TECH INNOVATIONS IN TEACHING

2008. Turning Point (Feedback-based PowerPoints) for GOLOSA.

2007. Targeted captioning for authentic FL materials.

2003. GOLOSA video on the Web. First full video program for a major textbook with interactive exercises to be posted on the Web. (Estimated 17000-20000 new users per year.)

2003. Simplified News in Russian. First site with interactive exercises for specially made webcasts in "Special Russian." (8000-16000 hits per webcast).

1999. GOLOSA audio on the Web. First full audio program for a major textbook ever to be posted on the Web. (Estimated 17000-20000 new users per semester.)

1987-1988. Video comprehension compendium. First set of video comprehension exercises to be distributed with excerpts from authentic Soviet television (Middlebury College).

1986. Listening Comprehension Exercises Network. Exercises keyed to Russian television sent through a listserv. First computer transmission of Russian Cyrillic for instructional purposes (about 2000 users).

OTHER TECHNOLOGICALLY-BASED MATERIALS WITH AN INTERNATIONAL REACH

2008. Business Russian. Textbook and interactive web video now under development through a GW-CIBER grant.

2007. Political Russian, 5th edition. (Textbook by Simes and Robin. ACTR Kendall-Hunt). Includes web-based audio.

2002-2008. GOLOSA Textbook and website (Textbook by Robin, Evans-Romaine, Shatalina. Prentice Hall). Includes audio, interactive video (see above), PowerPoints, and Quia-based grammar site. (12000-20000 users depending on the edition.) Web ancillaries are available to those who have not adopted the print textbook.

2002. Russian for Russians (Textbook by Kagan, Akishina, Robin. Slavica Publishers). Website keyed to textbook for Heritage Speakers. (Book/website received the AATSEEL Best Instructional Materials Award in 2004.)

TECHNOLOGY WORKSHOPS

2008 Making Foreign Language Video for YouTube. Sponsored by the NCLRC. Scheduled for June 24-27, 2008.

2007. Technology for Teaching Speaking and Reading. Middlebury Pedagogy Workshop (two hours of a two-day workshop. 14 participants).

2007. Technology Workshop for General Faculty. Temple University (two hours, 40 participants).

2006. ACTFL Video for language teaching. Nashville. Participation limited to ten. (Three hours. Filled at ACTFL paid workshop rate.)

2006. NCLRC Videomakers Workshop. Participation limited to ten. (Four days. Six participants at $250 per seat.)

2005. ACTFL Videomakers Workshop. Baltimore. Participation limited to ten. (Three hours. Filled at ACTFL paid workshop rate.)

2005. NCLRC Videomakers Workshop. Participation limited to ten. (Five days. Filled at $250 per seat.)

2004. NCLRC Videomakers Workshop. Participation limited to ten. (Four days, Filled at $250 per seat.)

2003-2008. GW Tech Workshops (about four a year): Audio editing, video design, authentic and semi-authentic video, captioning, conversions, etc.

2003. GW Workshop: How computers work. What computers can and can't do (two hours, 15 participants).

1988. Use of Video Technology. Middlebury College (two weeks, 10 participants).

1987-1988. Language instruction coordinator for US guides at the USIA exhibit on technology in the USSR. (I coordinated a staff of five instructors for three 3-week training period for 24 USIA guides in April and October, 1987, and May-June, 1988.)

1987. Resource teacher for Soviet television workshop held at the University of Illinois, Champaign-Urbana (20 participants).

TECHNOLOGICAL OFFSHOOTS

2000-2005. Golosa offshoots. The technological footprint of Golosa has resulted in additional support from others outside the author team:
Golosa flashcard exchange (B.R. Johnson)
Golosa Javascript grammar exercises (George Mitrevski)
Golosa supplementary sites (Annelie Chapman)
Treffpunkt Deutsch (Prentice Hall) adopts "street interview" format for its 4th edition, following Golosa.

2000-2008. Miscellaneous student videos. Participants in various video workshops have sent me samples of material that they have shot with their students.

2007-2008. Following an my Audacity workshop, Maria José de la Fuente set up Audacity so that her students in all elementary Spanish can record and upload Spanish exercises onto the GW iTunes server thus saving classtime for evaluation of oral production.

1990s. LCEN offshoots.
SCOLA began to disseminate audio comprehension exercises keyed to newscasts in a number of languages shortly after the LCEN project ended.

PUBLICATIONS ON TECHNOLOGY

2007. “Learner-Based Listening and Technological Authenticity.” Language Learning & Technology, Vol.11, No.1, February 2007, pp. 109-115.

2006. “Computers and Pedagogy in Russian: Where Have We Been? Where Are We Going?” Slavic and East European Journal, 50, 1 (Spring): 65-82.

2006. Review of Barbara Lewandowska-Tomaszczyk, ed. Practical Applications in Language and Computers. Series: Łódż Studies in Language. Frankfurt am Main: Peter Lang, 2003 in Slavic and East European Journal, 50, 4 (Winter): 755-756.

2005. “Russian Language Instructional Sites on the Web” Language Learning and Technology, http://llt.msu.edu/vol9num3/pdf/review3.pdf, 28-34.

1997. “Cyrillic in Cyberia,” Problems of Post-Communism. September–October, 1987: 65-66.

1990. English-Ukrainian Computer Dictionary. Edmonton, Alberta: Canadian Institute of Ukrainian Studies Press, University of Alberta. Co-authored with Peter Fedynsky Tamara Horodysky, and Teresa Kikena.

1989a. “The Listening Comprehension Exercise Network (LCEN): A Nationally Available Tool for the Development of Listening Proficiency in Russian.” Foreign Language Annals, 22, 6: 573-79. Co-authored with Betty Lou Leaver.

1989b. The LCEN Handbook: How to Set up a Computer-Based Listening Comprehension Network for Language Studies. Washington, D.C.: Annenberg/CPB - Project for International Communications Studies (PICS).

1988. “Watching Comprehension, the Motivating Power of Television.” ACTR Letter, November.

1987. “The VCR and the Development of Listening Comprehension in Russian,” Slavic and East European Journal, 31, 1 (Spring): 220-233.