Students from King’s College London are teaming up with French students from Université du Maine (http://www.univ-lemans.fr) in an effort to collaboratively translate a French passage from “La vie devant soi” (Romain Gary-Emile Ajar, 1975) into English.
The innovation of this attempt at collaborative translation is the fact that the students are utilizing EVO (http://evo.caltech.edu), a video-conferencing platform that supports user communication through the instant messaging and audio-video channels. Users in EVO can create and participate in virtual meeting rooms and initiate collaborative learning sessions.
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Use of Video Conferencing in Second Language Distance Learning
1.
2. Use of Video Conferencing
in
Second Language Distance Learning
Dr. Andreas Konstantinidis1
- A&H TEL Officer -
Co-Authors:
Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2
1
School of Arts & Humanities, King’s College London
2
Université du Maine, Le Mans France
3. Use of Video Conferencing in School of Arts & Humanities,
Second Language Distance Learning King’s College,
London
Outline
Theory and related work
EVO activity
Next steps
Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2
1
School of Arts & Humanities, King’s College London
2
Université du Maine, Le Mans France
4. Use of Video Conferencing in School of Arts & Humanities,
Second Language Distance Learning King’s College,
London
Theoretical Background 1/2
The dominant purpose for language learning is:
Social
Professional
Economic
The interest in teaching languages through distance learning has
grown as a result of increase in:
Internet use
Computer-mediated communication
Social computing
Many instructors today continue to ask if technology really works and,
moreover, does it work better than traditional methods.
This is the wrong research question for the distance learning field.
Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2
1
School of Arts & Humanities, King’s College London
2
Université du Maine, Le Mans France
5. Use of Video Conferencing in School of Arts & Humanities,
Second Language Distance Learning King’s College,
London
Theoretical Background 2/2
Technologies are instructional tools. Effective use depends on applied
pedagogy.
As technology changes, learning changes and so do teachers.
Technology allows learning to be real and meaningful for learners:
Activities that require frequent interaction.
Authentic (non-pedagogic) texts and communication activities linked to “real-
world” contexts.
Learner-centred: allow creativity and role in instructional decisions.
Engaging, challenging, purposeful experiences.
Skills to be autonomous, independent, life-long learners.
Integrating innovations, such as videoconferencing, into an existing
school curriculum needs a teacher who is:
Innovative
Flexible
A manager of classroom resources
Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2
1
School of Arts & Humanities, King’s College London
2
Université du Maine, Le Mans France
6. Use of Video Conferencing in School of Arts & Humanities,
Second Language Distance Learning King’s College,
London
Related Work 1/2
Blended Learning is the mixing of face-to-face teaching with online
resources, course content and assessment materials
Students who learn with an online component may develop their literacy skills to
a higher level than students just working in a classroom environment.
Online language learning can be effective as a means of improving writing,
reading, and listening comprehension abilities.
Digital materials contribute to student progress through flexibility:
Student-centred, self-paced learning, mobile learning, collaboration.
It remains hard to determine which aspects of the online learning
environment were responsible for these results.
learning environment, pedagogical materials, Web-based task design, individual
learner differences.
Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2
1
School of Arts & Humanities, King’s College London
2
Université du Maine, Le Mans France
7. Use of Video Conferencing in School of Arts & Humanities,
Second Language Distance Learning King’s College,
London
Related Work 2/2
The major complaint voiced against learning languages through a DL
format is that students fail to receive enough oral practice with face-
to-face speaking.
Videoconference connections increase student motivation and
learning.
Students who had engaged in communication tasks outperformed (in accuracy,
fluency) those who had spent the same amount of time in pattern practice.
One of the main factors affecting teaching and learning effectiveness
in video conferencing is: social presence
...defined as the extent to which a communication medium allows the actual
physical presence of the communication partners to be conveyed.
Student communication should involve activities which integrate the
three basic components of the foreign language syllabus:
basic communicative proficiency
language awareness
cultural awareness
Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2
1
School of Arts & Humanities, King’s College London
2
Université du Maine, Le Mans France
8. Use of Video Conferencing in School of Arts & Humanities,
Second Language Distance Learning King’s College,
London
EVO activity - description
The activity required pairs of French and English students to
collaboratively translate 2 French passages into English.
each pair of students produces a finished translation, together with a
commentary of 150 words in French on three difficulties encountered
while translating.
The aim of the project was:
to place students in a situation where they would use taught (and
practiced) skills independently, creatively and collaboratively.
to help them develop a relationship with their partner to achieve and
reach a common goal.
to see them function away from the teaching and give them the
opportunity to solve problems and take decision outside seminar space
and mode.
Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2
1
School of Arts & Humanities, King’s College London
2
Université du Maine, Le Mans France
9. Use of Video Conferencing in School of Arts & Humanities,
Second Language Distance Learning King’s College,
London
EVO activity - photos
Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2
1
School of Arts & Humanities, King’s College London
2
Université du Maine, Le Mans France
10. Use of Video Conferencing in School of Arts & Humanities,
Second Language Distance Learning King’s College,
London
EVO activity - observations
Weak and shy students are enthusiastic and active
Students will realise some things cannot be translated exactly
Students are working together, but also failing together
Students revealed a very similar gap in their understanding of how languages
and translations work
Students are acting mature and take the activity seriously
Novelty of approach
Use of technology
Same age as partner, can relate to each other
The role of the tutor is to motivate, direct, calm and reassure the
students
It is important that the students establish a partnership (discussion not dictation)
ES must also get something back communicate in French
Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2
1
School of Arts & Humanities, King’s College London
2
Université du Maine, Le Mans France
11. Use of Video Conferencing in School of Arts & Humanities,
Second Language Distance Learning King’s College,
London
EVO activity - challenges
Planning and discussions between collaborating academics
Technical issues (audiovisual)
EVO interface
Activity always slightly delayed
Problems of attendance (e.g. weather)
Same number of students
No tech support in French session
Some students did not check input, considered partner an
“expert”
Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2
1
School of Arts & Humanities, King’s College London
2
Université du Maine, Le Mans France
12. Use of Video Conferencing in School of Arts & Humanities,
Second Language Distance Learning King’s College,
London
EVO activity - results 1/2
Questionnaire Entry Percentage
I use social media quite extensively (Facebook, Twitter, blogs etc) 74%
I feel confident enough to connect to EVO on my own 69%
I feel confident that I could do this activity at home 59%
I rarely sought assistance from my tutor 69%
At what percentage did you use English in spoken dialogue? 53%
At what percentage did you use English in written dialogue? 57%
Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2
1
School of Arts & Humanities, King’s College London
2
Université du Maine, Le Mans France
13. Use of Video Conferencing in School of Arts & Humanities,
Second Language Distance Learning King’s College,
London
EVO activity - results 2/2
Questionnaire Entry Percentage
I would like to participate in this sort of activity again in the future 77%
I prefer this activity to traditional lectures 67%
I would recommend this activity to other students and other courses 85%
I would like to collaborate on other activities with my partner 64%
I plan on keeping in touch with my partner 44%
I do not think another student partner would have helped me more 85%
Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2
1
School of Arts & Humanities, King’s College London
2
Université du Maine, Le Mans France
14. Use of Video Conferencing in School of Arts & Humanities,
Second Language Distance Learning King’s College,
London
Next steps 1/2
Repeat the activity next year
Better definition of expectations (e.g., on grammatical
commentary)
More guidance
Similar activity for semester 1
More members in collaborating teams
More autonomy, independence
Other eLearning activities
Student blogs
Applications for cell phones and tablets
Podcast recordings
Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2
1
School of Arts & Humanities, King’s College London
2
Université du Maine, Le Mans France
15. Use of Video Conferencing in School of Arts & Humanities,
Second Language Distance Learning King’s College,
London
Next steps 2/2
The greatest promise is in hybrid or blended learning environments, in
which technology is seamlessly integrated into everyday teaching,
learning, and communicating.
Challenges
Extensive user support is key to maintaining student interest and avoiding the
frustrations that commonly occur with the use of new technologies.
It must be realized that not all students are ready to work independently and take
responsibility for the direction their own learning.
Hard to determine which aspects of the learning approach were responsible for
results.
Other technologies that hold the capacity for language learning
include mobile devices (phones, tablets) and social media.
Schools will need to transform, in order to encourage connected,
actively involved, lifelong learners and foster values such as
innovation, creativity and curiosity.
Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2
1
School of Arts & Humanities, King’s College London
2
Université du Maine, Le Mans France
16. Use of Video Conferencing in School of Arts & Humanities,
Second Language Distance Learning King’s College,
London
Thank you
Slides: http://techenlearn.blogspot.co.uk/
For more information
Dr. Andreas Konstantinidis - A&H Technology Enhanced Learning
Officer
andreas.konstantinidis@kcl.ac.uk, @AndyKons
Dr. Ian Barrett - A&H Technology Enhanced Learning Co-ordinator
ian.barrett@kcl.ac.uk
Dr. Soizick Solman - French Department Language Director
soizick.solman@kcl.ac.uk
Charlotte Estrade - Université du Maine
charlotte.estrade@univ-lemans.fr
Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2
1
School of Arts & Humanities, King’s College London
2
Université du Maine, Le Mans France
Hinweis der Redaktion
The dominant purpose for language learning is social, professional or economic: that learners wish to communicate in L2 for social interaction with target language speakers, employment opportunities and professional activity, and social life goals. Still locked in this old paradigm, many researchers today continue to ask if technology really works and, moreover, does it work better than traditional methods. This is the wrong research question for the distance learning field, notwithstanding the administrative pressures to provide concrete evidence for adopting and integrating expensive new technologies into an institutional setting.
Technologies are not in and of themselves instructors; rather, they are instructional tools. And the effective use of any tool in language learning requires the thoughtful application of second language pedagogy. It is not a universal remedy to all educational challenge. The debate no longer hinges on either teacher-centred or learner-centred, but rather on student agency with well-thought-out and well planned expert assistance. The teacher is there primarily to guide the students and facilitate the acquisition of knowledge rather than present it. It follows that teachers and learners must be given ample support and commitment by the relevant parties, in terms of training, equipment and time resources. Soizick comment: “We could disappear” Student comment: “It’s sad we might never see them again!”
Today’s classroom, and, most certainly, the DL one, is a much more porous learning environment because students are constantly consulting Web sources, entries in a blog or wiki, text messages from Facebook, Twitter, or their iPhone as they simultaneously complete their coursework or online discussions. Online learning can contribute to the student’s L2 learning, but much depends on the learning environment, pedagogical materials, Web-based task design, and individual learner differences.
Videoconferencing, a system whereby “two or more participants, based in different physical locations, can see and hear each other in real time (i.e. live) using special equipment.” Video conferencing is a synchronous audio and video telecommunications technology in which people are able to see and talk to others from two or more separate locations. It can also support the sharing of files, applications, and electronic workspaces. The two main types of video-conferencing systems are desktop and dedicated systems
EVO is a web-based tele-conferencing system for conducting meetings. Much like Skype, but no software installation is required. Two sessions for each passage. Sessions took place in the Open Learning Centre. French Students are participating in a graded activity; the English Students are volunteering. Students are allowed to use any tools at their disposal: dictionaries, wordreference.com, Google translate, ask their classmates.
Students concentrated for 1h30m straight Students willing to use French almost throughout
Planning and discussions between collaborating academics – pitching it right, choosing passages, selecting students Same number of students – maintaining consistency between collaborating teams
Planning and discussions between collaborating academics – pitching it right, choosing passages, selecting students Same number of students – maintaining consistency between collaborating teams
In terms of vision we want to see learners who are ‘connected’, ‘actively involved’ and ‘lifelong learners’. We want to improve competencies such as ‘managing self’ and ‘participating’. We want to develop a curriculum that embodies principles such as ‘learning to learn’ and ‘community engagement’ and we also want to foster values such as ‘innovation, inquiry and curiosity’. Schools will need to transform to assimilate the traditional and 21st century models to better meet the changing needs of our students.