Language Modules
CenAsiaNet project provides language resources for four Less Commonly Taught Languages (LCTL): Azeri, Kazakh, Turkmen, and Uzbek. A team of instructional designers, media developers, and LCTL instructors participated in collection, design, and development of these resources.
In 1999-2000 I participated in the Central Asian Language Network (CenAsiaNet) project. I developed the Uzbek language materials: three modules for Central Asian News Broadcasts project and eight modules for Windows on Central Asian Culture project.
The CenAsiaNet project was funded by the National Security Education Program and developed in cooperation with the American Councils for International Education: ACTR/ACCELS and the Inner Asian and Uralic National Resource Center at Indiana University.
In 1999-2000 I participated in the Central Asian Language Network (CenAsiaNet) project. I developed the Uzbek language materials: three modules for Central Asian News Broadcasts project and eight modules for Windows on Central Asian Culture project.
The CenAsiaNet project was funded by the National Security Education Program and developed in cooperation with the American Councils for International Education: ACTR/ACCELS and the Inner Asian and Uralic National Resource Center at Indiana University.
Central Asian News Broadcasts
Central Asian News Broadcasts project (1999) focuses on improving listening comprehension based on authentic Central Asian news broadcasts. It contains 3 modules. (The website can be retrieved via web.archive.org: search for www.cenasianet.org)
My role in this project: Conducting needs and context analysis, writing instructional objectives, selecting reading and listening materials, designing self-learning activities, creating self-assessment tools, implementing formative evaluation phase, and providing summative evaluation reports.
Focus of the project: Effective use of technology, scaffolding learning, online language learning, self-assessment; virtual collaboration.
My role in this project: Conducting needs and context analysis, writing instructional objectives, selecting reading and listening materials, designing self-learning activities, creating self-assessment tools, implementing formative evaluation phase, and providing summative evaluation reports.
Focus of the project: Effective use of technology, scaffolding learning, online language learning, self-assessment; virtual collaboration.
Windows on Central Asian Culture
Windows on Central Asian Culture project (2000) introduces video and text-based modules that combine the learning of culture with the learning of Central Asian languages. The project includes 8 modules. (The website can be retrieved via web.archive.org: search for www.cenasianet.org)
My role in this project: Conducting needs and context analysis, writing instructional objectives, selecting reading and listening materials, designing self-learning activities, creating self-assessment tools, implementing formative evaluation phase, and providing summative evaluation reports.
Focus of the project: Effective use of technology, scaffolding learning, online language learning, self-assessment; virtual collaboration.
My role in this project: Conducting needs and context analysis, writing instructional objectives, selecting reading and listening materials, designing self-learning activities, creating self-assessment tools, implementing formative evaluation phase, and providing summative evaluation reports.
Focus of the project: Effective use of technology, scaffolding learning, online language learning, self-assessment; virtual collaboration.