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Dissemination

The University of Tennessee, Knoxville

How would you assess the transferability of the re-design approach you employed to new subject areas or disciplines?

December 2001 Update: As the structure of this course becomes stronger, the process for support and delivery becomes clearer, and departmental “culture change” occurs in recognizing the potential of augmenting face-to-face instruction with online materials delivery, a model for the delivery of any foreign language instruction exists within this redesigned course. On a more generalized level, the concept of modularizing course content for augmented online delivery, rethinking textbook and workbook driven guided and independent practice activities for online delivery, and supporting a large teaching corps for delivery of the course would be transferable to most any discipline. However, a critical factor would be the cooperation of publishers in the process if the materials were not “instructor” or “department” owned. In addition, identifying collaborative support models for orienting instructors to augmenting traditional instructional strategies with those supported by technology will be a valuable byproduct.

How are you disseminating the re-design among your colleagues?

We are disseminating the re-design by presenting our project at conferences:

  • Two universities in Mexico to present to foreign language faculty and administrators in Monterrey and San Miguel de Allende, April 2001
  • The American Association of Teachers of Spanish and Portuguese, San Francisco, July 2001
  • A regional conference in Wilmington, NC, October 2001
  • A national conference in Washington, DC, November 2001
  • A state conference in Nashville, TN, November, 2001

Dr. Young has remained in contact with McGraw-Hill, the publishers of the printed textbook, who may be interested in taking the online material to other universities. Currently, only the University of Illinois provides online material in exchange for contact hours in their basic language courses. Administrators are eager to examine online instruction because of cost efficiency and teachers are interested in whether online language instruction can prove beneficial for the language learner.

December 2001 Update: Dr. Young presented results of the pilot study at two national conferences in Washington D.C. in November 2001 and San Francisco in July 2001 and at a state conference in Nashville in November of 2001. Moreover, she was invited to speak on the development of online instruction for foreign languages in Mexico in the spring of 2001.

  • "Online Instruction Versus In-Class Instruction: A Comparison of Foreign Language Learner Performances." American Council of Teachers of Foreign Languages (ACTFL), Washington, D.C. Nov. 15-18, 2001
  • "Technology in Language Learning” Tennessee Foreign Language Teachers Association 34th Annual Meeting, Nashville, Tennessee, Nov. 5-6, 2001
  • "Do Their Perspectives Really Matter? Learner Reactions to Online FL Instruction” The American Association of Teachers of Spanish and Portuguese, San Francisco, California, July 7-10, 2001
  • "La adquisicion de los idiomas a traves de la tecnologia" Dolly Young and Margaret Beauvois, Invited speakers. Universidad del Vall de Mexico, Plantel San Miguel de Allende, April 23-24, 2001

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