response to a call for upgrade in language teaching alena hradilová, hana katrňáková, libor...
TRANSCRIPT
Response to a Call for Upgrade in Language Teaching
Alena Hradilová, Hana Katrňáková, Libor Štěpánek
Masaryk University, Brno, Czech Republic
Structure
• Videoconferences at the Language Centre, MU
• The use of videoconference technologies in language teaching
• Theories of learning
• Limitations of teaching via videoconferencing
• Advantages of teaching via videoconferencing
Videoconferences at the Language Centre, MU
• The use of ICT enhances:– International, interdisciplinary and transversal forms
of cooperation – New educational methodologies
• The use of videoconferencing – New technological and pedagogical tool– Combines natural integration of ICT and pedagogical
means creating dialogue and interaction (Goodfellow et al., 1996, McAndrew et al. 1996)
• Videoconferencing at the Language Centre, MU =
PRIORITY
• 2003 – Preparation phase – videoconferencing consultations (language
teachers from MU + AU + Universitat Jaume I Castellón)
• 2004-2005 – Project within „E-learning at MU: Multimedia and IT“ support of all IT
forms of education at MU, – First international videoconference course between MU + AU
• 2005-2006 – Implementation of videoconferences into traditional language
courses (a pilot course between MU + AU)
• 2006-2008– Videoconferencing boom – Languauge Centre MU – promoter of EU project INVITE
http//:invite.lingua.muni.cz
Videoconferences at the Language Centre, MU
The Use of Videoconferencing Technologies in Language
Teaching
University students are exposed to authentic situations of academic or specific nature
English only
90 minute videoconference
max. 12 students at each end
Implementation into various language courses (as to goals, scope, assessment)
Combination of synchronous and asynchronous student communication
Video recording for feedback and self-reflection on-line
Possibilities
• International and interdisciplinary model– Groups of students from different
universities and faculties
• Transversal model– A combination of students and
professionals (INVITE project)
Discourse Community
Emphasis on conformity
Forms concepts of shared knowledge
Ideas articulated formally
Justified through conformity
Community of practice
Emphasis on adaptation
Shapes/adapts shared knowledge
Ideas negotiated as a comparison and possible
contrast
Justification through social exchange
Theories of Learning
Limitations of teaching via
videoconferencing• Organizational demands on the
teacher
• Two lesson plans ready for each session• Motivation of students should the technology fail • Limited number of students per seminar group
• Technical demands
– Placement of technology– Present state of technology (+ technician availability) – Appropriateness of technology implementation in
accordance with pedagogical goals
Advantages of teaching via
videoconferencingSubjectively:
Subjective feeling of students that they „enjoy“ videoconferencing and that they „learn a lot“X subjective feeling does not necessarily reflect reality (Qvist,2006; Temple,2006)
Objectively: Interdisciplinary, international and multicultural coursesAcademic language education connected with real life communicational situations To-the-point articulation of thoughts within a certain time limit Greater concentration on thoughts in a foreign language Greater patience and openness towards the views of othersObjective assessment and self-assessment
Sources:Constable, G. (date not provided). “Guidelines for Successful Video Conferencing” [online]. Available
from: http://users.aber.ac.uk/ccc/vc-guidelines.pdf (Accessed 7th June, 2005).Goodfellow, R. et al. (1996): Face-to-face language learning at a distance? A study of a
videoconference try-out. ReCALL, 18,2, str.5-16Hulst,J.,van der, (2007): Students learning together from video recorded professional pracitces –
Enhancing the Quality of online peer feedback; DIVERSE Conference, LillehammerMcAndrew, P. et al. (1996): Videoconferencing in a language learning application. Interacting with
computers, 8,2, str. 207-217.Qvist, P.(2006): Videolectures and the Feeling of Learning, DIVERSE Conference, Glasgow, VB Temple, B. (2006) Multi-cultural Teaching Using Video Conference and Shared Workspace, DIVERSE
Conference, Glasgow, VBTemple, B. (2006b) New Brooms Sweep Clean? A Focus on Videoconferencing in Virtual Team
Environments, DIVERSE Conference, Glasgow, VB Video Technology Advisory Service (date not provided). “UKERNA Video Conferencing Meetings
User Guide: A General Guide for Participants, Facilitators and Chairpersons” [online]. Available from http://www.video.ja.net/usrg/ (Accessed 7th June, 2005).
Kress, G. & Van Leeuwen, T. (2001). Multimodal Discourse: The Modes and Media of Contemporary Communication. London: Arnold.
Morgan, J. (2005). "Video conferencing as an evolving literacy practice in higher education" [online] http://www.wvn.ac.uk/bd20051117.htm
Morgan, J. (2007). “Social Negotiation as the Basis of Effective Communication in Video Conferencing” Video Funet Conference, University of Tampere, 11/05/2007.
MU subject village pageshttp://lingua.muni.cz/videoconferencing/
UWA subject village pages http://users.aber.ac.uk/jpm/el21010/el2.html