Sharon Scinicariello University of Richmond, Virginia CALICO 2014 Athens, Ohio

 Not ‘Open, Online, Massive’  Not Revolutionary  Teaching learners to create their own technology-based tasks helps learning become more personal, increasing engagement  Integrating these activities can make language learning and language programs more sustainable

 Development of learners’ lifelong learning skills  Development of programs and curricula to address evolving language-learning needs  Languages for specific purposes  Less-commonly-taught languages  Independent learners ▪ Faculty, students, and staff members engaged in campus internationalization efforts—study and research abroad, global partnerships

 Wealth of resources for acquiring language  Resources designed for learners  Authentic materials  Tools for using the language  For documenting and evaluating learning  For communicating

 Learners do not know how to evaluate and use resources to learn  Teachers and textbooks do this for learners  Teach learners to engineer their own learning experiences  Experiences will incorporate technology both as resource and as learning platform

 Self-Directed Language Acquisition Program  First ‘beta’ run in spring 2009  Goal: Create a sustainable program to promote sustainable language learning  LCTLs not taught in curriculum  Flexible, personal  Supports study abroad, ‘critical language’ scholars, and coordinates with CLAC  Cannot be used to fulfill language requirement

 Introduction to Self-Directed Language Learning (1/2 unit)  One 75-minute meeting each week  Language learning strategies  How languages work  Interaction of culture and language  Self-Directed Language Learning (1 unit)  Task-based language learning  Cultural discussions (on line) and projects

 Learn how to learn  Foundation for future learning  Learn through tasks  Organize learning around goals and tasks  Goals and tasks are highly individualized  Learn how languages work  The purpose of grammar  Learn how language and culture interact  Communicative competence

 Emphasize real-world language use and communication-based outcomes  Bridge the gap between ‘experiential’ and ‘formal’ knowledge  Situate / contextualize the acquisition of formal structures  Motivate through accomplishment

 Resources  CALL programs  Distributed and streaming media  Texts ▪ Internet Children’s Digital Library  Virtual language partners and examiners  Platform  Organizing and documenting learning  Creating community of learners

 Get started with content and platforms  Bookmark sites in Diigo  Annotate others’ bookmarks in Diigo  Respond to autonomous learning question in Ning discussion group  Evaluate resources in both Diigo and the Ning blog  Plan learning in terms of goals and tasks  Be explicit about the role of technology

 Set long- and short-term goals  Break down goals  What skills do I need to complete this goal?  What knowledge (language,culture) do I need?  Plan learning tasks to acquire knowledge and skills  Online resources  Reflect upon success of learning tasks  Document and reflect

 Talking about soccer in Turkish  Greek Cypriot seeking common ground with Turkish peers  What do you need to know to talk about soccer?  Expressing emotions, disagreement, etc.  Cultural project: analysis of Turkish teams  Technology: radio and TV commentary; news; sports sites  Talking business in Korean

 Works two ways  Identify skills and knowledge needed, then find resources ▪ YouTube, online texts and courses  Create learning tasks for specific resources ▪ Bollywood, Korean drama  Using resources  What can I learn from this resource? ▪ Language, culture

 Document goals and tasks for specific week  What should I be able to do by the end of week?  Which resources will I use?  How will I use each resource?  Create and teach a technology-based lesson to someone else  Do I have a clear goal for this activity?  Have I found appropriate resources?  Does this activity engage the learner?

 Generally very favorable  Students are grateful for opportunity to pursue their own interests  Students tell us they use the strategies learned for further work in language and other disciplines  Word-of-mouth expansion of program to its capacity  Faculty and staff participation

 Overall, I would consider this semester a success. Not only am I planning on continuing learning Farsi, but I am going to use the skills that I gained in this class to learn other languages as well (as I will be living abroad next year in a country whose language I do not yet speak).  --student reflection May 2009

 Even though I do not like learning new languages I found this course very interesting. Now I know I can learn on my own and in the future I might use some of these strategies and activities that I have learned this semester.  Motivation is the key to become a successful self- directed language learner. Setting goals of your own interest is very important because it keeps you interested in the course and gives you the will to want to learn.  --student reflection spring 2010

 It was a great experience walking through the streets of Sarajevo and Mostar having learned about the history and having developed some language skills.  As a side note, I must admit those concrete artifacts that you pushed me to produce throughout those two semesters of SDLAP are a component of the course that I continue to use in some variation today. I think it’s especially useful for keeping track of progress and staying motivated.  --letter received April 2014 from participant

 It’s definitely hard being a language learner when you have other important things to do as well. For example, learning a language at the same time as doing work for other classes.  Learning not in a classroom setting is really difficult when you can’t rely on a teacher, who is very knowledgeable about the ins and outs of the Korean language, to explain certain things that are confusing.  --student reflection spring 2014

 Integrate learner-designed technology-based tasks into regular courses  Address personal learning goals of students  Teach skills for lifelong learning  Promote learning beyond the curriculum  Start slowly and build skills in stages  Build in self and peer assessment  Teacher available to suggest resources and, as necessary, provide explanations

 Analysis of teacher- or textbook-created task  What is the goal of the task?  How does the resource match the goal?  How do the activities contribute to achieving the goal?  Find resource to accomplish same or similar goal  Create task for teacher-selected resource  Create personal goal and create task

 Faculty development  Coverage  Communicating about process  Use of technology to document task completion  Assessment  Resource evaluation and choice  Librarians  Peer informants  Technology support

  Links to Diigo groups  Links to SDLAP wiki (syllabi, resources, info) 