bilingual digital publication for practicum
TRANSCRIPT
Bilingual Digital Publication for Language Majors: An Exploratory Practicum
Gina Wen-Chun Chen, Ph.D.National Chung-Cheng University
EdMedia 2016, Vancouver
INTRODUCTION: STATEMENT OF THE PROBLEM
Can language/literature program’s curriculum meet social expectations ?
Recent criticisms:“Job openings down in English, Foreign Languages” (Jaschik, 2015)
“English majors remain low-paid…” (Schwartz, 2000).
“English Departments have no future. 17 renamed themselves or stopped enrollment” (Lin, 2014)
“The worst 10 disciplines for job market” (World News Network, 2012)
CURRICULAR INADEQUACY
An island-wide high-stakes curricular evaluation on higher education (2008-2010):
Career Tracks for Students and Alumni in FLLD
REALITY CHECK: MISMATCH BETWEEN
CURRICULAR AND CAREER PATHS
Publishing industry (e.g., copyediting or translation),
25%
Marketing/Sales, 39%
Teachers, 18.00%
Theater/Drama, 3% Other,
15%Student Teaching & Drama Performance
(The predominant practicum courses)
THE NECESSITY OF PRACTICUM
The demand of QUANTITY, QUALITY, AND DIVERSITY.
FRAMEWORK: FLIPPED LEARNING
• Definition of FLN:
Four Pillars
Flexible Environment
Learning Culture
Intentional Content
Professional Educator
INTRODUCING ALTERNATIVE PRACTICUM: BILINGUAL DIGITAL PUBLICATION
Newsletter
Magazine
Radio/Podcast
Picture booksMicrofilm
Photography
Marketing
Instructor: 1
Assistants：3
Participants：
undergrad：
57
TEFL MA：
14
Other：3
人
FLIP-LEARNING INSTRUCTIONAL DESIGN
余秉中 Yu, B.C.
PBS TV station manager, CTV Director, NHK documentary filming trainer
FIELD PRACTITIONERS’ PARTICIPATION
黃富堅 Huang,
F.J.
JNANA Director & CEO, on-job trainer
王銘滄 Wang, M.
C.UDN Art Editor, CF Designer, Art Director, Photographer,Author of multiple books (InDesign 資深設計人講堂)
溫淑文 Wen, S. W.Art Award Winner, Author of 『住在檸檬島』、『死黨』、『我一個人住』
黃珉薇, Huang, M. W.FLLD Alumni、LINE Illustration CreatorCEO Assistant of a Shoe Manufacture
FIELD PRACTITIONERS’ PARTICIPATION
HARDWARE & SOFTWARE
Hardware
• PCs
• Headsets
• Tablet PCs
• Creative Pen Tablets (for digital drawing)
• Recording Studio (from Communication Dept.)
• DVs
Software
• Lucidpress• Audicity/Adobe Audition• Adobe Creative Cloud (CC)
– Illustrator– In-design– Photoshop– After Effect– Premier
• ISSUU• WIX• YouTube• My audiocast (Podcast)• Social networking sites
OUTSIDE OF
CAMPUSKingezi Kumquat FarmCultural Bureau of
ChiayiNational Picture Book
CompetitionGigi Yogurt Store Poco a Poco CaféPineapple Hill
ON CAMPUS
CCU Radio Station
Foreign language dept office
National Affair Office
COLLABORATORS: SENSE OF REAL WORLD
DATA COLLECTION AND ANALYSIS
Instruments
1. Work Products
2. Surveys
3. Interviews
Analysis
• Descriptive Statistics
• Thematic Analysis
OUTCOME/PRODUCT ( I ) — NEWSLETTER
THE HODGEPODGE (外文。外聞)
Winter Issue Spring Issue
OUTCOME/PRODUCT ( II ) — E-BOOK
(TRAVEL BOOKS ON CHIAYI CITY OFFICIAL SITE)
URL: http://www.tbocc.gov.tw/ModuleMsg/News_View4.aspx?lang=tw&NewsClassID=27&NewsMaster=A
OUTCOME/PRODUCT ( III ) —DEPARTMENT MAGAZINE
OUTCOME/PRODUCT( IV) —ENGLISH RADIO SHOW/PODCASTS (CCU RADIO FM88.1)
Podcast URL: http://www.myaudiocast.com/goodoldtimeafterschool/
OUTCOME/PRODUCT(V)--PICTURE BOOKS
OUTCOME/PRODUCT ( VI ) — MICROFILMS
OUTCOME/PRODUCT ( VII ) —PHOTO EXHIBITION
FIELD PRACTITIONERS’ INPUT (I)Affirmations: 1. Great to combine language specialty with digital
publication/media creation. “Your students are particularly sensitive to words and thought-expressions.”
2. Invitation from a language department is unprecedented—the interdisciplinary collaboration is necessary and practical. International market in the publication field really can use language majors.
3. “Students know much more than we expected.”4. Online tutorials before and after class are very helpful.5. Students should be able to create their unique value
(employability) in the job market.6. Students have shown great potential to enter this field,
especially for senior students.
FIELD PRACTITIONERS’ INPUT (II)
Doubts: Foreign to the existing curriculum and equipment.
1. How much can students learn within few months? So much to do within a very short time!
2. What do the students want to learn from us?3. “Do I have to teach in English?”4. Where to start? 5. How much do students know about the basics ?6. Hard to foresee difficulties…7. Will students resist?8. Students will need to learn much more about art before
developing their artistic sense.
STUDENTS’ REFLECTION (I)Affirmations:1. “I am surprised at what we have achieved. We are better than we thought.”2. “The computer programs we learned are very useful for my future and my
personal hobby.”3. “Speaking to field experts gave me a reality check……I understand the highs
and lows of the industry now. Salary could be an issue in the future.”4. “I know how to continue developing these skills, though I am still a rooky
now.”5. Teamwork is tough. Group members showed different sides during the work
production.6. “The candid feedback from peers, instructor, and field experts pushed me to
learn more and try harder.”7. “During the work production, I had a chance to deeply explore and openly
express myself.”8. “I wish we had more time to perfect our works. “9. “I am seriously considering this field for my career choice.”10. “Our major is not as weak as we thought.”
STUDENTS’ REFLECTION (II)
Doubts: This looks like something I can do, but…..
1. Low confidence to master the computer programs. 2. Uncertainty about their potential to become
professional in the publication/media creation field. 3. Uncertainty about their ability to succeed in job-
hunting in the field.4. Unclear about where to start their career-planning. 5. “I don’t draw, can I still be artistic?”6. “ I don’t have any specific goals/special interests. “7. “Is this field a good option? $$$ and qualifications.”
CONCLUSION
1. Empowering, Exhilarating, yet Expensive
2. Difficult to assess
3. Connected to field
Special thanks to CCU College of Humanity、
CCU Foreign Language Department、
Ministry of Science and Technology in Taiwan
(MOST 104-2410-H-194-086)