German Online at PSU offers flexible language learning through smart use of technology

In 2006, Noelle Isenberg, doctoral student in German Applied Linguistics, helped to create a podcast studio in the Burrowes Building that allowed faculty and students to incorporate podcasts as part of German language education at Penn State.

The podcast studio was part of a new project, German Online at PSU. Today, Penn State students are able to take any of the German courses in the basic language sequence (German 001, 002, and 003) online, using podcasts and other learning technology.

"The series of three fully online courses is the first of its kind at Penn State," Isenberg said. "It enables students to complete language requirements at a distance."

Isenberg said that German Online is a big help for all kinds of students, including non-traditional ones. "Students who want to learn German, but can't go to a campus, such as busy professionals or people in the military, can use German Online," she said.

Distance education in language learning is actually nothing new, Isenberg notes. "Originally PSU had postal correspondence courses, but they were not optimal," she said. "There are time lags due to things like receiving finished assignments and then grading them. Also there is no real-time communication, like chat for example. You could do phone conversations but with long distance, that could become expensive."

Modern technology has allowed instant communication and other benefits, Isenberg said. Podcasts are an example of this. Isenberg worked with Teaching and Learning with Technology's Podcasts at Penn State program to create a podcast studio in the Burrowes Building, available for use by both students and faculty. Based on feedback and student test results, she said that there is evidence that podcasts help with language learning.

Isenberg said a lot of faculty are using podcasts for the German Online courses and other German courses. "We have had instances where faculty do weekly podcasts for their courses," she said. "We also have a lot of students who listen to them."

Podcasts have a lot of advantages for both faculty and students. Isenberg noted that listening to podcasts can add up to 100 additional hours of language exposure per year. Students also love the mobility they get from listening to podcasts on an mp3 player. "Students like something mobile," she said. "Sitting at home listening wasn't popular, a lot of students don't have time to just sit and listen. They preferred listening while walking around campus to class or working out at the gym. It's instant flexibility."

"Even the types of students who are not into language got into language immersion and listened to the podcasts," Isenberg added.

Students also found that creating podcasts had advantages as well. "Students now know how to create podcasts, download, etc. and that has benefits beyond language learning," Isenberg said. "Digital literacy is a really valuable thing to learn because knowing how to do these things are skills that can help you later."

Faculty at first were not sure about using podcasts, Isenberg said, but were impressed once they learned how to use podcasts. Some used podcasting to collect student-made podcast assignments via an RSS feed. "They found it was so easy to collect these assignments," Isenberg said. "The class had a channel for the podcasts, so they were all in one place."

Isenberg said that faculty also liked being able to use podcasts again in another semester. "In general, faculty response has been positive," she siad.

Remarkably, Isenberg said, faculty were not the only ones not sure about how to use podcasts - students were also inexperienced with them. "They are known as 'digital natives,' but some have never listened to podcasts," she said. "They now know how to create podcasts, download them, etc."

Along with podcasts, other technologies help the German Online Initiative teach students, such as chats. "Face-to-face is a bit easier for teachers for stuff like one-on-one meetings. You really can't beat that," Isenberg said. "However, technology allows a lot of student-student interaction in things like chats. Students can help each other, and there is less need to hire tutors. Peer-to-peer encourages discussion, and learning."

Isenberg said these chats also allow larger groups to interact. "There can be massive text chats, with around 20 people or more speaking in German," she said. "There are more people than even say a Penn State German c lub meeting, where there could be about five to ten people. The additional chances to interact really help with learning."

Education Technology Services (ETS) helped a lot, Isenberg said, including assistance with setting up the podcast studio and more. "ETS offered great support with things like setting up accounts," she said. "They also showed me how to convert CD and video to digital formats. In addition, the tutorials from the Digital Commons site were used a lot, and I referred faculty so they could use them also."

For the future of the German Online at PSU courses, Isenberg said that the courses will likely follow a current trend in online language learning. Online courses, she noted, are moving away from text and static materials.

"Use of dynamic materials in class are increasing. Going out and finding newspapers will make every class different," Isenberg said. "You can see how languages are used in real situations, and see how online newspapers look different now when compared to five years ago. Adding materials and making your courses dynamic is a really engaging way to teach."

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