Archive for October, 2014

Think About ‘Recording’ – part 1: Use Case of Video Capture Cart

Friday, October 31st, 2014

videocaptureThe video capture cart equipped in the digital language classrooms has been used by various instructors this quarter.  Many classes in the different level, from Advanced EFS classes to Beginning Hebrew class, have been capturing the student’s presentation with the video capture cart.  Some class conduct the speech or presentation twice a quarter.  Other classes may record more (every 2 weeks or so).

The general approach of recording with the video capture cart follows the following process.

  • The instructor record the student’s presentation and upload the file to the drop-box in the Coursework
  • The instructor provide the feedback to each video file following
  • The students will review the feedback to improve their next presentation.

A beginning Hebrew class, for  example, conduct the student speech (5-7 minutes) every 2 weeks or so and the student cover the content of the chapters that they studied.  The speech is recorded and uploaded for the students to review the feedback from the instructor.  Also, in the end of the quarter, the content of the speech will be comprehensive, which requires the students to go back to review all the speeches they have completed.  The recording files can be a part of ‘e-portfolio’ for the students and instructor to see the progress.

Other instructor also recorded the discussion/debate by students in the class.  In this case, instead of uploading the file to the drop-box in the CourseWork, the instructor can upload the file under ‘Materials’ in the Coursework in which all students can view the file.

I believe one of the most important aspect of this activity is that it allows the instructors to assess the student’s progress as well as the students to reflect their performance.  To make this process effective, the instructor’s feedback and the instruction for the students to review and reflect the recording is significantly important.


Whiteboard “TeamBoard” in the language lab classrooms

Monday, October 27th, 2014

One of the common features equipped in the digital language lab classrooms is the TeamBoard.    This screen board allows us to write on with dry erase makers.


Another function which the Teamboard has is to be functioned as an interactive whiteboard using the tools such as Microsoft Ink Tool in Microsoft Word or PowerPoint.  The TeamBoard is connected to the wall-mounted projector and it will project the display of the instrcutor’s machines in the classroom.

When you open a document in Word or PowerPoint and touch the board, the ink tool tab will appear in the application (The image below is the Microsoft Ink Tool Tab in Microsoft Word).  You will select the tool to draw the line or highlight  in the document.


Other annotation or drawing tools can also be used for this interactive whiteboard, for example, the annotation and drawing makeup tool in Adobe Acrobat Pro X or simple Adobe Photoshop and so forth.

Adobe Acrobat Annotation Tool

Adobe Acrobat Drawing Makeups









Whether you use the dry erase markers or Ink tools, the primary function of the screen board is to write.  However, the major difference between the two is that the interactive annotation and drawing tool allow us to save the drawings in document.  Therefore, the interactive whiteboard can be beneficial for the activities which involves the instructor’s feedback to the student work, for example.  The Ink Tool can be used for instructors to provide the feedback to student’s paper  in word document or research presentation in powerpoint slide (memo, highlight, underlines…etc).  For example, an EFS class uses the TeamBoard annotation and drawing to provide the feedback to student’s papers.  The feedback from the instructor will be saved in the document.  Then, the students will be revising their work following the feedback.

Introduction to Oral Proficiency Levels

Monday, October 27th, 2014

Language: Spanish
Introduction to Oral Proficiency Levels is a free open educational resource (OER) from our sister LRC, the Center for Open Education Resources and Language Learning, that can help you gain a foundational understanding of how to evaluate Spanish speakers. The resource includes:

Practice: Video-based practice modules designed to strengthen your understanding of the ACTFL Speaking Proficiency Guidelines and to help you evaluate the speaking levels of your language students.
Materials: Editable versions of the practice modules on Google Drive that you can revise and share with other educators.
Guidance: Instructions on conducting interviews to assess Spanish learners’ proficiency levels.

This resource is available at
Read a discussion of this resource at
Learn more about COERLL’s projects and plans at


Source:  CASLS InterCom

New Language Lab Facilitites in Lathrop – Oct 2014

Monday, October 13th, 2014

The images of the drop-in area and the classroom and instructor’s meeting spaces.

lathrop_198room lathrop_touchdown195_196 lathrop191room lathrop199_dropin

For the detail, please visit the language lab website


Title VI Language Resource Centers (LRCs) funding – CASLS InterCom news Oct 2014

Monday, October 13th, 2014

The funding by the U.S. Department of Education’s Title VI Language Resource Centers program for 2014-2018 has been announced.

Read more about the four new LRC’s that have been added in this four-year cycle at

Learn more about LRC’s at



From – CASLS InterCom