CC-BY-NC-SA 2025 New Language Solutions Avenue Program Standards for Technology-Enhanced Language Learning, version 1.2 We scrambled to get some Zoom accounts—most of us had never heard of Zoom before—and we looked into what Google Classroom might offer. For a while, those two platforms formed our entire software suite. Gradually, we learned to use other Google tools such as Forms to help with assessments, and we made our materials more engaging with photos, illustrations, and emojis. We were constantly testing new things, and when we found something useful, we would train instructors to use it. In keeping with LINC’s Portfolio-Based Language Assessment (PBLA) approach, we placed particular emphasis on assessment. As soon as we figured out how to conduct them online, we began applying the process. All that intensive work paid off. Within a month, we were fully operational online. There was still much to learn, but regular classes were once again possible – in an almost entirely new medium. Staying Abreast of Change In more recent years, when we heard about using Avenue as a learning platform, we jumped on it right away. Our online classes used it first, but everybody’s using it now. The way that I look at it is, if an external funder is paying for it and other LINC providers are creating great learning materials, why would any LINC program not use it? All of our instructors have taken at least some Avenue course development training, most up to Stage 2. Our instructors regularly come to us with new tools they have discovered to make learning more interesting. An example is Kahoot, the game-based learning platform that turns quizzes into fun, interactive experiences. On PD days, we will sometimes do a skill share. Each instructor will bring a skill or tool that they share with the group. We try to support that kind of innovation. AI Generative Artificial Intelligence is the newest disruptive technology on the language instruction scene. We see advantages and disadvantages. From the point of view of an instructor, GenAI can be used to enrich the learning materials available by adapting existing material to make it more useful, or to create new material modelled on successful concepts. For instance, at a recent Skill Share session, one of our instructors explained how she is using AI to take existing learning modules for a particular CLB level and create new scenarios, role-plays, exercises, and other learning materials. The key to getting good results is to learn how to give precise directions to the GenAI program regarding the products you want to create. The most common concern we encounter about AI is cheating. Instructors are seeing flawless assignments, mostly from online learners, who previously struggled. Instructors need to recognize “tells” of AI use, such as odd bolding, dashes, textbook-style subheadings, lists, or uncommon words. Many students don’t understand plagiarism or the drawbacks of letting a machine do their work—points we need to explain to every learner. 35
RkJQdWJsaXNoZXIy MzA1NjE=