videoconferencing a case study
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Videoconferencing A case study. Esther Hardman Weald of Kent Grammar School Tonbridge. Videoconferencing. What is videoconferencing? Our case study What did we do? The importance of planning Language learning activities Managing a videoconference Learning outcomes - PowerPoint PPT PresentationTRANSCRIPT
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VideoconferencingA case study
Esther HardmanWeald of Kent Grammar School
Tonbridge
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Videoconferencing• What is videoconferencing?• Our case study• What did we do?• The importance of planning• Language learning activities• Managing a videoconference• Learning outcomes
• Relevance to new secondary curriculum• Notes about “Flashmeeting” software• Moving forward• Online resources
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What is videoconferencing?
• Connecting people in different locations via the internet
• Web-cams enable participants to see and hear each other and hold a ‘virtual conference’
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What did we do?
• Joint project between Weald of Kent Grammar School and St. Margaret Clitherow Primary School
• Used a year 10 post-GCSE French group and a year 5/6 Primary class
• A series of approx. 6 lessons
• Developed speaking and listening activities for both primary and secondary students to improve their language skills
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The Importance of Planning• Planning by staff• face to face meetings• working with the primary school to develop
ideas and activities• setting up a timetable• virtual meetings to practice using the
equipment (internally and externally)
• Preparing the Pupils• pupil practice sessions in English• pupil practice of activities without web-cam• pupil practice being in front of the web-cam
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Language Learning Activities
• Pupil introductions
• Pre-prepared questions asked by primary class to groups of secondary students in French
• Role-plays performed in French by secondary students whilst primary students played vocabulary ‘Bingo’
• Activities differentiated
• End of conference and evaluations
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Managing the Videoconference
• Managing the lesson• Confidence with equipment• Using additional adults (ICT support,
members of Dept.)• Consider group size and dynamics• Give all pupils a focus - peer
assessment sheet• Videoconference skills• Language skills• Peer feedback• Whole class discussion – how to improve?
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Managing the Videoconference
• Videoconferencing Etiquette• Pre-defined running order• Communication in case of equipment
failure• Signs / signals• Instant messaging
• Managing change-overs / on-screen traffic
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Learning Outcomes• KS2• Facilitated language learning
• KS4• Practised and reinforced language knowledge• Built confidence in the target language
• Skills – more than subject specific:• personal presentation skills; • public speaking skills; • ICT skills; • independent learning skills;• trouble shooting skills
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Relevance to KS2 Framework for Languages
O 6.2 Perform to an audience.
O 6.3 Understand longer and more complex phrases or sentences
O 6.4 Use spoken language confidently to initiate and sustain conversations and to tell stories.
IU 6.1 Compare attitudes towards aspects of everyday life
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Relevance to New Secondary Curriculum
• Active learning
• Creative use of ICT
• Links with other subjects • ICT • Life Skills
• Goes beyond classroom
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Notes about “Flashmeeting” Software
• Hosted by E2BN: http://flashmeeting.e2bn.net/
• ICT requirements: IWB, PC, speakers and web-cam
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Notes about Software
• Setting up• Register as a user with website• Complete online booking process• All participants then register via
generated unique URL • All participants check equipment to
check meet requirements• Combined webcam and microphone
provide cost friendly approach
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“Flashmeeting” in Practice
• Advantages• Free and secure• Requires no downloading or installation• Only requirements are internet connection,
web-cam, speakers and IWB if whole class activity.
• Record the meeting for replay
• Disadvantages• Entry level software• Only one person/class can speak
(“broadcast”) at one time.• Only simultaneous communication via instant
messaging or emoticons whilst queuing to speak – ordered / restrictive?
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Moving Forward
• Plan to trial software akin to industrial / corporate level – allow spontaneity
• Use Foreign Language Assistant
• Involve real life communication with native speakers
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Online Resources
• South East Grid for Learning• http://www.segfl.org.uk/casestudies/ • Select: “Kent schools using
Flashmeeting for MFL”
• TeachNet UK• http://www.teachnet-uk.org.uk/projects-
languages.htm
• “Flashmeeting” user guide:• http://www.kented.org.uk/ngfl/projects/
Rivers/docs/flashmeeting%20sep3.pdf