In the context of an international corporation, Green Ideas, Inc., language learning is personalized to target learners professional interests and needs. This project models how existing resources can be leveraged to create blended learning experiences across institutions for students in the Language Flagship Program.

Simulations have immense potential to engage students in memorable project-based language learning experiences. The Technology Innovation Center has designed and developed a simulation that provides a virtual experience built around a fictitious business: Green Ideas, Inc. This web-based environment immerses learners in situated and highly contextualized language learning scenarios, which helps them build a repertoire of strategies to overcome complex and high-stakes situations that require a sophisticated language and a deep understanding of the culture. Through principled pedagogical manipulation of the task design, a simulation can accommodate a wide range of language proficiency levels using a common set of resources.

Hui-ya Chuang

Hui-ya Chuang

Project Lead

Hui-Ya has a Ph.D. in educational technology and experience teaching Mandarin Chinese online. Her research focuses on multimedia learning and open educational resources.

The Language Learning Experience

This vignette illustrates how a virtual environment immerses a language learner in situated, content-rich, and highly contextualized language learning experiences.

Reflecting on the Experience

This video provides a snapshot of the instructors’ and learners’ perceptions regarding the usefulness of a simulated experience for high stakes language use.

Optimizing the use of Flagship resources

The simulation described here takes advantage of existing resources in the Flagship community, such as tutors, who can play different roles in the experience, and can be adapted to any Flagship language.

Learning through Simulations

This poster outlines the main concepts and stages of development of the simulation, as well as outcomes of the first pilot.

Poster Highlights

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Website Wireframe

Badges

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Innovator

Description

This badge certifies that a participant has completed the simulation project.

Leader

Description

This badge is granted to a participant who has taken on a leadership role during the group project.

Best Team

Description

This badge is granted to a team who has the highest-scoring on weekly reports, the written report and the online presentation.

Criteria

  • Submitted job application materials
  • Completed the Skype interview
  • Participated in the group project
  • Participated in the online presentation
  • Submitted the group written report

Criteria

  • Accepted the role of leader on their assigned team
  • Built communication between team members
  • Worked on weekly status reports

Criteria

  • Received the high score in online presentation
  • Received high score in written report
  • Finished weekly reports on time.

Evidence

Presentation PPT link

Evidence

Group Weekly Report

Evidence

Written Report

Badges

Click or tap on the images to zoom in.

Innovator

Description

This badge certifies that a participant has completed the simulation project.

Criteria

  • Submitted job application materials
  • Completed the Skype interview
  • Participated in the group project
  • Participated in the online presentation
  • Submitted the group written report

Evidence

Presentation PPT link

Leader

Description

This badge is granted to a participant who has taken on a leadership role during the group project.

Criteria

  • Accepted the role of leader on their assigned team
  • Built communication between team members
  • Worked on weekly status reports

Evidence

Group Weekly Report

Best Team

Description

This badge is granted to a team who has the highest-scoring on weekly reports, the written report and the online presentation.

Criteria

  • Received the high score in online presentation
  • Received high score in written report
  • Finished weekly reports on time.

Evidence

Written Report

The First Pilot

Simulation Objective

Experience the world of work in the target language and acquire professional language skills.

Participants

Students in Chinese 305 (Chinese for Business Professionals) and Chinese 486 (Selected Readings in Chinese).

Tasks

  • Research company and apply for a position of interest
  • Interview and gain regular position or internship
  • Undergo worker orientation (HR / company policies, assessment)
  • Perform team-based research task related to one’s position
  • Make formal presentation as a team
  • Receive “supervisor” feedback; revise, resubmit

Preliminary Results

  • Students rated project value positively overall
  • Students and teachers recommended timeline be lengthened
  • Teachers recommended procedural changes to strengthen realism of simulation: more formality and more involved roleplay by “company supervisors” at presentation stage

Recommendations

  • Extend time frame ➔ more changes for feedback, iterative drafting
  • Strengthen authenticity by emphasizing corporate culture ➔ Learners focus on real-life purposes rather than academic purposes (task performed for client rather than teacher); students take questions to supervisor in company rather than to teacher

Instructional Materials

Application

Contract

Rubric

Interview

Rubric

Written Report

Rubric

Résumé & Cover Letter

Rubric

Task Presentation

Contact Information

TECH CENTER

1890 East West Road

Moore Hall 256

Honolulu, HI 96822

(808) 956-5121

tech.center@hawaii.edu

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