Robert O'Dowd Robert O'Dowd The University of León,The University of León,SpainSpain

ECML, Graz: 25.02.2009ECML, Graz: 25.02.2009

robert.odowd@unileon.esrobert.odowd@unileon.es

http://www3.unileon.es/personal/wwdfmrod/http://www3.unileon.es/personal/wwdfmrod/

A Concrete Example of Blended Learning in VOLL: Online A Concrete Example of Blended Learning in VOLL: Online Collaboration and ExchangeCollaboration and Exchange

The Aims of Blended Learning in VOLL Contexts

Development of Communicative Proficiency

Development of Learner Autonomy

Development of New Online Literacies

Development of Intercultural Communicative Competence

“…“…it is no surprise that language it is no surprise that language teachers and learners are having teachers and learners are having difficulties trying to find the right difficulties trying to find the right balance between the many competing balance between the many competing elements that authors and elements that authors and commentators argue are important in commentators argue are important in responding to the needs and goals of responding to the needs and goals of the contemporary language learner the contemporary language learner (Levy and Stockwell(Levy and Stockwell, , 2006:77)”.2006:77)”.

What is What is Telecollaboration?Telecollaboration?

In telecollaboration, language learners in different locations use on-line communication tools (such as e-mail, blogs and social networks) in order to engage in collaborative project work, debate and intercultural exchange with each other.

Why? On-line interaction with distant partners – when organised within a structured format - has great potential for the development of intercultural communicative skills, language awareness and learner independence.

Issues when Designing Issues when Designing Telecollaborative ProjectsTelecollaborative Projects

How to combine the L1 and L2? Which online communication tools to use? What should the students do/discuss

together? [Task Design] Should there be an explicit focus on form? What should be the role of the teacher? How should telecollaboration be assessed? What are the new online literacies which

learners need in this learning context?

1) How to combine the L1 1) How to combine the L1 and L2?and L2?

The Tandem Approach: The Tandem Approach: “…this entails that “…this entails that each partner should communicate as closely each partner should communicate as closely as possible to half in his/her mother tongue as possible to half in his/her mother tongue and half in his/her target language. This and half in his/her target language. This grants both learners the opportunity to grants both learners the opportunity to practise speaking and writing in their target practise speaking and writing in their target language and listening to and reading text language and listening to and reading text written by their native speaking partner.” written by their native speaking partner.”

http://www.slf.ruhr-uni-bochum.de/etandem/http://www.slf.ruhr-uni-bochum.de/etandem/etindex-en.htmletindex-en.html

Hey Pablo!Hey Pablo!It was great to receive your letter. I was so happy to see that you It was great to receive your letter. I was so happy to see that you responded to my questions. Thank you. Your responses were very responded to my questions. Thank you. Your responses were very informative and definitely showed me that family life in Spain was informative and definitely showed me that family life in Spain was not all I'd expected it to be (I was surprised, for example, that your not all I'd expected it to be (I was surprised, for example, that your family is not religious. I assumed that most families in Spain are, family is not religious. I assumed that most families in Spain are, and I'm sure you have many assumptions about life in America as and I'm sure you have many assumptions about life in America as well). well). Your English is very good. There are only a few suggestions that I Your English is very good. There are only a few suggestions that I have to correct it. Some of your sentences are too long, and would have to correct it. Some of your sentences are too long, and would make more sense if you separated them into two or three sentences make more sense if you separated them into two or three sentences instead. For example, "My parents are not divorced in Spain there instead. For example, "My parents are not divorced in Spain there are very few cases of divorced" could be rewritten as "My parents are very few cases of divorced" could be rewritten as "My parents are not divorced. In Spain there are very few cases of divorce." are not divorced. In Spain there are very few cases of divorce." Your letter was great and made sense despite these things. Good Your letter was great and made sense despite these things. Good work. work.

Las fiestas en the ciudad de Nueva York son muy locas y Las fiestas en the ciudad de Nueva York son muy locas y emocionantes. Voy a las discotecas con mis amigas los jueves, los emocionantes. Voy a las discotecas con mis amigas los jueves, los viernes, o los sabados. Vamos a los bars tambien. Nosotros viernes, o los sabados. Vamos a los bars tambien. Nosotros volvemos a nos salons de dormitorio a las cuatro de la manana. volvemos a nos salons de dormitorio a las cuatro de la manana. Queremos bailar a las discotecas. Necesita tener veintiuno anos Queremos bailar a las discotecas. Necesita tener veintiuno anos por beber el alcohol pero la mayoria de estudiantes en las por beber el alcohol pero la mayoria de estudiantes en las universidades tenen los "fake IDs" y ellos beben el alcohol. … universidades tenen los "fake IDs" y ellos beben el alcohol. … No sabo mucho de Espana. Sabo que hay un museo de Guggenheim No sabo mucho de Espana. Sabo que hay un museo de Guggenheim en Bilbao y sabo que hay muchos castillos bonitos. Que sabes de los en Bilbao y sabo que hay muchos castillos bonitos. Que sabes de los Estados Unidos? Como es la fiesta en Espana? Elena Estados Unidos? Como es la fiesta en Espana? Elena

The Cultura Approach: The Cultura Approach:

““To have students write in the forums in To have students write in the forums in their "native" language was also a deliberate their "native" language was also a deliberate choice. We wanted to make sure that choice. We wanted to make sure that students were able to express their thoughts students were able to express their thoughts in all their complexity as fully and as in all their complexity as fully and as naturally as possible…what students may naturally as possible…what students may "lose", by not writing in the target language, "lose", by not writing in the target language, is largely offset by the gains they make by is largely offset by the gains they make by getting access to a rich, dynamic and totally getting access to a rich, dynamic and totally authentic language.” authentic language.”

http://web.mit.edu/french/culturaNEH/http://web.mit.edu/french/culturaNEH/

In your opinion, what are the different In your opinion, what are the different advantages to an online exchange offered by advantages to an online exchange offered by the following tools?the following tools?

Asynchronous v. Synchronous tools?Asynchronous v. Synchronous tools? E.G. E-mail & Message boards v. Messenger & E.G. E-mail & Message boards v. Messenger &

ChatChat

Oral v. Text-based tools?Oral v. Text-based tools? E.G. Skype, Wimba &Videoconferencing v. All E.G. Skype, Wimba &Videoconferencing v. All

aboveabove

‘‘Web 2.0 v. ‘Traditional’ tools?Web 2.0 v. ‘Traditional’ tools? E.G. Blogs, podcasts & wikis V. All aboveE.G. Blogs, podcasts & wikis V. All above

Which Online Communication Which Online Communication Tools to use?Tools to use?

Understanding Technology in Understanding Technology in ContextContext

“Successful implementation of CMC…depends on having clear pedagogical objectives in mind, knowledge of the technical options and an awareness of the needs, goals, and skills of the learners (Levy and Stockwell, 2006: 107)”

Spanish student feedback comparing oral and written discussion boards: “I prefer the written one because you don’t get so nervous and

you have more time to think about what you want to say. Also I did not like to speak in the computer lab with my classmates listening to what I was saying.”

“It’s easier to understand them in the written forum because it’s very difficult to speak with someone that you don’t see.”

Telecollaborative Tasks (Type 1): Information Telecollaborative Tasks (Type 1): Information Exchange Tasks:Exchange Tasks: Provide partners with information about their Provide partners with information about their

personal biographies, towns, work or aspects of their personal biographies, towns, work or aspects of their home cultures. home cultures.

Telecollaborative Tasks (Type 2): Comparison Telecollaborative Tasks (Type 2): Comparison and Analysis Tasks:and Analysis Tasks: Require learners to go a step further and carry out Require learners to go a step further and carry out

comparisons or critical analyses of cultural products comparisons or critical analyses of cultural products from both cultures (e.g. books, surveys, films, from both cultures (e.g. books, surveys, films, newspaper articles). newspaper articles).

Telecollaborative Tasks (Type 3): Collaborative Telecollaborative Tasks (Type 3): Collaborative Tasks:Tasks: Require learners to work together to produce a joint Require learners to work together to produce a joint

product or conclusion (e.g. an essay or presentation, a product or conclusion (e.g. an essay or presentation, a linguistic translation or cultural adaptation of a text). linguistic translation or cultural adaptation of a text).

Issues when Designing Issues when Designing Tasks:Tasks:

Should tasks be chosen by the instructors Should tasks be chosen by the instructors and/or by the students themselves? and/or by the students themselves?

Should task outcomes be more or less Should task outcomes be more or less focussed in nature (i.e. do they require focussed in nature (i.e. do they require students to simply ‘discuss’ a topic or to reach students to simply ‘discuss’ a topic or to reach a specific outcome or conclusion at the end of a specific outcome or conclusion at the end of the interaction)?the interaction)?

E-mail from Alex (Tutor in E-mail from Alex (Tutor in Spain) to Susan (Tutor in Spain) to Susan (Tutor in

USA)USA) “…“…Another worry is the first Spanish activity - Another worry is the first Spanish activity -

students are being very general and vague students are being very general and vague about their choices and according to our about their choices and according to our timetable we have only one week left before timetable we have only one week left before moving on to task two. What can we expect moving on to task two. What can we expect students to do this week? Who should make the students to do this week? Who should make the final decision as to what film/ad/ song they final decision as to what film/ad/ song they should discuss together? How much time will should discuss together? How much time will they have to then carry out this discussion? Do they have to then carry out this discussion? Do you share my worry about this? Or maybe I am you share my worry about this? Or maybe I am being overly-teacherly about this and should being overly-teacherly about this and should just sit back and let the students work out all just sit back and let the students work out all this for themselves...”this for themselves...”

Reply from Susan to AlexReply from Susan to Alex ““As far as the students being very general and vague As far as the students being very general and vague

about the choice of Spanish activities, I would have to about the choice of Spanish activities, I would have to say that, in all honesty -  that’s their problem. They say that, in all honesty -  that’s their problem. They know how telecollaboration functions and what impact know how telecollaboration functions and what impact it has on their grade. If they don’t intend to take it it has on their grade. If they don’t intend to take it seriously on their own, their grade will suffer. seriously on their own, their grade will suffer. Although they might not learn a lot of Spanish from Although they might not learn a lot of Spanish from that, it’ll be a valuable lesson in other senses: namely, that, it’ll be a valuable lesson in other senses: namely, I always tell my students that part of their academic I always tell my students that part of their academic experience is not only to learn about the subject experience is not only to learn about the subject matter, but also to learn responsibility, (self)discipline, matter, but also to learn responsibility, (self)discipline, time-management, collective awareness as well as time-management, collective awareness as well as many other concepts and principles on which the adult many other concepts and principles on which the adult world operates. So, if my students don't grasp the world operates. So, if my students don't grasp the subjunctive fully, but I manage to teach them some of subjunctive fully, but I manage to teach them some of the afore-mentioned principles - that satisfies me as a the afore-mentioned principles - that satisfies me as a teacher as well. Ideally, I'd want to have them grasp teacher as well. Ideally, I'd want to have them grasp both aspects, but that's not always possible…”both aspects, but that's not always possible…”

Issues when Issues when Focussing Focussing on Formon Form

Students don’t know how to correct their partners’ mistakes- How many English natives could explain the difference between ‘practice’ and ‘practise’ to a non-native Spanish speaker?

[A Spanish student after her exchange with an American partner] “It’s ok but I think there is a bad point. That is that they are not teachers. They can make mistakes too. In the correction she sent me of ‘firstly’ she didn’t realise you can say this in British English.”

Some more Problems…Some more Problems… Difficulties correcting your partner

“I thought, I would seem arrogant if I tried to correct their grammar and their spelling in a casual conversation about the topics. When you’re speaking to somebody, you don’t expect them to correct you and it could actually insult them”. [Dana from the USA speaking about her Spanish partner]

Schwienhorst (2000): even though students were explicitly encouraged to correct their partners’ grammar errors, very little evidence of error correction appeared in the transcripts. Perception by students that tandem was primarily a communicative activity?

What should be the Role of What should be the Role of the Teacher?the Teacher?

Two opposing approaches:Two opposing approaches: [A teacher writes to partner teacher] “Do you think [A teacher writes to partner teacher] “Do you think

there is any need to monitor the discussions or just there is any need to monitor the discussions or just exchange e-mail addresses and let the students exchange e-mail addresses and let the students handle the rest? (E-mail to author, 2001)”handle the rest? (E-mail to author, 2001)”

[Another teacher writes to partner teacher] [Another teacher writes to partner teacher] “On-line “On-line exchanges should be integrated into the regular exchanges should be integrated into the regular classes in the way which the teacher finds most classes in the way which the teacher finds most effective. When students are left to themselves they effective. When students are left to themselves they lose interest in the process fairly soon. As any other lose interest in the process fairly soon. As any other teaching/learning process, this should be well-teaching/learning process, this should be well-planned, organized and controlled – then it brings planned, organized and controlled – then it brings results.” results.”

Should online interaction be Should online interaction be

read and shared in class?read and shared in class? Q: Do you find it useful and interesting when we Q: Do you find it useful and interesting when we

talk about the exchange in class? talk about the exchange in class?  A: I think it might be necessary, just to keep it A: I think it might be necessary, just to keep it

going. But on the other hand it seems going. But on the other hand it seems uncomfortable to me that I would actually like to uncomfortable to me that I would actually like to discuss (up to a certain degree) rather “private”, discuss (up to a certain degree) rather “private”, or non-superficial subjects, but my e-mails have or non-superficial subjects, but my e-mails have to be forwarded to at least two people. And the to be forwarded to at least two people. And the content might be topic of our next meeting...content might be topic of our next meeting...

But: But: „Zensur und Internet wollen nicht „Zensur und Internet wollen nicht zueinander passen, aber E-mail Projekte sind zueinander passen, aber E-mail Projekte sind keine Privatangelegenheit von Schülern, keine Privatangelegenheit von Schülern, sondern Teil schulischer Arbeit (Donath, sondern Teil schulischer Arbeit (Donath, 1997:264).“1997:264).“

How should the Exchange How should the Exchange Activity Activity

be Assessed?be Assessed? What do we want to assess?What do we want to assess?

Participation?Participation? Development in the L2?Development in the L2? Electronic Literacies?Electronic Literacies? Intercultural Competence (skills, attitudes, Intercultural Competence (skills, attitudes,

cultural awareness)?cultural awareness)? How should it be assessed?How should it be assessed?

Proof of participationProof of participation Products of interaction (essays, blogs, websites)Products of interaction (essays, blogs, websites) Reflection on learning (portfolios, diaries)Reflection on learning (portfolios, diaries)

One Critical PerspectiveOne Critical Perspective

“…“…[L]ook at the widespread practice [L]ook at the widespread practice of linking participation to of linking participation to assessment. ‘You must contribute at assessment. ‘You must contribute at least 5 messages in order to pass the least 5 messages in order to pass the course.’ Why would we need to say course.’ Why would we need to say this, if we had an engaging and this, if we had an engaging and effective tool for interaction to offer effective tool for interaction to offer them? (Goodfellow, 2007:NP)”them? (Goodfellow, 2007:NP)”

Evaluating ‘Affective’ or ‘Sociable’ Evaluating ‘Affective’ or ‘Sociable’ Online BehaviourOnline Behaviour

““I look for to see if they have demonstrated I look for to see if they have demonstrated social or intercultural competence, social or intercultural competence, responding to people thoughtfully, responding to people thoughtfully, expressing interesting ideasexpressing interesting ideas…”…”

““How much did they exchange and How much did they exchange and how well how well they do itthey do it . Did they push the envelope or . Did they push the envelope or did they stay with the tried and true (and did they stay with the tried and true (and trite)? Did someone trite)? Did someone share a personal share a personal experienceexperience (not touchy feely, but ‘this (not touchy feely, but ‘this happened to me when I was in a foreign happened to me when I was in a foreign country’…)country’…)

Problems Evaluating Problems Evaluating Intercultural CompetenceIntercultural Competence

An interview with Michael Byram:An interview with Michael Byram: ““Although I have written about assessment for Although I have written about assessment for

the reasons that we all know, i.e. that what isn’t the reasons that we all know, i.e. that what isn’t tested isn’t taught, nonetheless there are tested isn’t taught, nonetheless there are problematic aspects of assessment and we can’t problematic aspects of assessment and we can’t be sure what the answers are. Particularly about be sure what the answers are. Particularly about attitude. Assessing skills is OK, assessing attitude. Assessing skills is OK, assessing knowledge is OK, assessing the ability to knowledge is OK, assessing the ability to evaluate is OK, but not assessing values or evaluate is OK, but not assessing values or attitudes. That’s where there are problems of a attitudes. That’s where there are problems of a moral nature, as well as a technical nature.”moral nature, as well as a technical nature.”

http://http://elt.britcoun.org.pl/elt/forum/byrint.htmelt.britcoun.org.pl/elt/forum/byrint.htm

What are the ‘new literacies’ which learners need in this

learning context? Task: The students from Spain should find Task: The students from Spain should find a Spanish advertisement on youtube and a Spanish advertisement on youtube and publish it in their exchange blog. They publish it in their exchange blog. They should then should then develop an adaptation of the develop an adaptation of the advert for the American market. You can advert for the American market. You can change the content as well as the change the content as well as the linguistic register so that the ad is linguistic register so that the ad is appropriate for the other culture. The appropriate for the other culture. The American partners should comment on American partners should comment on the language, style, and cultural the language, style, and cultural appropriateness of the new version and appropriateness of the new version and suggest changes. Both groups should suggest changes. Both groups should agree on a final version of the adaptation agree on a final version of the adaptation which is agreeable to all group memberswhich is agreeable to all group members..

Electronic Literacy?Electronic Literacy?Task: Present a representative picture of young Task: Present a representative picture of young

Spaniards’ lives to a group of American students of Spaniards’ lives to a group of American students of Spanish. Spanish.

http://http://castanaspilongas.blogspot.comcastanaspilongas.blogspot.com//

Our work togetherOur work together During our time together I propose that During our time together I propose that

we aim to:we aim to: Examine a categorisation of telecollaborative Examine a categorisation of telecollaborative

tasks (O’Dowd & Ware, in press) and develop tasks (O’Dowd & Ware, in press) and develop a set of tasks which are specifically suited to a set of tasks which are specifically suited to your VOLL contexts.your VOLL contexts.

Review existing models of 'new online Review existing models of 'new online literacies' for foreign language learners and literacies' for foreign language learners and draw up a list of literacies which reflect the draw up a list of literacies which reflect the needs and future aims and working contexts needs and future aims and working contexts of VOLL students.of VOLL students.

Develop assessment rubrics and portfolio Develop assessment rubrics and portfolio guidelines for online interaction and guidelines for online interaction and telecollaborative activity - taking into account telecollaborative activity - taking into account intercultural and multimodal characteristics of intercultural and multimodal characteristics of these learning activities.these learning activities.

Thank You!Thank You!

robert.odowdrobert.odowd@@unileon.esunileon.es This presentation will be available at:This presentation will be available at: http://www3.unileon.es/personal/wwdfmrod/http://www3.unileon.es/personal/wwdfmrod/