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Now showing 1 - 5 of 35
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    Cultura-Inspired Intercultural Exchanges: Focus on Asian and Pacific Languages
    (National Foreign Language Resource Center, University of Hawaiʻi at Mānoa, 2014) Chun, Dorothy M.
    Although many online intercultural exchanges have been conducted based on the groundbreaking Cultura model, most to date have been between and among European languages. This volume presents several chapters with a focus on exchanges involving Asian and Pacific languages. Many of the benefits and challenges of these exchanges are similar to those reported for European languages; however, some of the difficulties reported in the Chinese and Japanese exchanges might be due to the significant linguistic differences between English and East Asian languages. This volume adds to the body of emerging studies of telecollaboration among learners of Asian and Pacific languages.
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    The Envisioning Project-Based Language Learning MOOC
    (National Foreign Language Resource Center, 2020-04-24) National Foreign Language Resource Center ; Tschudi, Stephen
    The Envisioning Project-Based Language Learning MOOC aims to offer course participants basic information about project-based language learning (PBLL), which refers to a scheme of curricular design for learning world languages based on established principles and practices of high-quality project-based learning as described by pblworks (Buck Institute for Education). The learning outcomes targeted in this course are: -identify essential features of high quality project-based learning (PBL) project designs -identify key concerns of project-based language learning PBLL compared to PBL in other disciplines -describe sources for project ideas -identify the three dimensions of “authenticity” in projects -craft an effective “driving question” (challenging question or problem) -generate multiple project ideas and test them using the Product Square, aligning product, audience, partners, and purpose -anticipate "Need-To-Knows" for a project's content, skills, and management The content in this exported Moodle course is licensed to you by the author, the National Foreign Language Resource Center at the University of Hawai‘i, under a Creative Commons BY-NC-SA 4.0 license. This means that you are free to reuse this material as-is, or to edit it to create a derivative product, as long as (1) you include accurate and appropriate attributions (as seen below) on pages of this or any derivative product; (2) you use this product or offer any derivative product only for noncommercial purposes, i.e., you are not permitted to profit from this product; and (3) you grant the same license and usage rights to any users of any product derived from this one. In order to use this material, you will: 1. Ask your Moodle administrator to create a course space for the MOOC; 2. Use Moodle's Import function in the course space to draw this content into your course (see gear icon on main course page, use "Restore"); 3. Edit course content and course settings to suit your needs (this might include adding or deleting material). As an example, if you do not anticipate your participants being able to take part in online discussions, you may wish to delete or hide the discussion forums in the course; 4. Enroll learners and run the MOOC.
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    Singing Our Way to Well-Becoming
    (National Foreign Language Resource Center, 2016-12-02) Murphey, Tim
    Well-being is a state of general “wellness” which can make us lazy in our efforts to improve the world. I have proposed “well-becoming” as a more active, procedural way to conceptualize the quest for well-being. Inspired by a colloquium recently in Finland I wish to explore how we can “well be-love” or do “well be-loving,” in a Barbara Frederickson positive psychology way that enhances our health and happiness as she describes in her book Love 2.0 (2013). I believe that one of the ways that this happens in my classes is through singing short songlets, with call and response routines, which begin as speed dictations that students help each other with and then turn into short conversational routines. I will be singing with the audience several songlets which basically answer some our most enduring questions in our lives and whose answers give us guidance and hope: How are you? How do you have a good life? How do you succeed? What do you like? What do you love? Who do you love? What should we notice? What is good advice? These can then become call and response short conversation with our students. I will have further documentation about the benefits of singing from a variety of disciplines.
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    Developing Courses in Languages for Specific Purposes
    ( 2015-05-19) Trace, Jonathan ; Hudson, T. ; Brown, J.D.
    The goals of most foreign language (FL) instruction in higher education within the United States are built around three main components: (a) the acquisition of the knowledge of language skills for general communication use; (b) exposing learners to other cultures and ideas; and (c) fostering an appreciation of differences in cultures and ways of thinking. While each of these are certainly noble outcomes and likely meet the needs of the majority of university level FL learners, they remain quite broad in terms of what it is a learner will actually be able to do with the language once they have left the classroom. This is especially true for those of us faced with learners who have specific and sometimes immediate language needs that require more than generalized or dispositional knowledge alone. For these learners, Language for Specific Purposes courses provide an invaluable alternative or supplement to general language courses.
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    Practical Assessment Tools for College Japanese
    ( 2013-10-10) Kondo-Brown, Kimi (Ed.) ; Brown, James Dean (Ed.) ; Tominaga, Waka (Ed.)
    Practical Assessment Tools for College Japanese collects 21 peer-reviewed assessment modules that were developed by teachers of Japanese who participated in the Assessments for Japanese Language Instruction Summer Institute at University of Hawai`i at Mānoa in summer 2012. Each module presents a practical assessment idea that can be adopted or adapted for the reader’s own formative or summative assessment of their Japanese language learners. For ease of use, each module is organized in approximately the same way including background information, aims, levels, assessment times, resources, procedures, caveats and options, references, and other appended information.