1. © Hsinyi Peng, Speech on 12/19/2005 網路科技輔助跨文化學習課程發展與研究 The Learning of Intercultural Language over the Net (LILON - 2) 交通大學教育研究所 彭心儀 Dec. 19, 2005

2. Presentation Outline Where I am from and my research interests The research team Foci of the study The design and development of the web- based intercultural language learning curriculum Results and findings Suggestions

3. Where I am From? Perspectives Experiences Challenges 思路決定你的出路， 態度決定你的高度。 把每個孩子都視為人才。

4. My Research Interests Online collaborative learning in a cross- cultural learning environment For tomorrow’s educators  Authentic learning for pre-service teacher training  Building the bridge between university lecture halls and the field experience  The information communication technology literacy

5. Turning Points 1996 to 1998 – Chinese teacher 1998 – Studied abroad 1999 – Transferred to the UMC 2001 – Children-as-Design Partner Project 2003 – Globalization Initiatives 2004 – The Learning of Intercultural Language Over the Net NSC Grant

6. The Research Team 交通大學  國科會計畫主持人：彭心儀助理教授  計畫助理：彭國鳳、王詔怡、周 彥、郭孟雯、陳奕任、林韋 廷  網路教學組：顏 智、鍾佳晏、陳耀廷 University of Missouri-Columbia  博士班研究助理：陸為欣 台北市立大同高中： 李麗淑老師 新竹市立建功高中： Steve Grad 、龔育民老師 Saratoga High School: Mariam Fan St. Louis Villa Duchesne High School: Stephanie Moore

7. The Central Idea of LILON-2 Establish an authentic environment for foreign-language learning  Listening  Speaking  Reading  Writing Develop adequate intercultural communicative competence

8. Foci of the Study Design, develop, and evaluate one intercultural language learning curriculum for high school students; Develop one reliable tool for assessing intercultural learning; and Establish teaching and curriculum guidelines concerning technology use that enhances intercultural language learning

9. Design, develop, and evaluate one intercultural language learning curriculum for high school students

10. The Design Principles of the LILON Project (1/2)

11. The Design Principles of the LILON Project (2/2) Cooperation Multiple aspects of knowledge Authentic, motivating, and meaningful learning content Challenging content Communication in real life Presenting knowledge in meaningful pieces Reflective practices on culture Easy access to online tools Technology for knowledge representation Monitoring the process of communication: self- monitoring, and facilitated by 4 online facilitators

12. The Construct of ICC (Fantini, 2000) ComponentsExamples A+: Awareness I demonstrate awareness of differences across languages & cultures. A: Attitudes I am willing to learn from my learning partner, their language, and their culture. S: Skills I can use appropriate strategies for coping and/or adjusting to a foreign culture. K: Knowledge I can contrast aspects of American and American culture with my own.

13. The Implementation Sept. 2005 to Apr. 2006 – a total of 7 months The structured instructional-learning units focus on  Intercultural understanding  Promoting intercultural communicative competence  Enhancing foreign-language learning beliefs

14. The Participants 39 high school students in Taiwan & 33 high school students in the U.S. Taiwanese students studying English as a foreign language + U.S. students studying Chinese as a foreign language Work with partners Students in Taiwan (Learning English) Students in SFO (Learning Chinese)

15. Project Timeline 階段計畫實施重點 Sept. 2005 前測 Oct. to Nov. 2005 自我介紹 PowerPoint Nov. to Dec. 2005 視訊會議一、課程單元一 (My ideal school life) Feb. 2006 視訊會議二 Feb. to Apr. 2, 2006 課程單元二 (City tours) May, 2006 後測 After May 15, 2006 教師、學生訪談

16. The Meeting Place Use of the Blackboard system  File exchange tools  Video-conferencing tools – JoinNet system  Discussion boards  http://bb.nctu.edu.tw http://bb.nctu.edu.tw

17. Log In to the Blackboard (Bb)

18. Welcome Page

19. Announcements

20. Main Menu

21. The Collaborative Groups

22. Group Discussion Board

23. Discussion Threads

24. The Video Conference System - JoinNet

25. The First Video Conference (1/2)

26. The First Video Conference (2/2)

27. Review the Videos

28. Rubrics to Assess … Students’ artifacts (PPT file & reflective writing) Online interaction 4 facilitators to  Provide guidance and instant feedback  Remind of network netiquette

29. Formative Evaluation Expert review Teacher interview Students’ after-project feedback form Student interview Students’ English scores

30. End Products Self-Introduction PowerPoint Chien-Kung student Saratoga High student Microsoft Publisher – My Ideal School Life Brochure