 I welcome back from our little brief break and I want to introduce Jeanine Aless from the associate professor of French at Salt Lake Community College. And of course that's what she means by the other UT not the University of Texas. So, Jeanine, the floor is yours. Hey, thank you very much. I'm really glad to be here. Thank you everyone for organizing it and for being here. I am coming to you from Salt Lake City, Utah, you know the other UT. Does the name of the presentation suggests we made the move to France and to have teeth from the University of Texas at Austin. Last year, we started using it in our face to face courses, and we also wanted to create an online course using the materials. And this presentation is about the online course. My goal today is to introduce you to the course, and I hope also to encourage you to explore the resource. I posted a pre quality matters version on the canvas comments for people to take a look at. And I hope to have a more final version, you know, I'm coming up before too too long. And my more aspirational goal is to provide a foundation for a community of users who will adopt and adapt the course, and who will improve it and update it for themselves and for everyone else. So here we go. Oops, the slide didn't advance. This is bad. Here we are a big shout out to team texts Salt Lake Community College version. You know the e learning office at the college was just so important and getting this project going. And Wilson and just me Lake are both employees over there, and they had permission to devote huge amounts of their time to this course. This is one of the most labor intensive courses that he learning had ever done. They also provided a stipend which enabled us to pay my amazing colleague Laura Nelson, a stipend at least you got some some bucks for her large, significant efforts here. This is the concurrent enrollment version of this course. Here's some goals we had for the course, and then you can just take a look at that. I'd just like to say we used every bit, I don't say interactive in this course, it's all integrated the self correcting exercises the grammar presentations, the videos, all of it's in here. The testing materials are used, but we also needed to do a lot of supplementing, you know the same way you do for any course face to face course also, and any textbook, I've always supplemented the materials. Just a little overview of how the course is organized. Each chapter is divided into three modules, oddly chapter three is divided into two, that's the only exception, and every module includes these materials. It starts off on page one with a downloadable sheet of can do statements and learning objectives. And module includes is the text or sizes, tons of low stakes canvas activities, grammar videos vocabulary pronunciation, everything that you expect to see in any course any language course. Every module ends with a reflective self assessment based on the can do statements. So it really ties in really neatly. And there's also a quiz of practice. We put use chapters went through six for I'm sorry for the first semester of French, and every chapter includes these items, their class discussions that could be in French or English depending on know the topic. What's going on. There are more substantial more open ended reading writing, speaking activities. There are always cultural materials, especially early on there, they might be more in English, pretty quickly they become English and French or all French. And there's a written cultural reflection which students do in English. There's a an oral language comparison that students do, and that turned out to be a really wonderful assignment. We have a dual angle assignment. Three of the chapters and with an online exam, and three of the chapters and with a multi part scaffolding final project. So here we're again our goals in creating this course, a lot of scaffolding a lot of supplementing and fostering competence and all skill areas, and we were especially. I pay special attention to speaking and listening, which seemed like the skills that are perhaps most difficult to foster and assess in an online environment. So this presentation is just a series of snips from the course. So it's a pretty unfriendly PowerPoint, it's too much text. But just to give you an idea, I've tried to use these little orange boxes to sort of indicate why I'm showing you this. And here's our very introduction from chapter 00, which is what it's also called the textbook. And we're, we're getting them ready to watch this first video. You know this is a course it's first semester French. It's for people with zero knowledge of French, and I'm asking them to watch a video. And then the face to face class I would tell them. I know you don't know French, but we're going to watch this anyway. So that's what I do here. I tried to get a real familiar tone, low key low stakes, a lot of reassurance. Sorry, go on. The next page, and notice that there are a lot of short pages each module is built of short pages, sort of to, you know, encourage that kind of pacing, get them coming back to the video. And again, can you, I bet you heard these names, I bet you recognize the city names. And they did, except one passes a similar. On the following page of little quiz, where again they get to show what they understood or didn't understand from this video. Here we end with this. In the next video, we would just say hey you know I bet you didn't know that you were jumepelle if you're true novice if you never had any French, you don't know what that means, but you do know what it means at the same time. We've guessed, and that's perfect, and get them used to this. You're supposed to making educated guess this is good. A lot of sound files. In this course, that was a very labor intensive part for the designer. The preface for a video this is from chapter two. You know here's some of the terms are going to hear. Oh, by the way, here's some pictures, and the pictures are all from creative commons or picks a day. So you can watch the video about Blake, and we end at the, I don't know the page is a very rapid verification as a quiz. It's a quick quiz, a very rapid, you know what is Blake right. All of the grammar points are prefaced with a video. This is something that we had in our are commercially produced textbook that really enabled us to flip the class which I love. And I wanted to reproduce that for the online OER resource also. So here's a video at six minutes, like, hey, let's talk about infinitives and conjugation. And you notice we're using yell in here also. Here's another way we work with the videos. You'll see at the top there's a picture a little introduction to a vocab word they're going to hear. On the left, we have Frank, and this is the video from policy interactive. And at the right we have my video, or I say hey, let's listen to Frank again, I'm going to ask you some questions, and you're going to answer them. I want you to answer them with full sentences. So I really walked them through this is what you're doing this is what you should be hearing. And this is how you're going to work with this. And then you go on and they start doing it themselves, and you're seeing that we're asking them for oral responses. So that's the end of the first part, pretty quick. Let's see, I'm not doing too bad on time. And another big goal for us was introducing a lot of authentic cultural materials and creating some student research opportunities, and it's little our research. So I want students to start thinking right away that they can use French language websites and gather meaningful information, even though there's a lot they're not going to understand. There's still videos or images. There are words that they'll be able to pick up pretty quickly. And I want them to get really used to that idea. So at the top you'll see we have the interpretive icon. We use these icons for the deficiency benchmarks and the can do statements to talk about the kind of the mystic task they're engaging in. Again, a little orange box, you're going to read this text and don't worry about understanding every word. And this is why. Again, that's sort of, you know, don't don't panic. If you look at the text it is super accessible. It's where is French spoken, and they can recognize the names of these countries. We also really wanted to emphasize French as a world language. This is an exercise that comes with slightly later. And we have the self assessment connection it's a little great button that students would click on. And again it really outlines how this fits into their learning. So we finished our quality matters review, like on Monday, and we got a score of 98 out of 100. So we're pretty. Hey, we feel pretty good about that. And that's a thanks to a lot of these features. But here they're doing that little R research or looking at French language sites, finding out this information, and obviously, the point of the exercise one of the points is adjective agreement. They're asked to reproduce these, you know, formulaic sentences video about how to use how to get French language websites. Another thing we introduced was this newer revised food pyramid, a lot of new vocabulary in here, you know, processed foods is now, you know, important vocab that the kind of vocab that we're introduced to talk about diets meaningfully, you know, today, we try to keep their resources in canvas. So the students don't go off and wonder that some of them lead outside. And this is a source. This is in the chapter six on the city modes of transportation bringing in environmental issues. And again, really, very much in a way they can understand. And there's both a text and a video. I'm chapter six again about cities, the first module focuses on Paris, the second module focuses on Montreal, and the third module focuses on Abidjan. And as part of that we talk about cassava. And there's a series of materials there's some short texts is a couple of videos talking about cassava. And that's, so that's it brings us to the third part. We really wanted to start integrating some college level student learning outcomes. And this is as much for our colleagues as it is for our students. A lot of our colleagues took languages that taught in a very old fashioned way. And we just need to be more integrated with the bigger picture here at the college. So we really started bringing that in and trying to make it super visible in this course. Again, we have the icons, and every assignment comes up with a what why how. So here's the what, and this is for the first text or size 1.1. You know at the left you see it's super bland. This is a self correcting exercise, do it. So if you look at the right, and you say hey what we'll put what we're really doing. Also, as we're building, you know, critical thinking skills, we're taking the piece of information and we're applying it creatively to different contexts. Here we're in the why, again, coming back at the critical thinking skills, you know, and recombining learned elements correctly and creatively, that's what we do as experts. And that's how they need to take a screenshot of their results and upload it. And that ties into the computer literacy that we also expect them to get they have to have it, and they also have to develop it in this course. And I've decided that even asking for help. I said this is a skill that we need, you know, to identify where we're stuck. This is for chapter 00 where they have a discussion. Again, articulating synthesizing and articulating ideas as a valuable activity, you know something that enhances and improves our thinking. And again if you look at the second little orange box here, putting our capacity for observation that contributing to a community. I think these are lovely outcomes. Here we are cultural reflection chapter 00. So using materials and French, even though we're novice speakers at this time, increasing our capacity for deep listening and empathy. These are important skills, people can think of them as soft skills, and I don't see them as necessarily so soft. Moving from chapter one. Oh, this is when they're looking at, they're looking at some French language websites to learn about holidays and other parts of the French speaking world. You know, and get them, like, what kind of website am I looking at, is it a site for a tourist business, is it a government website with a school calendar. And here we're getting a computer literacy again you don't have to be marketing professional, but you want to look nice. And again, you know, using information responsibly honoring the sources that give us information. The college learning outcomes really come through here in the e portfolio assignment at the end. And they've already done through this semester, and then they reflect on how does it show these that they've acquired, or that they're able to, or how they demonstrate these skills. Social justice very important to us. You know I'm just talking about how do we talk about race, how do we talk about ethnicity. I see him at time. We put this in a French context. And, but also we want to empower students to articulate their identity in a way that feels good and authentic to them. This video is in English. Couple readings, opening a window for talking about Black Lives Matter. You know, and again a lot of these materials will have to be updated and five years this will look different. We have one a beautiful exercise and stereotypes, you know fostering society, societal change for the better that needs to work, but it's a good, it's a good start. And again, with reference to the Ivory Coast, you know, being aware of the, how problematic space is. What is that. Yeah, and another shout out to say interactive this is the activity is exactly from them. We just popped it into Avajon. They're using Google Maps to explore the city. So, I welcome all sorts of feedback. And here's my contact information. If you're in Salt Lake City will go to Ruth Steiner and talk. Thank you so much, Jeanine. This is a terrific example of building on somebody else's work. And it reminds me of what they were saying in the previous talk from Franklin Marshall's team about reusing. I'm so excited to see how you've extended French interactive and taking it in your own direction adapted it to your really gone beyond what was in the original. And so it's just a really excellent concrete example of the power of OER. We when we started France interactive years ago, people would come back and say, Oh, we need more information about la Francophonie, because it's so focused on Leon. And I would say, Well, why don't you do that? In other words, we were hoping to prompt, we were hoping to prompt exactly what you were doing. So people join forces and start sharing their content, and then getting creative and adapting it to there because we don't know the students at Salt Lake City Community College, but you do just really, really terrific. Thank you so much for all this. Thank you. That means a lot coming from you. Thank you. Yeah. So it's very, very inspiring. And I also really love how you've adapted. Because it was, it was made so long ago in some respects we need to we're looking at our own content thinking we this needs to be updated. And I like how you've, you know, put in can do statements, I like how you've taught talk to you, you frame it in terms of them the different kinds of linguistic categories that Apple has given to us a lot of presentational discourse as well as interpretive discourse so all of those really updated and move it forward. Thank you. I'm just going to say thanks for to Jeanine. It was a terrific talk and these 15 minute talks go by so fast but I hope that has wedded people's appetites for what you can do with an existing going we are really go beyond what the original was this is a great example of talking about it in terms of derivation it's a derivative of the original. So thank you.