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New keyboard shortcuts for diacritics on LRC Teacher PC

  1. The US international keyboard layout that has come with MS-Windows for many years (though – except in the LRC – not set as default, you need to enable it in the control panel) greatly facilitates typing of characters for most languages that use Roman script with common diacritical marks, but does not cover Pinyin and similar diacritical marks.
  2. Carly from Carleton, as avid a language teacher as a technologist,  had the great idea to extend Microsoft’s US-international keyboard so as to include all the Pinyin tone marks (and other accents useful for linguists). Here is the upshot, extracted  from her  instructions, but excluding  what (either shortcut or (use of common accents within Pinyin is now covered also below) purpose) has not changed from the shortcuts of the non-extended US-international keyboard  that used to be the default in the LRC:
  3. What you want Which keys you press (before comma  is “dead” key = no result until after next key) Example

    acute accent, pinyin 2nd tone

    ‘(=apostrophe), vowel

    á é í ó ú

    grave accent, pinyin 4th tone

    `(=grave), vowel

    à è ì ò ù

    macron accent, pinyin 1st tone

    hyphen, vowel

    ā ē ī ō ū

    pinyin 3rd tone

    %(=shift+5), vowel

    e.g. ǎ ě ǐ ǒ ǔ

    ü with pinyin tones

    Accent, double-quote

    e.g. ǖ ǘ ǚ ǜ

    letter with dot below

    ; (=shift+period), letter

    e.g.clip_image001

    letter with double acute

    : (=shift+;) , o or u

    ő, ű, Ő, Ű

  4. We are offering the extended US-international keyboard this as an optional keyboard on the teacher and student PCs with Windows 7.
    1. To select the new keyboard layout, use the language toolbar, click on 2nd option:
    2. image
    3. To explore the new keyboard layout use the Windows On-screen keyboard which will let you peek ahead after your pressed a dead key.
    4. To bypass a special dead key (= get the normal behavior of the key), press SPACE after it.

How teachers can conduct a 1-on-1 student oral assessment in their office using Sanako Lite Recorder

  1. If you need to conduct an OPI or other one-on-one oral exam instead of class-size oral exams we offer in the LRC,
    1. we have conducted 1-on-1 speaking assessments using the Sanako headsets and Student Recorder in the LRC.
    2. However, since this setting does not offer much privacy (and also because it blocks  the LRC classroom ), we would recommend conducting such exams in faculty offices. For this scenario, teachers can use:
      1. one of the headsets that can now be checked out by faculty, and in working condition,
      2. the Sanako LITE or standalone recorder – which could not be rolled out by IT on all teacher computers, but I programmed a workaround installer – and is friendlier (for recording and listening/grading) than Audacity. Sanako recently provided a useful guide for one-on-one examinations with the Study Lite recorder here (you do not need a desktop microphone like shown here, it is sufficient to position the headphone appropriately on the desk instead).

How to record and submit a photo presentation assignment

A step-by-step explanation how Moodle/PowerPoint allow

  1. a student
    1. to create a photo album from their photos (remind them that they need to be able to download their photos onto the LRC computers), we will load this from their computers analogous to this: How to create a visual cue exam file using Insert Photo album in PowerPoint
    2. to narrate the photoalbum
      1. In the LRC with 2007: https://thomasplagwitz.com/2013/01/22/how-students-can-record-their-picture-or-photo-presentations-with-powerpoint-2007/
      2. or if they use 2010 outside of the LRC, https://thomasplagwitz.com/2013/01/17/recording-student-picture-presentations-with-powerpoint/
    3. To refine their presentation:
      1. Do not edit your audio – not  good language learning  pedagogy.
      2. Rather redo your entire presentation, paying extra attention to the weaknesses you observed when reflecting on your last recorded attempt . You will learn more foreign language this way than if you learn how to edit digital audio. Before you re-record your narration, clear the existing narration from PowerPoint, or save into a new file to be able to compare the Before/After.
    4. to submit: How a student takes a Moodle Single file upload assignment.
  2. a teacher
    1. to prepare:How a teacher creates a Moodle Single file upload assignment, with optional attached file
    2. to grade (reviewHow a teacher grades a Moodle Single file upload assignment):
      1. Save the Moodle file submission assignment
      2. Double-click the PPSX  file to play the file in PowerPoint.
      3. Use the Moodle grade book to grade and provide other feedback.

How students can record their picture or photo presentations with PowerPoint 2007

  ppt ppt-save-as-show

  1. On the ribbon:slideshow, click “record narration”,
  2. click “Change quality”,
  3. change the quality to 16Kbit from the default of 8kbit (which caused audio break-ups when I tested),
  4. click OK and present, using the headphones,
  5. then Save As / Show.
  6. You can easily use the saved  file to e.g. upload the assignment to your teacher’s  Moodle / File Upload Assignment.

LRC learning resources Moodle metacourses: Our list

2013/01/18 1 comment

UPDATE: The LRC Metacourses are being rolled over to MOODLE2. Metacourses having only an OldID are currently still unavailable in Moodle2. And the student enrollment needs to be updated manually until the end of add/drop. On the upside, teachers do not need to make course available to students anymore. The LRC can do this (Metacourses for languages saying #Ref are waiting to be rolled over, tell me if you need them)..

The following LRC Moodle metacourses for teaching materials are available to LCS and ELTI  (including LRC-Resource  with training materials for using language learning technology in and outside of the LRC, as well as for independent study languages).

The naming scheme follows the course abbreviations taught in the departments that the LRC supports:

These courses appear in the Training branch of the Moodle-courses tree-menu on the left (for all study programs you teach in):

moodle-tree-resource-courses_thumb

The metacourse for a language (or field of study)  is accessible to all students studying this language during the term of their study.

What is “Content location” in Sanako Study Student Recorder (including Lite) for?

imageimage

  1. While working on rolling out the free Sanako Light recorder to all faculty computers in a more systematic, automated way, the question has come up:
  2. What is “Content location” in Sanako Study Student Recorder (Ver 6, including Lite) “Administrative Settings” for, and how can it accept a URL?
    1. No such field in Ver 5.51; no mention in the help file; no manual this new (free) version would help seems included with the download.
    2. I am trying to point the “My files” to a more shared and LRC-accessible location on our SANAKO network share. Should I try the same with “Content Location”, or is this (defaults to “Application Data”) a strictly temporary location for during authoring?
  3. Answer: Sanako seems to be planning using this for distributing their own learning materials, esp. for ESL.

LRC online language learning materials: the list

2013/01/17 2 comments

Below you can find a scrollable and searchable list of LRC learning materials in Moodle metacourses  (of which you can find a standalone list here).

You can filter this LRC Excel Web App using the column header dropdowns. You can click on the language in the leftmost column to go to your language’s metacourses and in its folders easily locate the resources in the right columns.

Languages that do not have their dedicated metacourse are LCTL/independent study and can be found in the LRC metacourse.

Note that the material you are looking for are not necessarily in this list, as there are other containers for language learning materials used on campus, including individual Moodle courses, textbook publisher applications, often based on Quia, like for Hybrid 1st-year Spanish, and the library ereserves.

Larger view here. UNCC-LRC Editors click here.

 

FERPA in the Language Resource Center

Here I am collecting (i.e. simply curating; my thanks go to  http://www2.ed.gov/policy/gen/guid/fpco/ferpa/students.html and http://counsel.cua.edu/ferpa/questions/index.cfm)  guidance and a few opinions on cases that are common in the Language Resource Center:

  1.  http://www2.ed.gov/policy/gen/guid/fpco/ferpa/students.html:

    This guidance document is designed to provide eligible students with some general information regarding FERPA and their rights, and to address some of the basic questions most frequently asked by eligible students. You can review the FERPA regulations, frequently asked questions, significant opinions of the Office, and other information regarding FERPA at our Website as follows:

    www.ed.gov/policy/gen/guid/fpco/index.html

     

    The term "education records" is defined as those records that contain information directly related to a student and which are maintained by an educational agency or institution or by a party acting for the agency or institution.

    FERPA generally prohibits the improper disclosure of personally identifiable information derived from education records.

     

    Another exception permits a school to non-consensually disclose personally identifiable information from a student’s education records when such information has been appropriately designated as directory information. "Directory information" is defined as information contained in the education records of a student that would not generally be considered harmful or an invasion of privacy if disclosed. Directory information could include information such as the student’s name, address, e-mail address, telephone listing, photograph, date and place of birth, major field of study, participation in officially recognized activities and sports, weight and height of members of athletic teams, dates of attendance, degrees and awards received, the most recent previous educational agency or institution attended, grade level or year (such as freshman or junior), and enrollment status (undergraduate or graduate; full-time or part-time).

    A school may disclose directory information without consent if it has given public notice of the types of information it has designated as directory information, the eligible student’s right to restrict the disclosure of such information, and the period of time within which an eligible student has to notify the school that he or she does not want any or all of those types of information designated as directory information. Also, FERPA does not require a school to notify eligible students individually of the types of information it has designated as directory information. Rather, the school may provide this notice by any means likely to inform eligible students of the types of information it has designated as directory information.

     

    Pasted from <http://www2.ed.gov/policy/gen/guid/fpco/ferpa/students.html>

  2. Q Is a student’s assignment (written or perhaps a video production), once handed in to a professor, an education record protected by FERPA? A In a September 1, 1993, opinion letter to the American Library Association, LeRoy Rooker, the Director of the Family Policy Compliance Office, stated the following: "Generally any written examination or paper that is prepared by a student and that reveals or discloses a student’s identity would be considered an ‘education record’ under [the regulatory] definition (so long as it is maintained by the institution). That is, in ordinary circumstances FERPA prevents an institution from disclosing or publishing a student’s written examination or paper without prior written consent, except in accordance with the specific exceptions set forth in 34 C.F.R. § 99.31." 34 CFR 99.31 lists a number of exceptions, including disclosure to other school officials with a legitimate educational interest; disclosure in connection with financial aid for certain purposes; stated and local educational authorities; and to accrediting organizations among others."
    1. Q. My institution has migrated to Google for email and now is interested in making Google Docs available to the community. The idea is that faculty and students will be able to collaborate on documents using Google Docs which would make the learning environment richer. I am concerned that this "sharing" may inadvertently lead to the inappropriate disclosure of FERPA protected information especially the information of those students who have opted out of disclosing "directory information". I would love to learn what other institutions have done to deal with this issue. A. The first thing to figure out is whether your contract with Google (which typically covers both e-mail and apps together) is FERPA-compliant to begin with. Google doesn’t "volunteer" that, so chances are it isn’t, which raises issues as to whether you can disclose information even to Google. To the extent that the "docs" are accessible only to students enrolled in a particular class, I believe that your faculty have some leeway to discuss students and their work — much as they do in a physical class.  (For example, FPCO has stated that students have no right under FERPA to remain anonymous in class, and, as one Justice noted in the Owasso case, much to the dismay of law students everywhere, FERPA does not prohibit use of the Socratic method.) However, if the "docs" are accessible more broadly, your faculty could not post anything that would constitute an education record without the student’s consent, and it’s worth thinking through, from a policy perspective, whether faculty should be allowed to require students to post things directly to an open site. Another issue to think through is copyright. While most of the commercial CMS systems are now capable of facilitating TEACH compliance easily, through integration with your SIS, my understanding of Google Apps is that it currently would require each individual faculty member to take all of the necessary steps manually. Answer courtesy of Steven J. McDonald, General Counsel, Rhode Island School of Design.
    2. Q. An on-campus speaker was videotaped, and the sponsoring department wants to put the video up on its website (i.e., non-commercial use). The videographer was in plain sight. The speaker’s consent was obtained, but not those of students who asked questions (mostly off-camera). Anyone have a problem with posting the video? A. If any of the students are "personally identifiable" (under FERPA’s broad definition), I think you’d need FERPA consent. In a similar context, FPCO has stated that the transcript of a hearing that was held open at the student’s request is still an "education record" and therefore can’t be released without the student’s consent. You can include photographs in your list of directory information, but I doubt FPCO would agree to audio, at least generically. Answer courtesy of Steven J. McDonald, General Counsel, Rhode Island School of Design.