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Mini-Grant Recipients for 2007 |
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To
encourage faculty to explore the meaningful use of technology in
foreign language instruction the FLTC awards Mini-grant to projects
that involve the development of instruction of foreign languages
with technology. The FLTC funds projects that incorporate the use
of latest technologies into existing foreign language courses to
achieve specific learning objectives. Recipients of the awards are
expected to begin and complete working on their project during the
Spring/Summer semester and implement their projects in the Fall
semester.
The FLTC selects proposals that involve innovative use of technology
in teaching and awards each proposal up to a maximum of $2000. All
full-time and part-time faculty and graduate teaching assistants
teaching foreign languages are eligible to submit a proposal.
This year the FLTC introduced a new award for Graduate Students
teaching foreign language courses. Details about the recipients
of the mini-grants for this year and a description of their projects
are given below: |
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Developing
Online Course Materials for Advanced Grammar in French: Helping Students
Become More Active Learners by Sandra Hobbs, Assistant Professor,
CMLLC (French) |
This
project involves using online course components to create a blended
or hybrid version of an existing course, French 5305, which is an
advanced grammar course. The benefit of missing traditional class
meetings with online components is that it exploits each teaching
method's advantages. The plan is to create a 'Virtual Textbook'
by gathering grammar explanations in digital format and placing
them in the course website in Blackboard. Students will actively
explore these explanations as well as online resources as they complete
online grammar exercises designed to improve their knowledge and
application of the rules of French grammar. |
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Italian
Music Awareness by Laura Schneider, Lecturer, CMLLC (Italian) |
This
project involves the creation of a website accessible to all students
enrolled in the Italian basic courses (ITA 1010, ITA 1020, and ITA
2010), intermediate and advanced classes to explore Italian music.
Instructors will have access to a sequence of Italian music videos
and corresponding lesson plans that are level-appropriate. Each
lesson plan will include a WebQuest activity on the band, on Italian
music festivals, and on different music genres. For each song, a
blog will be created where students can post their comments and
personal reaction to the song. |
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Emil
Reading Suite by Randy Schantz, PT Faculty, CMLLC (German) |
The Emil
Reading Suite is a technological package for the abridged novel Emil
und die Detektive currently used in German 2010. The reading suite
is made up of two parts. One part of the package is podcasts of the
text together with images, pictures and video clips. The second part
includes already prepared pre- and post-reading exercises and new
group projects and games to be used in conjunction with the readings.
Emil Reading Suite by Randy Schantz
http://podcast.fltc.wayne.edu/weblog/randy/
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iGoldenAge
by José A. Rico-Ferrer, Assistant Professor, CMLLC (Spanish) |
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involves the creation of video podcasts containing reference material
normally contained in Art History, History, Geography, Mythology,
and Emblems books. Armed with a video iPod, students will be able
to hear lectures at their leisure, freeing class time for discussions
of Spanish literature. This material will be used in the Spanish 6430
Course, Spanish Literature of the Baroque. Furthermore, the reference
information will be useful for any of the Spanish 6000-level classes,
and for the graduate seminar. |
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iGoldenAge
by Jose A. Rico-Ferrer
http://podcast.fltc.wayne.edu/weblog/jose/ |
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Listening
Comprehension: Computer-based Learning Using On-Tine Video Materials
by Laura Kline, Lecturer, CMLLC (Russian) |
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of this project is to create an on-line listening comprehension course
for students of Russian. Students would watch video materials such
as cartoons, TV shows, and movies on Blackboard. Students would work
through these materials with the help of Russian-Language vocabulary
lists and interactive exercises to test listening comprehension. Each
20-minute segment of the video materials would be followed by a graded
quiz on Blackboard. The student would take an on-line final after
working through all materials. This course would be offered during
the Fall and Winter semesters and, if possible, during the Spring/Summer
Semester as well. |
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Graduate
Student Award
On-line Learning Components: Utilizing German Film clips
for Teaching Grammar by Suzanne K. Hilgendorf, Assistant Professor,
and Sasha Pákh, PT Faculty, CMLLC (German) |
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| In order
to make German language instruction more meaningful, engaging, and
thus effective, this project seeks to use authentic materials for
teaching grammatical elements and speech acts in the German language
classroom. The project proposes to create on-line learning components
in the form of excerpts of German cinema films, which will be used
to introduced, illustrate, and practice particular grammatical elements
(e.g., the past tense, use of modal verbs) and communicative exchanges
(e.g., greetings, introductions, asking for directions). These on-line
components will first be used in the classroom to introduce specific
curricular topics, then posted on-line in Blackboard for students
to review and work with independently. |
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