we're down to three papers to do so okay. This is working great so this is
I think we can get started this morning. I'm Jesse Stavis from the Russian department here at Bryn Mawr College part of the language panel. This session is going to offer two perspectives on how one might use blended pedagogical approaches and online technologies to help develop skills and critical thinking, research, oral and/or written expression. Our first paper has three authors. First, Irina Walsh from the Russian Department here and also Julio Rodriguez and Ruslan Suvorov from University of Hawaii Manoa and they'll be demonstrating the process of creating simulation based blended learning experiences for learners at their institutions. Ruslan: I don't wanna worry too much about time because
the plan for today's give you a little bit of context then we're gonna talk a
little bit about the process that we use for the simulation we're gonna give you
two examples one for Chinese which is Green Ideas Inc. which actually is now
Korean too so we're using therefore two languages and the Master & Margarita
Talk which is the Russian version of a simulation which we do with remark and
then whenever we talk about these two you know talk a little bit about two
design documents that you may find helpful one of them is called the
Simulation Blueprint which is what we have used as an instructional design
document to guide the design of the simulation and the other one is the
Participant Experience a little bit about how students perceived the
experience and not just a student but also an instructor and just we're three
parties here I'll talk a little bit about that in a minute. So how many of
you know about language flagship? You two? Three? Four?
Okay so the language flagship program is a
national program there is 21 institutions of higher education
Bryn Mawr is part of it that participate in this program and when
you see here in a map is the location of those institutions there is eight languages
represented and there is three multi-institutional languages. One of them is
Chinese which is eight institutions. Russian I think is five or four.
So then Arabic is five and then there is
a single institution languages like Portuguese and Turkish. So within this
context there is a technology innovation center which is the center I direct that
is to help with the technology integration efforts some of those
efforts are discovery efforts, innovation, and some of those are integration is
basically working with the different institutions trying to integrate
technology in meaningful ways it's a little similar to what you guys are
doing LACOL. We are a little bit like a consortium of institutions so in
the same context we have some parallels. Then one thing that you need to know
about the flagship is that it's a very innovative program in terms of language
studies and the one of the characteristics of the program is that
is proficiency based. That means that having you know a certain amount of
years of sitting in classrooms and approving classes doesn't really mean a
lot the reciprocation [ceebar] and that's measured by an independent measure is
not the institution but it's an external measure in our case at the OPI for
example is one of those measures. The oral proficiency interview right.
Irina: All of the entire flagship program is to create those global
professionals so people who can work worldwide in a foreign language right? So
they are getting a major, they are economists physicists whatever they are
interested in, plus they have a professional position to be in a
language.
Ruslan: Exactly so proficiency based is one of the characteristics of the program
the other one is one one piece of the program is called the capstone a
year which is a very important part of it
the flagships have a lot of study abroad experiences in some cases every year and
the captsone year is a year abroad where students do two things: they take, and
correct me if Russian is different because sometimes there is variation
among the languages, [they take and show off their academic]
work which means they're doing academic work with folks in classes that are not
shorter they're not designed for them as non-native speakers of the language.
Therefore many different classes and then there is an internship component
that can be either working with government institution or working with a
private company. So the capstone is split into two typically the first half of a
year one the other half of the year the other and when they come back they have
the tests right? And that's what actually measures how well they did. So within
this context what the Tech Center did as one of the projects that we have has
been to try to work with different institutions and ways to support that
capstone year experience. And one of the things that we are doing is simulations.
So if you take a look at the literature simulation definitions are all over the
place and what you're gonna find is that they're they're huge in nursing for
example, the research time if you're interesting the research I would recommend
going into the nursing part of it because there's a lot of research there
and also in aviation simulations are quite common in that
area. So from our perspective the second definition for it would replace
[yeah that it is a technique if it I got you go to let's say to replace or]
amplify real experiences with valued experiences the guided part being a very
important part because it's it's you know helping people go through an
experience before they go to the actual experience. So in this context within
language instruction simulations have a lot of benefits that we can think about.
One of them is that they can be very useful to implement blended learning
because it's one interesting way to incorporate uses of technology with
classroom work so it's you can help a lot in that way. It gives a lot of
context for a blended learning experience which is something that is a
good thing. They create opportunities for highly contextualized language used
you're gonna hear a little bit more about that and then opportunities to
address interpersonal communication skills at least in the case of our
simulations the simulation is moved forward by people behind the scenes so
it's not a simulated experience in the sense that everything is automated. There
are people who are actually enacting the simulation and then there is also
opportunities to address 21st century skills which are the tough ones but how
do you write a good email to a colleague that is a professional email and things
like that so those are skills that sometimes even in the native language
students don't have, so it's a really good thing to have those. So going back to how we
design the whole experience the way we have approached simulations has been
very similar for all three so we started out by thinking about the learner
experience. Not the technology, just what the learners would go through.
You're thinking about the learning experience what we did was create a
vignette first and this vignette basically describes - all this is
available online by the way so if you would like to see it was not intended
for you to read it this is its it it's online it's just to
show you what it looks like - and so the vignette is super useful for us all these are
comments sometimes in technology comments or pedagogical comments why
things are being done in a certain way and the vignette basically tells you the
story about of one person who goes through the simulation and how that
works. So this is a wonderful way to kind of start thinking about how this
would work in the students shoes right? Like the actual people who will go
through the simulation. The other design document that we'll use is called
Simulation Blueprint and this we design keeping in mind that we needed at least
four moving parts to be aligned so it helps a lot to think about these four
things that you see in the middle within the context of the first thing which is
the expected outcomes. So that's that's where we start. We start out okay what
would you like what would we like students to do what we like we like them
to experience. Then we think about the focus tasks that will help us achieve
those goals that overarching goal the materials and communication tools that
will be used it's good to think about these parts,
you know focus on these parts one at a time. In the materials and communication
tools for example we have discussions such as how can we make this more
realistic for example we're using a communication tool for a Chinese
simulation it makes sense for the students to use something that issues in
China not Facebook or something that is banned in China right? So we do things we
integrate technologies and tools that make sense for that context.
Let the participant activities participants activities and roles which
are also good to think about in our case we have at least three different
constituents in the simulation we have the staff from the Tech Center then there is
the instructor and then there are the students and the three work you know
doing, contributing to to how the simulation works. So it helps to
those roles sorted out. One role that we having the Chinese simulation is
community members who come to see presentations and evaluate the students
and also interview students. Then the rules and implementation strategies so
basically we try to describe how the rules are gonna work at the beginning
this sounds straightforward but when you start thinking about it gets a little bit
complicated and we'll talk a little bit more about that at the end but rules for
example for the Chinese simulation you can apply for only one job and
things like that which make things a little bit clearer to the students so
they know what to expect. So this is basically a description of
the process we went through the simulation for Chinese is basically
based on a company a fictitious company that we created it's called Green Ideas
the purpose of the company is to help other companies to become greener. So for
example if I think one of one example was Tesla wanting to open a branch in
China, Beijing, and the task was to provide advice for how Tesla to do
that in a green efficient way. So that gives us a big umbrella topic that we
can help students go in their area of professional interest.
So for example if you're interested in law like Irina said some students are
not necessarily just language majors they're also working on other tracks so
if you're interested in law and you're doing Chinese then this problem fits
well in your context because you have to figure out the legal aspects of Tesla
opening it plant in China. So we we give students the opportunity to actually use
the type of language that they will be using in the real world,
in their own profession. So we have for Chinese we have two modules the
application module and the teamwork module, these happen in a semester and
what you see here is basically key tasks that happen during the implementation of
a simulation. So I'll give you just a very brief overview of each of these for
the application module. Basically there is a whole company website that we
created where you find jobs we first interview students to find out what -
actually survey, not interview, we survey students to find out what it is that
they're interested in. Sometimes we can know that through the instructor and
then we design jobs that we think will appeal to them. So if you're in law
for example and you are in Chinese there's gonna be a job there for you
that has to do with law and you you know you find relevant to what you're doing.
So one of the first tasks then is for students to go and explore the website
and prepare because they're gonna be applying for a job there and then
they're gonna have an interview. So the second step is to submit an application
and this is this part is done in a blended way we I think we asked
instructors to do at least one class where they spend time talking about the
cover letter and the CV. This has been incredibly helpful because some students
don't even have a CV in English and they all the sudden they have to create one
in Chinese (Laughter) So it's an eye-opener and it helps that's what we get from their
feedback that it's a really good experience to go through.
Besides that not only they don't have a resume in English but they have no
clue how to do that culturally, you know, well in the target language. So the
instructional design document that we have is basically a rubric that we share
with instructors or instructors can get feedback.
So then students go through these process of greeting and revising their
applications, submitting it and then they have interviews with people they don't
know basically the tech center carries out those interviews through Skype and
we invite people from the community to help us in this task and the people from
the community you know come up with a couple of questions from the company
website and then during interview students have to interact with people
they have never met. It's very very much is simulated very real simulated
experience and that's the sort of the idea for the Chinese simulation. The next
one is a simulation with it for Russian and Irina I think you start with this
one.
Irina: So we only ran the simulation once,
we ran it this spring so it is still fresh and needs some work.
But it was already a great experience for all three parties involved the students,
the instructor, and then the tech center, the tech support. So it was an
existing course but it developed [you are going to break] to teach reading Master
and Margarita in Russian and it's a 400 page long novel.
I had six juniors in the flagship program some very proficient readers
very proficient speakers and it's part of this course. I had their final
presentation and final paper general content based and of course I was not
completely happy with that because I did that a million times
so I was ready for something new. So in February so when the semester already started
the tech center had contacted all the faculty saying that they would
like to do some blended learning pilots with us and I thought this is a
great way to introduce some blended learning into my course by changing the
presentation and paper performance into an opportunity for blended learning. So in the next
month we developed the whole simulation and
then from after Spring Break until the end of the semester
which students presented at the end of the semester it was very very rough.
We came up with two vignettes
one to stimulate a TEDx event and another to simulate an academic conference both
of them would be open to the public as Julio says this is one of the components
this is the test to come out of the classroom into the broader world and
students unanimously chose the academic conference which makes sense because they signed up for [it so]
So they chose the vignette and then all the work started for us um the Tech Center
developed the website for the conference. We called it the Master and Margarita
talk and then the students had to go through all of the stages of preparation
for a conference. So they had to submit their conference
proposals. They got feedback from the conference organizers from the tech center and
about their conference proposals, they revised the proposals and submitted them again
we accepted their proposals we accepted them into the conference and posted
their proposals on the conference website then they prepared for the
presentation and then they gave that presentation to the public and the
public was the Trico community and also via Zoom other flagships too.
To prepare to write a proposal to prepare to make a presentation better
they had some lessons and this is just...
Ruslan: I can talk briefly about the
participants experience we're running out of time so basically this is a
summary what Irina has just mentioned
divided by weeks so I'll just go week by week during the first week the
participants had to explore the website and complete lesson one which was about
how to write an app store how to write a proposal in Russian and then they
started drafting the proposal during week two they had to submit their
proposal and complete lesson 2 which was about how to structure your presentation
at a conference. In week 3 they had to revise the proposal based on the
feedback that we provided to the students. In week 4 they finished the
revisions and submitted the revised proposal and the proposals were posted
on their website and during week 5 they had to do lesson 3 which was to help
them learn how to ask and answer questions in Russian during the
conference.
Irina: Or present in Russian. We were preparing them to present to interact during a conference,
and to formerly write. So former writing, presentational speaking,
and interpersonal speaking in an academic setting. That's why we
included the question asking into the lessons.
Ruslan: Right and then during the penultimate week they had to do the last lesson
which was to help them practice the beginning of the presentation because
that's usually the most difficult part and they also had to rehearse
their presentations and for that we used Extemporary which is a tool for
recording and giving feedback on extemporaneous speech and during week
seven we gave we had an actual event which was both on-site and online.
Students gave fifteen minute presentations and they had questions
from the audience that they had to respond to. So I will let Irina talk about
the benefits for instructors and students and the lessons that we learned
Irina: So for students they definitely engaged their presentational speaking, presentational language,
but they also worked on their reading and listening through the lessons
because also we need to say that part of the lessons were this each like video
thing where students watched a video and went through assignments while they
were watching video on comprehension questions for choice
questions all kinds of things I think it. So they they did work on their language
but I think that two most important things that they got away from that
experience is that it was their comfort zone expander I think the most difficult
part for the students and the most exciting part for the students was to
speak in front of an audience especially in audience that they did not see. This is
much easier than, as you all know, if if you participated in a webinar that speaking into the abyss is
much harder than speaking to people who are live and reacting to this.
And then another thing is that after the conference was over they came up to me
and said this felt [that like company or country] and this is exactly what we were
going for with this experience so that's another great benefit for them. One huge
issue that we all need to think about in simulation is it's a great investment at
of time between developing the lessons finding content for the lessons finding
the right tool to develop lessons because the technological possibilities
are absolutely endless and to choose the right things and I'm speaking for all of
us. Also communicating between the Tech Center and me and the students
that takes time making it easy and accessible to the students making them understand
what they're doing why they're doing it they'reand what they're getting out of it is another time
investment and this is probably the only investment that happens in class. So we
were talking about the administering the product for us but the rest of the work
was outside of class. So that basically all of the project was outside of class.
Also because the project grew out of the existing syllabus it was so integrated
in the syllabus it felt very natural and easy to follow for all of us in
class. And a personal professional development for me because I learned so
much.
Ruslav: We will probably skip this right? I'm not sure if we're gonna do questions
now or later? Okay let's do that. Thank you so much.
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