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Extending Moodle for Multimedia LCTL Instruction

Extending Moodle for Multimedia LCTL Instruction. Scott Brill, Research Engineer Critical Languages Program/UACALI Group University of Arizona, Tucson. University of Arizona Critical Languages Series.

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Extending Moodle for Multimedia LCTL Instruction

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  1. Extending Moodle for Multimedia LCTL Instruction Scott Brill, Research Engineer Critical Languages Program/UACALI Group University of Arizona, Tucson

  2. University of Arizona Critical Languages Series • 14 published titles for Brazilian Portuguese, Cantonese (2 levels), Mandarin Chinese, Kazakh (3 levels), Korean, Turkish (3 levels), and Ukrainian (2 levels) • Funded by NSEP, US Dept of Education • Original materials, equivalent to 1yr college course • Storyline for beginning levels • ~3 minutes of video each lesson • 4,000-12,000 Audio files per title • Created with MaxAuthor • 3 yrs to create each title with 2 peer reviewers

  3. University of Arizona Critical Languages Series • Originally Published on CD/DVDROM, available from UAPRESS, Amazon, etc. • Good reviews from CALICO, EUROCALL, SEEJ • Tested by FSI, CFSI, NASILP members

  4. NASILP • National Association of Self-Instructional Language Programs • Non-profit association helping institutions establish LCTL programs for 40 years • 60 member institutions currently instructing 80 languages, mostly for credit • Currently headquartered at U of Arizona Critical Languages Program where we have 450 students in 17 LCTLs.

  5. Critical Languages Series Online • In operation since 2009, non-credit, subscription-based online delivery in conjunction with University of Arizona Press • Users do not need to be enrolled at Univ. of Arizona • Works on major platforms/browsers/most locked down systems, 24/7/365 service, uses Moodle,Flash,JS • Video/audio on demand, MP3 downloads • $79.95 per 6 months ($13.33/mo), authors receive royalties. • Used at: UACLP, CFSI: ‘non-editing teacher’ access for program coordinators.

  6. CLSONLINE Demo • Beginning Kurdish Lesson 1 • Follow video script and add: MP3 download, glossary (hati), keyboard.

  7. CLSONLINE user comments • "Overall, [Beginning Kazakh] is an excellent mix of useful conversational material and solid grammatical introduction.” • "The only Kazakh language materials I've found before in English have been very basic. I've used a variety of Russian materials for learning Kazakh, but none have any listening component, which is absolutely crucial."

  8. Our Moodle customizations • Custom C++ code that creates html files with links to audio,video,keyboards. Also exports special format xml/html to exercises: glossary, listening dictation, fill-in-the-blank, multiple choice, flashcards. • Flashcard plugin – we added php so linked audio files can be played and html can be imported. • On screen keyboard – for languages such as Kurmanji Kurdish that don’t have standard keyboards • Audio played without a pop-up player by using SoundManager • Video is being played without a pop-up player using Flash

  9. Current CLSONLINE limitations • Requires Flash for video, so doesn’t work on iPads, etc. • Uses Frames

  10. Mobile support prototype • Runs on most devices/browsers/OSes • HTML5 (no Flash required) • Use Videojs (open source) for video playback: Webm and mp4 • SoundManager2 for mp3 audio playback: uses HTML5 with optional Flash-based fallback • Enhanced user interface for all devices: full screen video, seamless view switching, etc. • Deployment this summer

  11. CLSONLINE Future possibilities • Better dictation grading, pronunciation. • Use Moodle Mobile Apps announced by Moodle 5/7/13 for Android + iOS which uses HTML 5 and replaces the old mobile app for iPhone, My Moodle.

  12. Mahalo and Thank You! For more information see:http://cls.arizona.edu/

  13. References • Blankenship, B. and Hinnenbusch, T. (2013). Survey of Digital Materials for Teaching Less Commonly Taught Languages. Journal of the National Council of Less Commonly Taught Languages, 13, 33-49. • Dunkel, Brill, and Kohl (2002). The Impact of Self-Instructional Technology on Language Learning: A View of NASILP. New Technologies and Language Learning: Cases in the Less Commonly Taught Languages, ed. Carol Anne Spreen. 99. University of Hawai’i at Mānoa. Retrieved from http://nflrc.hawaii.edu/networks/TR25/TR25-5.pdf • Godwin-Jones, R. (2013). The Technological Imperative In Teaching And Learning Less Commonly Taught Languages. Language Learning & Technology, 17(1), 7–19. Retrieved from http://llt.msu.edu/issues/february2013/emerging.pdf • Iskold, L. (2011), CALICO Software Review: Intermediate Ukrainian. CALICO Journal, 28(2), 546-559. Retrieved from https://www.calico.org/p-578-Intermediate%20Ukrainian%20%2812011%29.html • Kesli, Y. (2007). CALICO Software Review: Intermediate Turkish.CALICO Journal 24(3), 729-736. Retrieved from https://www.calico.org/p-280-Critical%20Languages%20Series%3A%20Intermediate%20Turkish%20%2852006%29.html • Sahin, M. (2011), CALICO Software Review: Advanced Turkish. CALICO Journal, 28(2), 560-568. Retrieved from https://www.calico.org/p-579-Advanced%20Turkish%20%2812011%29.html • Stauffer, R. (2007), Product Review of Beginning Ukrainian. Slavic and East European Journal, 51(3), 655-656. Retrieved from http://cls.arizona.edu/resources/review-seej.htm • Türel, V. (2003). CALICO Software Review: Beginning Turkish.CALICO Journal, 20(3), 592-602. Retrieved from https://www.calico.org/p-118-Beginning%20Turkish.html • Türel, V. (2011). CALICO Software Review: Beginning Kurmanji Kurdish. CALICO Journal, 28(3), 766-776. Retrieved from https://www.calico.org/p-577-Beginning%20Kurmanji%20Kurdish%20%2852011%29.html • Yang, P. (2006), “CALICO Software Review: Intermediate Cantonese,” CALICO Journal, 24(2), 421. Retrieved from https://www.calico.org/p-258-Intermediate%20Cantonese%20%2812006%29.html

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