1:00 p.m.-
4:00 p.m.

Preconference Workshop
Video Storytelling: Computer-based Video Projects for Students
Jacquelyn Thomas-Sandone, University of Missouri-Columbia

Participants in the workshop will see a number of creative ideas to involve students of all language levels in the creation of short "movies" that can demonstrate anything from mastery of vocabulary and grammar, to communication strategies, to cultural awareness.  All participants will get hands-on practice with creating the movie project of their choice and will examine different grading rubrics for video projects.  We will use Windows Movie Maker and/or iMovie, depending on if the majority of participants are Mac or PC users. All have the option to bring their own laptops, if so desired.  

Presenter Bio: Jacquelyn Sandone has taught Spanish at the University of Missouri-Columbia since 1995 and was a coordinator of its elementary Spanish program for four years. She is currently the educational technologies specialist for the College of Arts & Science as well a faculty member in the Department of Romance Languages and Literatures.

6:00 p.m.-
7:00 p.m.

Registration
Wine & Cheese Reception

7:00 p.m.-
9:00 p.m.

Welcome Session
Are We Maximizing Students' Performance with Technology?

Panelists:
Amy Delaney, St. Charles West High School
Jacquelyn Thomas-Sandone, University of Missouri-Columbia
Deborah Baldini, University of Missouri-St. Louis

Moderators:
Beth Eckelkamp, University of Missouri-St. Louis
Kimberley Sallee, University of Missouri-St. Louis

8:00 a.m.-
8:30 a.m.

Registration
Continental Breakfast

8:45 a.m.-
9:30 a.m.

Session 1
Virtual Projects in Your Foreign Language Classroom
Amy Delaney

Presenter Bio: Amy Delaney works at St. Charles West High School teaching French. In the past, she has worked for Hazelwood School District and St. Charles Community College. She graduated from Saint Louis University with a degree in French and Secondary Education in 1995 and received her masters from Webster University in 2001. Amy was voted Star Teacher four years in a row by students at Hazelwood East High School. This year, teachers at St. Charles West High School nominated her for teacher of the year. In addition, she was nominated for DisneyHand Teacher Award in 2004. She has taken several student trips to Europe from her high schools and spent time in France during her junior year at Saint Louis University.

Session 2
Using Technology in the Development of Proficiency-based Activities and Assessment
Beth Landers

As the UM-St. Louis elementary language program has moved to a proficiency-based curriculum, technology has played a key role in the organization and development of new course materials targeting oral and written proficiency. Faculty members have incorporated technologies such as Blackboard, voice tools, discussion boards, and digital voice recorders into their teaching. In this session, faculty in French and Spanish will discuss specific proficiency-based class activities and assessments that they have developed using the technologies mentioned above. Sample activities in French and Spanish will be provided.

Presenter Bio: Beth Landers is currently director of Language Programs and assistant teaching professor in French at the University of Missouri-St. Louis. She completed her MA in French at Washington University in St. Louis.

9:45 a.m.-
10:30 a.m.

Session 1
Foreign Language Lessons with Quia.com
Katy Fine

Participants will learn how to create lessons with Quia.com and also how to record and add sound files to enhance the capabilities of this Web site. The advantage of this resource is that teachers can customize lessons to meet their individual learning objectives. Furthermore, if students have access to the Internet at home, they can drill and practice vocabulary using the activities on the Web site that have been specifically created by their teacher.

Presenter Bio: Katy Fine is currently a teacher at Hoech Middle School in the Ritenour District in St. Louis. She has been introducing sixth-, seventh-, and eighth-grade students to the joy and challenge of foreign language learning for the past seven years in exploratory French and Spanish classes. She also taught high school students (French I-IV) for three years in Southwest Missouri and two years in Jos, Nigeria. Katy daily incorporates technology in her lessons and is delighted to share an effective and enjoyable Internet-based activity that enhances vocabulary development.

Session 2
Dead End or New Horizon?: The Hybrid Course Model in Foreign Language Acquisition
Olaf Schmidt

Based on a recent language course project, this presentation attempts to offer a variety of approaches and solutions for theoretical progress, conception and structure, execution, and evaluation of hybrid course models in modern academia. "Hybrid" or "blended" seminars merge traditional face-to-face classroom instruction with computer-based online learning at a ratio based on course type and educational goals. There will be specific emphasis on typical problems of project planning, technology and time management, individualized communication practice, module development, and assessment tools. The presentation is designed not only as an introduction and critical evaluation of the hybrid course model, but also as a valuable resource of practical information and conceptual suggestions for faculty currently projecting, teaching, or assessing similar concepts. Within the limits of our "Academic Transformation" grant, we decided for an introductory language section to be developed into a hybrid course which had to meet equal educational goals as the traditionally taught sections indicated by an identical exam process. We used Blackboard as our comprehensive database, major communication tool, and interactive course Web site and calculated a 60-40 ratio of class and online time, which had to be adapted to 70-30 throughout the semester. While most hybrid concepts emphasize the development of written communication skills as a key objective, our model had to focus mainly on the speaking skills of the individual student reflecting and enhancing the communicative methodology. Open-ended oral tasks specifically designed for particular students or small groups with similar interests were not only effective and extremely popular, they also generated the highest degree of personal involvement and creativity. While such assignments will be highlighted, the entire process of projection, preparation, execution, and tentative assessment will be the topic of this presentation.

Presenter Bio: After receiving his MA from Berlin's Humboldt University in 2001, Olaf Schmidt accepted a visiting position at Tulane University while resuming his dissertation program at Humboldt in 2004. During his four visiting years at Tulane, he worked intensively towards incorporating modern technologies, Internet resources, and the Blackboard LMS into language courses and the departmental curriculum. Acknowledging the visual, textual, and communicative potential of music video formats for creative language learning, he developed and repeatedly conducted a workshop exploring the didactic opportunities of video clip narratives and visuals. After a brief visit to the University of Missouri after Hurricane Katrina, he decided to relocate to Columbia to work with Dr. Monika Fischer, an experienced developer of e-learning and hybrid concepts. In 2007 they collectively applied for and received an "Academic Transformation" grant for a hybrid language course, Olaf he taught during the previous fall semester.

10:45 a.m.-
11:30 a.m.

Session 1
Background Knowledge and Electronic Scaffolding of Second Language Readers: Case Study Implications
Deborah Baldini

What happens when second language readers lack, or cannot access, appropriate background knowledge? This session presents a general overview of the processes involved in reading and the role of background knowledge in enabling second language (L2) readers to construct a mental representation of texts. The session also presents the results of a case study exploring the use of authentic second language materials from the World Wide Web as mediational tools to develop second culture background knowledge and discusses implications for classroom use.

Presenter Bio: Deborah Baldini, teaching professor and associate dean at the University of Missouri-St. Louis, holds a PhD in Educational Psychology. Dr. Baldini's research includes computer-assisted foreign language learning, foreign language knowledge base, teacher beliefs, second language acquisition, and foreign language teaching methodologies. A member of the foreign language faculty since 1980, Dr. Baldini teaches Spanish. She has published software for college-level Spanish, has served as a consultant to high schools, community colleges, and universities, and has served as a reviewer of college-level Spanish textbooks and multimedia projects. She has presented papers at numerous local, state, and national conferences. 

Session 2
Speaking Activities and Video Podcasts
Denise Mussman

The speaker will cover a variety of speaking activities from role-plays to presentations in the ESL classroom. Some are based on interviews outside of class. Then she will discuss recording podcast videos using a webcam. These are then loaded on the class Web site, making it easy for students to view and respond to. Audience can then contribute other ideas for speaking assignments and technology.

Presenter Bio: Denise Mussman has an MA in Applied Linguistics and a BA in French. Denise has been teaching English as a Second Language since 1990. Prior work experience includes teaching conversational French. Her area of specialty is accent reduction, for which she has created materials and worked as a consultant to area businesses. At UM-St. Louis, she is the ESL Program Coordinator and she teaches international teaching assistants. To enhance teaching, she uses webcams, My Gateway features including Discussion Boards, and Web sites.

11:45 a.m.-
12:30 p.m.

Session 1
Practical Uses of Notebook and Smart Ideas Software for the Smart Board
Jane Zeiser and Debbie Gubany

This session will focus on using the Smart Board in a more interactive way with students. The presenters will demonstrate how to use other features of the notebook software for games, vocabulary, and grammar review. A second focus in this session will be Smart Ideas, which is another software feature that allows for concept mapping such as Venn diagrams and webbing. Participants will learn the basic features of both software programs and practical ways to incorporate them into a lesson plan.

Presenter Bios: Jane Zeiser, an associate professor of French and Spanish at St. Charles Community College, teaches distance and hybrid courses. Incorporating podcasts, video clips, and blogs into WebCT, as well as interactive Smart Board activities have been her professional development focus for several years.

Debbie Gubany, a master teacher at Francis Howell Central High School and an adjunct instructor at St. Charles Community College, has created outstanding interactive activities with the Notebook software. She has truly embraced the Smart Board to enhance instructional delivery.

Session 2
'Lab' for Upper-division Foreign Language Classes?
Teresa Johnson

The use of technology to support the development of foreign language skills at the advanced level will be discussed, and specific examples provided of how current language learning centers can and should add to the development of advanced comprehension and expression skills in a foreign language. Discussion and examples of systematic integration of technology in the advanced level curriculum to enhance cultural appreciation and to increase accuracy in comprehension and expression at the advanced level will also be included.

Presenter Bio: Teresa H. Johnson is a professor in the Department of Modern and Classical Languages at Saint Louis University. Her special interests are first language acquisition, second language learning, and native and acquired bilingualism.

12:30 p.m.-
1:30 p.m.

Lunch
Vendor Fair
Poster Presentations

1:45 p.m.-
2:30 p.m.

General Session
Visualizing Language: Using Video and Film to Contextualize Grammar
Sandy Trapani

One of the challenges that language educators face in day-to-day classroom instruction is how to contextualize grammar in a meaningful way. Activities are often framed with verbal or written instructions and with still pictures or images to establish a context, but less commonly include a video component to present grammatical structures. By using film or video to establish the context, language comes to life in the classroom. Current research suggests that in order to acquire certain grammatical concepts such as past narration, students must be allowed to see an event to be able to correctly select a tense. With video, students are able to clearly distinguish background or non-sequenced events from foreground or sequenced events. In this session, attendees will participate in a series of hands-on activities that use commercials to contextualize past narration. In addition, the use of video and film as a pedagogical tool in the presentation of other grammatical structures will be demonstrated. Lastly, a set of activities on adverbs of manner that uses film as a context will be shared with the audience. The activities presented are applicable to both secondary and higher education language courses at the beginning or intermediate level.

Presenter Bio: Sandy Trapani is an associate teaching professor of French in the Department of Anthropology and Languages at the University of Missouri-St. Louis. She is co-director of the Strasbourg Summer Language Program and is a liaison for the Advanced Credit Program. Her interests include proficiency-based instruction, technology-enhanced instruction, and ACTFL OPI and OPIc. She is currently working on the redesign of the French curriculum for the beginning language sequence and uses Wimba voice tools, DVR, film, and video in those courses.

2:45 p.m.-
3:30 p.m.

Session 1
Clickers: Can They Be Used to Facilitate Communicative Language Learning?
Susan Yoder-Kreger

The Foreign Language classroom has been inundated with many new kinds of technology. As language instructors, we are excited about the way these tools can be used in our classrooms to foster communication in a second language. However, all technology has limitations and it is increasingly more important to evaluate the most effective way to use the technology that is being offered to us. The classroom response system and the use of the responders or "clickers," as they are often called, are becoming more and more popular in university and high school classrooms. They are relatively common in large lecture classrooms, where they save time by instantly taking attendance and quickly determine the percentage of students who understand the material as it is being presented. We, as language instructors, however, are interested in developing our students' communicative skills. How can pressing a button and answering A, B, C, or D foster communication? This presentation will explore a variety of activities that use clickers to facilitate second language acquisition, while keeping in mind the types of activities to avoid.

Presenter Bio: Susan Yoder-Kreger is an associate teaching professor of Spanish at the University of Missouri-St. Louis, where she has taught since 1998. Her teaching experiences include 11 years at the high school level before receiving an MA from the University of Virginia. Her interest in technology has influenced her approach to teaching and to the redesign of the language curriculum at UM-St. Louis.

Session 2
Hypermedia Readers for Language Learning
Thom Thibeault

This presentation focuses on hypermedia readers created by language instructors using HyperMedia Editor. Hypermedia readers allow language students of all proficiency levels to read materials written for native speakers. Students can click on unfamiliar words to get additional information about those words. The information can be in a variety of formats, including text (definitions, explanations), sound (readings, pronunciation), images, animations, Web links (online quizzes and activities, cultural content), and video. Because students control access to the information, they can work independently at their own pace in the process of mastering the material. HyperMedia Editor, developed by the presenter, is a new tool that allows language instructors to create their own hypermedia readers. The presentation will begin with a discussion of the pedagogical benefits of hypermedia readers in language learning. The presenter will then demonstrate the functions and features of HyperMedia Editor. The first part of the demonstration will show hypermedia readers from the student perspective, using jokes, video clips, and other short texts in various languages as examples. There will also be an example of how commercially produced materials, such as Pimsleur or audio lab materials, can be pedagogically enhanced by creating a hypermedia add-on. Examples will demonstrate how hypermedia readers can also be linked to Web-based assessment tools, created with online services, such as Quia.com. In the second part of the demonstration the editing features used by the instructor will be highlighted. Appropriate for all languages and can be used on Macs and PCs. Participants will receive a free license number for their own copy of the software.

Presenter Bio: Thom Thibeault has a BA in Modern Languages (German and Spanish) and an MEd from the University of Maine and a PhD from Universität Salzburg. Since 1989, he has been director of the College of Liberal Arts Media Center and Language Media Center, and asstistant professor of German at the South Illinois University Carbondale. His research focus includes the use of hypermedia and virtual worlds for language learning. Dr. Thibeault has taught German and Spanish at the high school level for three years and German at the university level since 1983, and has been involved in computer-assisted language learning (CALL) since 1981.