Faculty and Technologists from the Language Instruction Working Group are working toward a Collaborative Language Diagnostics and Refresher Framework, including a visual dashboard to help faculty and students efficiently assess language proficiencies.
Two recent workshop (see below) have recently made concrete steps toward realizing the framework, and additional steps are planned for spring 2018. For more information, contact Mike Jones, (firstname.lastname@example.org) or Carly Born (email@example.com)
There is an emerging plan for collaboration toward Shared Grammar Resources for Beginning Language Students. This concept has been discussed with enthusiasm in some earlier LACOL meetings, and Carleton Professor of Classics Chico Zimmerman has drafted a proposal to articulate more of the vision – see link above and below.
If this proposal interests you, you are invited to join an upcoming web conference where a multi-campus group of faculty and technologists will be discussing the realm of possibilities that Chico has outlined.
Meeting: Shared Grammar Resource (Exploratory Conversation) Date: Thursday, January 25th Time: 1:30-2:30pm Eastern Location: Zoom (see sign-up sheet) Sign Up:Sign Up Sheet / Contact List
(add your name and email – we will send you a calendar item with full details to join the Zoom mtg via web or phone)
Prof. Chico Zimmerman (Carleton College) will share the proposal to highlight key ideas
Group will explore opportunities and possible next steps for collaboration (more…)
The workshop and pilot are the next step in a sequence that began with the Language Skills Hack-a-thon at Swarthmore College in May 2017 and the Dashboard Prototype Technical Workshop at Carleton College in October 2017. With groundwork laid at these previous events, the team is well positioned to put forward a working prototype in French that can be piloted with faculty and students for placement and advising in the summer/fall of 2018.(more…)
As a sequel to last summer’s Hack-a-thon Toward a Collaborative Language Diagnostics and Refresher Framework at Swarthmore College, a dedicated group of language learning technologists and Carleton’s student “Data Squad” gathered this fall at Carleton College to work on platform requirements for a dashboard prototype. Led by Michael Jones and Carly Born, this two-day mini-hack-a-thon focused on solving technical pieces of the puzzle that will enable the flow of useful data from a language skills diagnostic test into a data-rich visual display.
The dashboard is just one piece our faculty’s vision for the shared framework drafted at the meeting last May. Elements include a language skill map, a self-assessment survey, diagnostic/placement tests (question banks) and the dashboard that can help faculty visualize the data for better placement and advising.
Language Learning Skills Map / Top Level Categories:
Diagnostic visualizations also may point to trends in language skills development within and across our liberal arts programs and language curricula. A user-friendly dashboard tool can ultimately help students gain feedback on their skill levels and close gaps as they traverse the liberal arts language sequence. (more…)
In May 2017, LACOL’s Language Instruction working group held a 3-day intensive workshop (also known as a hack-a-thon) to prototype a shared online diagnostic and refresher framework. The face-to-face event was organized by Mike Jones, Director of the Language Resource Center and Media Lab at Swarthmore College, guided by a core team of faculty and language technologists at the participating institutions.
Christopher M. Jones
Teaching Professor of French and Computer-Assisted Language Learning
Carnegie Mellon University
Christopher M. Jones is Interim Head and Teaching Professor of French and Computer-Assisted Language Learning in the Department of Modern Languages at Carnegie Mellon University. He was Director of the Modern Language Resource Center from 1993 to 2016 and founder and Director of the Masters in Applied Second Language Acquisition from 2010 to 2016. He has spoken, published and consulted widely in the area of technology-enhanced language learning. His materials development experience includes textbook authoring, CD-ROM design and programming, and on-line courseware creation in French, Chinese, Spanish and Arabic. He was a participant in the interdisciplinary Pittsburgh Science of Learning Center and continues to be an active member of the Open Learning Initiative at Carnegie Mellon.
Goals for the LACOL Language Instruction hack-a-thon:
1. Explore development of shared diagnostic and bridge/refresher framework for language instruction that could support students in identifying and closing gaps in knowledge and skills.
2. Engage faculty as content creators, working with professional staff and students for technical support and data input.
3. Build prototypes of a diagnostic test and refresher module; these could serve as models for further development of online testing and teaching materials for sharing across the Consortium.
4. Document results and recommendations for continued collaboration.