Wicked Problem Project - PART A - Description of Need or opportunity

As a High School and even college-level Spanish student, I had very little, if any, exposure to real-life Spanish language communication with native Speakers.  It wasn’t until I actually traveled to Spain (after graduating) that I realized that the skills I learned were a tool that I could use to communicate with many people that I wanted to communicate with!  Now, as a Spanish teacher, I am constantly trying to help my students understand that learning this language is something that they can use NOW. I try to provide as many authentic communication exchanges as possible in the classroom (such as inviting guest speakers from several different Spanish-speaking countries).  But what about outside the classroom, when “real-life” happens?
I recently attempted to incorporate authentic language exchange experiences outside the classroom after seeing Dr. Dee Fink speak about his model of Significant Learning.  I was so inspired by his research and ideas which, when implemented, tend to result in students continuing with the subject in their studies, and  remembering more skills learned in the class than usual.  I decided it was time my students had some “Significant Learning Experiences” with Spanish language.  I was teaching a college-level Conversational Spanish language course at the time.  The assignment I used was to have students meet with a native Spanish speaker and have a conversation (Spanish only) for a half hour.  I provided students with a form that the native speaker signed to verify that the conversation took place and helped them set up conversations.  The second part of the assignment was for student to reflect on the activity in writing.  I was really surprised at how well the activity was received as many students took the time to positively mention the activity on the course evaluations.  They also turned in quality and thoughtful reflections on the activity, many times mentioning how the conversation inspired them to learn more.   This activity was worthwhile, but I can improve upon it and would like to use it as a springboard for my Wicked Problem Project!

The Educational Need: 
Students do not have opportunities for authentic language exchange.  This includes the four components of communication: reading, writing, listening, and speaking.  I would like the project to focus on the listening and speaking skills as they are often the most difficult skills to utilize when first learning a new language.

Technology Plan to Address the Need:
I would like to set-up a speaking/listening language exchange activity between Spanish-speaking students in a technical college in a Spanish-speaking country and my community college students in Michigan.  I believe that vodcasting would be the appropriate tool to achieve this sort of exchange as students could both hear the language and also read the body language and lips of the speaker.  I’d like to set up the activity as a series of exchanges between students from both areas.  Discussion subjects would relate to the materials studied in the classroom.  For instance, week one would include very basic introductions and related vocabulary, while a few weeks into the course students would be able to describe their jobs, their families, or their daily activities. I believe that utilizing vodcasts as a series (rather than a one-time exchange) would help students build real-life relationships with Spanish-speaking peers that include authentic language exchanges.  Doing more than one vodcast would also allow for skill building and practice.  The proposed approach is achievable, even if students do not have computers or video recorders, as Lansing Community College’s students can check out these tools as well as get technical assistance from the Media Services Department.  This assistance is crucial to success as the primary goal should be for students to communicate in the target language rather than trouble shooting technology problems.  

Scope:  Students will be required to send a vodcast to their peer in the Spanish-speaking country every two weeks.  That would include about two exchanges before every exam and would allow for about eight exchanges per semester.

Relevant research and resources:
1. "Designing Courses for Significant Learning: Voices of Experience," Jossey-
Bass' Series on New Directions for Teaching and Learning, Issue #119 (Fall 2009).
Co-edited with Arletta Knight Fink.

2. Creating Significant Learning Experiences: An Integrated Approach to
Designing College Courses, by Dee Fink. San Francisco: Jossey-Bass, 2003.

3. http://www.finkconsulting.info/files/Fink2005SelfDirectedGuideToCourseDesign.doc

Plan:
Fortunately I am scheduled to teach a Conversational Spanish course at Lansing Community College this fall semester.  My plan for the portion I will implement during this course includes the following steps:
1.  Identify a partner institution in a Spanish-speaking country with enough technical infrastructures to support the language exchanges.  I will do this with the understanding that some students may identify their own partners in countries of interest. 
2.  Discuss the plans for the activity with the Foreign Language Coordinator (to whom I answer to!).
3.  Make arrangements with the Media Services Department for equipment rentals and also solicit any technology tool recommendations from staff.
4.  Solidify the project requirements, directions, and corresponding rubric.  Post these into the ANGEL course.

Implementation After CEP 812 Completion:
1.  Discuss the activities with students on the first day of class and arrange partnerships as soon as possible.
2.  Carry-out the Plan as identified above throughout the course.
3.  Add evaluation questions specific to the language-exchange activity in the end-of-semester evaluation to gain student feedback.

Thank you for reading and I look forward to your feedback!