of Less Commonly Taught Languages, 13, 33-49. Dunkel, Brill, and Kohl (2002). The Impact of Self-Instructional Technology on Language Learning: A View of NASILP. New Technologies and Language Learning: Cases in the Less Commonly Taught Languages, ed. Carol Anne Spreen. 99. University of Hawai’i at Mānoa. Retrieved from http://nflrc.hawaii.edu/networks/TR25/TR25-5.pdf http://nflrc.hawaii.edu/networks/TR25/TR25-5.pdf Godwin-Jones, R. (2013). The Technological Imperative In Teaching And Learning Less Commonly Taught Languages. Language Learning & Technology, 17(1), 7–19. Retrieved from http://llt.msu.edu/issues/february2013/emerging.pdf http://llt.msu.edu/issues/february2013/emerging.pdf Iskold, L. (2011), CALICO Software Review: Intermediate Ukrainian. CALICO Journal, 28(2), 546-559. Retrieved from https://www.calico.org/p-578-Intermediate%20Ukrainian%20%2812011%29.htmlhttps://www.calico.org/p-578-Intermediate%20Ukrainian%20%2812011%29.html Kesli, Y. (2007). CALICO Software Review: Intermediate Turkish. CALICO Journal 24(3), 729-736. Retrieved from https://www.calico.org/p-280- Critical%20Languages%20Series%3A%20Intermediate%20Turkish%20%2852006%29.htmlhttps://www.calico.org/p-280- Critical%20Languages%20Series%3A%20Intermediate%20Turkish%20%2852006%29.html Sahin, M. (2011), CALICO Software Review: Advanced Turkish. CALICO Journal, 28(2), 560-568. Retrieved from https://www.calico.org/p-579-Advanced%20Turkish%20%2812011%29.htmlhttps://www.calico.org/p-579-Advanced%20Turkish%20%2812011%29.html Stauffer, R. (2007), Product Review of Beginning Ukrainian. Slavic and East European Journal, 51(3), 655- 656. Retrieved from http://cls.arizona.edu/resources/review-seej.htm http://cls.arizona.edu/resources/review-seej.htm Türel, V. (2003). CALICO Software Review: Beginning Turkish. CALICO Journal, 20(3), 592-602. Retrieved from https://www.calico.org/p-118-Beginning%20Turkish.html https://www.calico.org/p-118-Beginning%20Turkish.html Türel, V. (2011). CALICO Software Review: Beginning Kurmanji Kurdish. CALICO Journal, 28(3), 766-776. Retrieved from https://www.calico.org/p-577-Beginning%20Kurmanji%20Kurdish%20%2852011%29.htmlhttps://www.calico.org/p-577-Beginning%20Kurmanji%20Kurdish%20%2852011%29.html Yang, P. (2006), “CALICO Software Review: Intermediate Cantonese,” CALICO Journal, 24(2), 421. Retrieved from https://www.calico.org/p-258-Intermediate%20Cantonese%20%2812006%29.html https://www.calico.org/p-258-Intermediate%20Cantonese%20%2812006%29.html