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Defense Language Institute Foreign Language Center
BILC Seminar 2009
Use of Digital Technology
in the DLIFLC Classroom
Presenter: Donald Fischer, PhD
Provost, DLIFLC
Colonel Sue Ann Sandusky, USA
Commandant, DLIFLC
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Disclaimer
The opinions expressed in this presentation
are that of the presenter and do not
necessarily represent the views of the
Defense Language Institute Foreign
Language Center; its staff, faculty or
students; the Department of Defense or
the United States of America.
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The How
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Training mentality (defined competencies,
measurement of accomplishment)
Collaboration
Extensive Support and Resources
–Curriculum Innovation
–Technology Integration
–Reduced Class Size
Diagnostic Assessment
Formative Testing
Summative Assessment
Teacher and Student Participation and Development
Situated Research/Community of Practice
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Curriculum
• Move from highly structured classes to flexible and creative
approaches. Create a high level training and education
environment
--Lesson plans
--Authentic materials
• Technology
--Interactive White Boards
--MP3 Devices
--Tablet PCs
--Commercial software to reflect what is being used in
government agencies
--SCOLA
--Learning and Knowledge Management Systems
• Emerging connectivity/wireless/Virtual Private Networks
• Student Learning Center and Faculty Development
• Tailored instruction
• Creating learning independently of the prepared curriculum
Curriculum
• Balance drill and practice with flexible and creative
approaches. Create a high level training and
education environment
--Flexibility in curriculum and classroom
activities
--Authentic materials
--Collaborative learning
--Moving up on the Bloom Taxonomy
--One teacher to three/four students
• In short, teach well using a mix of the new and the
traditional
Interactive White Boards
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Downloads from the Internet
Authentic, current materials
Transfer of information to and from tablet PCs
Community work/group and collaborative
Enhances functionality of Sanako 1200 classroom
lab
--Show individual student work
--Permit “wiki-like” environment
• Vital to efficient delivery of information to group
Tablet PCs
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Downloads from the Internet
Authentic, current materials
Displays videos
Audio recording for sound files
Practice non-Roman fonts
Community work/group and collaborative
Enhances functionality of Sanako 1200 classroom
lab
--Show individual student work on PC
--Permit “wiki-like” environment
• Vital to efficient delivery of information to individuals
iPods/MP3 Players
•Permits practice on the move
•Easy storage of curricula, audio files, video files
•Acts as separate and detachable hard drive
•High student approval
•Rapid Rote flash cards can be played on the iPod
•Audio record capability
•Easy playback of audio and video files
•Prior to ban on USB use, facilitated transfer and
sharing of information in general. Currently, all of the
above functions are limited.
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Support to the Field
Sustainment After the Basic Program
• Providing Post-Basic proficiency maintenance and
enhancement support to the language professional in the field
• Extension Programs: Language Training Detachments (LTDs)
– Established at sites with high concentrations of language
professionals
– About 100 assigned faculty to meet training needs
• Distance Learning
– Mobile Training Teams (MTT)
– Video Tele-Training (VTT)
– Online Learning (OLL)
– Broadband Language Training System (BLTS)
– Blackboard Learning Management System
Public Resources
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www.dliflc.edu
Global Language Online Support System
Language Survival Kits
Countries in Perspective
Iraqi, Pashto, Persian-Afghan (Dari), Persian-Farsi, Chinese, Korean
HeadStart (with French, Spanish and Russian on the way)
Online Diagnostic Assessment (Arabic and Korean, Listening and
Reading; Chinese Reading w/listening under development; Russian
Listening and Reading under development)
Weekly Training Events (Arabic, Korean, Chinese, Russian)
Online Language Courses (Arabic, Chinese, Korean, Persian, Russian,
Serbian Croatian)
Arabic Dialect Library
Arabic MSA/Accent Library
Emerging Blackboard/Sharepoint/Adobe Connect Based Field
Sustainment Program
New Environment
• Computer interactivity
• Conferencing software (Elluminate, Adobe
Connect, Skype)
• Threads
• Wiki’s
• Weblogs
• Web 2.0 capability and potential
• Behaviorist (teaching skills) and
constructivist (collaboration to build
knowledge)
Schumann’s Motivation Model
Human motivation operates on the five planes of
stimulus-appraisal as below. In other words, DA is
produced (1994):
– when an action is relevant to needs and goals;
– when a stimulus is novel;
– when an action promotes positive self and social
image;
– when an action is intrinsically present; and
– when there is coping-potential.
The Web 2.0 Attitude
• Video clips of students from the Army, Navy,
Marines, and Air Force briefing technology
applications helping them learn Pashto to our
Training and Doctrine Command Commanding
General
– Technology as an organizing device
– Use of an electronic flash card program
– Use of a role playing program
– Constructing knowledge
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Training and Education
The Training Experience:
– Using technology and adult learning practice for
specific skill development to include higher order
elements on the Bloom Taxonomy
• The Educational Experience:
– Solving situated, complex problems through
communities of practice and inquiry using the
higher order skills of many through collaborative
environments provided by technology (e.g., Web
2.0)
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Disclaimer
The opinions expressed in this presentation
are that of the presenter and do not
necessarily represent the views of the
Defense Language Institute Foreign
Language Center; its staff, faculty or
students; the Department of Defense or
the United States or America.
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Defense Language Institute Foreign Language Center
BILC Seminar 2009
Use of Digital Technology
in the DLIFLC Classroom
Presenter: Donald Fischer, PhD
Provost, DLIFLC
Colonel Sue Ann Sandusky, USA
Commandant, DLIFLC