Strategies to engage teachers in telecollaboration projects: insights from the TILA project


Published on

Presentation held at the SIG Teacher Education on Call Workshop held in Nice on 22 May 2014

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Britain: a language coordinator organises the teaching time of her language teachers  British teachers design tasks being supervised. On the whole, tasks were integrated into the curriculum.
    Germany: TILA tasks were not part of the curriculum, came as extra- work for both students and teachers.
    Holland: tasks were integrated to the curriculum.
    Spain: Some tasks were integrated in the curriculum and others came as extra work for both students and teachers
    France: Tasks were integrated in the curriculum.
  • Language teachers are willing and enthusiastic but :
    no time for extra online meetings,
    no time for checking tools and technology.
    no common culture for collaboration or for working together on tasks and planning of tasks, even less for working on these matters online, through email, BBB or OpenSim.
    no time for answering questionnaires or interviews
    Researchers would like to do some research but TILA teaching management is a condition or prerequisite
    Telecollaboration on teaching management would require a coordinator of Language Cluster Managers
    Language Cluster Managers should have a schedule of Language Meetings presenting tasks and feedback to participants and follow each partner with specific feedback. Above all liaise with them as teachers even if they have volunteered and are enthusiastic do not know how to work collaboratively with their partner online.

  • Josef Colpaert
  • As for computer technologies and Internet, their use is rare because facilities are scarce, there is no technician to assist them and regulations hamper their use of Internet in the classroom. One says s/he didn’t like using technology in class but they feel confident on the whole to use them. When using these technologies, they rather use the “chats” and “you tube”. Half of them (Spain) outline some school hypocrisy of banning mobile phones in class but not in the schoolyards.
  • To the questions related to how intercultural you school is, there is the same ambiguity : a willingness for schools and teachers to engage with intercultural perspectives (part of the curriculum, partnerships with other schools, looking for language assistants, developing intercultural competence) and at the same time, realities are : not so easy to get a language assistant and to have support to innovate for intercultural exchanges from school administration.
    To the questions related to language teaching, there is a strong interest in the 4 language skills and the cultural dimensions. One teacher outlined the importance of language teachers as educators as they have to make learners think through brainstorming activities.
  • On the whole (everyday/once a week), teachers tell their learners what they heard or read about the foreign countries or cultures, about their experiences as teacher and solicit their learners’ experience, they also work on stereotypes.
    What they do a bit less is (once a month) : asking their students to describe an aspect of their own culture in the FL, to compare cultural aspects, to comment on the way the FL culture is represented in textbook and media, to ask them explore an aspect of FL culture through presentations or written tasks, to present similarities and differences, to use their learner’s background in class as a resource.
  • What they do even less (never/one in a while) is touching an aspect of the foreign culture regarding which they feel negatively disposed, bringing objects from the FL culture, invite people from the FL country to their classroom, work with monolingual/bilingual dictionaries and translating aids to deal with intercultural perspectives.
  • They are well qualified, working in state secondary schools.

    They are eager to experiment in technologies and in the intercultural/cultural dimensions of language teaching.

    They do not feel getting all the support they need for integrating technologies in their practices .

    To a certain extent, they do not feel getting all the support they need for innovating in intercultural exchanges (lack of language assistants and support in exchanges) but show an openness and willingness to explore more on the intercultural/cultural dimensions of language teaching.
  • just like when you put students work in pairs.
    Just like students, some teachers do much more than their co-teachers and may feel frustrated and demotivated.
    This monitoring has a cost for Language Cluster Manager/Country Coordinator and for participating teachers.
  • The strong postulate emerging from the pilot : beyond different teaching cultures, European language teachers share a common culture of working alone (the classroom unit/syndrome) whereas online telecollaboration in class and outside class means more collaborative work through more interaction and more balanced communicative modes (top-down/bottom-up/more horizontal modes).

    Reflecting on the French Cluster : Teachers find it difficult to work together (task design and planning usually come from one teacher for example, teachers relied on the Cluster Manager for communicating to one another ….
  • Strategies to engage teachers in telecollaboration projects: insights from the TILA project

    1. 1. Strategies to engageteachers in telecollaborationprojects:insightsfrom the TILA project Kristi Jauregi Ondarra (Fontys University of Applied Sciences & Utrecht University) Martine Derivry-Plard (University of Paris 6)
    2. 2. TILA:Telecollaboration for Intercultural language Acquisition (2013-2015)
    3. 3. Project goals • (1) to innovate, enrich and make foreign language teaching programmes more attractive and effective by encouraging the implementation of telecollaboration activities in secondary schools across Europe; • (2) to empower teachers and innovate teacher training programmes in order to assist them in developing ICT literacy skills as well as organisational, pedagogical and intercultural competences to guarantee adequate integration of telecollaboration practices; and • (3) to study the added value that telecollaboration may bring to language learning in terms of intercultural understanding and motivation amongst younger learners and pedagogic competence development. 3
    4. 4. Partners 4
    5. 5. Consortium Partners 5 P1 Utrecht University (NL) P2 Berlage Lyceum P3 U Roehampton (UK) P4 The Godolphin & Latymer School P5 Steinbeis Transfer Center Language Learning Media P6 Gymnasium Saarburg (DE) P7 Universidad de Valencia (SP) P8 IES Clot del Moro P9 Université de Paris 3 and Paris 6 (FR) P10 Collège La Cerisaie P12 Palacky University (CZ) P11 3DLES (NL)
    6. 6. 42 associate partners Synchronousandasynchronous telecollaborationtools 6
    7. 7. Activities undertaken • Analysis of teachers’ needs • Development of teacher training modules and • Teacher training sessions • Telecollaboration pilots 7 EuroALL 2013
    8. 8. Toolsforaudio-visualsynchronoustelecollaboration inTILA 8 Video Communication BigBlueButton 3D virtual worlds Open Sim(ulator) Challenges: Schedules Technical concerns Hardware / Software Broadband internet connection (cable not Wifi) Headsets with microphone Technical tests not only at your school but also at the other school and common connection checks (interdependence) - Organisation of sessions: not all learners can participate 1x1 simultaneously (connection overload)
    9. 9. Asynchronous communication 9 Forum Blog Wiki Journal Moodle Chat
    10. 10. Pilots on secondary education (December2013-February2014)  Pilots in English, French, German and Spanish  Participants: 212 learners & 20 teachers from 8 schools  Most pilots: synchronous audiovisual communication  Challenges scheduling meetings  Small group of students  Many technical problems with sound  Teachers aware of time & energy investment for organising & carrying out synchronous voiced telecollaboration projects  Student questionnaires (very positive)  Interviews with pupils: in spite of technical problems learners very positive  Teacher questionnaires 10
    11. 11. Voorbeeld TILA 11 Examples
    12. 12. OpenSim 12
    13. 13. WorkshopLevendeTalen,Utrecht 2013 13
    14. 14. 14 Sound was good (if applicable) 2,75 I like to communicate and interact in this tool environment 4,11 I like to meet students from other countries in this tool environment 4,3 I like to learn in this tool environment 4,12 I like to be visible in a video 3,68 I like to see the others in a video 4,06 II like to be an avatar 3,53 I like to speak with an avatar 3,53 I felt comfortable in the interaction 3,77 I felt satisfied with the way I communicated 3,53 I felt the tool environment affected my communication positively 3,58 I enjoyed communicating with students from another country 4,30 I found it motivating to communicate with students from another country 4,18 It was important for me to be understood 4,17 It was important for me to understand the other student(s) 4,23 It was important for me to learn about the other students’ life and culture 3,91 It was important for me to get to know students from another country 4,07 I was able to learn something about the other students’ life and culture 3,76 I enjoyed the online task 4,08 I found the online task interesting for interaction with peers of other countries 4,15 I found the online task useful for my language learning 3,99 The online task helped me discover new things about the other culture 3,81 I would like to use online tasks with students from other countries more often 4,15 110 respondents: 90 using BBB & 20 using OpenSim L i k e r t s c a l e 5 p u n t s
    15. 15. Intercultural telecollaboration withinalearning/teachingandresearchenvironment Target languages Researchers Teacher Trainers Teachers Learners Target Cultures
    16. 16. Intercultural telecollaboration withina learning/teaching environment • Teachers belonging to different teaching cultures and modes of organization. All teachers volunteered but within different teaching contexts • Promoting Intercultural telecollaboration through an intercultural learning/teaching environment 5 languages 6 „national“ cultures
    17. 17. Organising telecollaboration among teachers : challenges • Language Cluster Manager (LCM) vs Country Manager (CM) • Getting X teachers in TILA languages in one country LCM = CM • Organising meetings in one TILA target language LCM ≠ CM Overlapping • French teacher in Spain with a Spanish teacher in France • 2 ≠ LCM • 2 ≠ CM • Lingua franca LCM follow pairs of teachers in the TL + online training and CM provide FtoF training and dissemination • Tandem 2 LCM and 2 CM Objectives Roles Tasks
    18. 18. Organisingtelecollaborationamong teachers: European Challengesfor implementingan intercultural/ plurilingual/cultural learning environment • A complex European learning environment : engineering the emerging system requires clarifying the intercultural/plurilingual/cultural meshing of the learning- teaching (Learnching) environment 5 languages 6 „national“ cultures 6 teaching contexts Language Cluster Manager Country Manager School Manager Teachers Teacher Trainers Researchers
    19. 19. Organising telecollaboration among teachers : an engineering problem- solving approach • TILA pilots: some experience in perceiving, defining and outlining major challenges : • Matching different modes of organisation and teaching cultures • Clarifying overlaps (LCM/CM/Lingua franca/Tandems/Trainers/Researchers) • Overcoming a common individual attitude among teachers for working and teleworking together on tasks planning and tasks designing through a step by step follow up of partners, tailoring feedback to their circumstances and interests. • TILA results: present at the end of the experiment a European working model for an intercultural learning/teaching environment : • a more detailed planning of all the stages for implementing intercultural telecollaboration among researchers, among teachers and among researchers and teachers.
    20. 20. Organising telecollaboration among teachers : two major challenges • Use of technology in the classroom, the availability and appropriateness of the facilities, and technical assistance have been addressed in a former paper : • Jauregi, K., Melchor-Couto, S., & Vilar Beltrán, E. (2013). The European Project TILA. In L. Bradley & S. Thouësny (Eds.), 20 Years of EUROCALL: Learning from the Past, Looking to the Future. Proceedings of the 2013 EUROCALL Conference, Évora, Portugal (pp. 123-128) • Facilitating intercultural telecollaboration, creating a third culture for teachers with different teaching cultures to work together on task planning and task development is going to be explored. LCM/CM Trainers Researchers
    21. 21. organising telecollaboration among teachers : developing and facilitating interculturalities • Kramsch, C. (1993). Context and Culture in Language Teaching, Oxford, Oxford University Press. • - (2001). Intercultural communication in R .Carter and D. Nunan (eds.). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press. • Just like classrooms of FL are third spaces, telecollaboration among teachers from different countries and teaching cultures will develop as many third spaces as there are matching teachers. So, a close look at the way teachers work or do not work together or partially work together is important as success means they will be better equipped to implement collaborative and telecollaborative tasks for their learners.
    22. 22. Research who are TILA teachers? How do they work? • Methodology should be ethnographic (multimodal with questionnaires, interviews, analysis of task descriptions, online interaction …) : another challenge for ethnography to be online. • PILOT : 11 teachers out of 20 teachers answered the two questionnaires. • Background questionnaire : 4 respondents • Teachers’ views on telecollaboration for intercultural language learning : 7 respondents • PILOT interviews will complement this information.
    23. 23. Teachers’ background • female teachers = male teachers • experience (0-4 years) to more than 25 years • Master’s degree and usually a teaching license as they all work in a state secondary school. • Their learners are from 12 to 18. • They teach one language or 2 languages or up to 3 subjects • Half of them have worked in a foreign country where they have taught • Lack of support for computer technologies and Internet .
    24. 24. Teachers and schools • a willingness for schools and teachers to engage with intercultural perspectives and at the same time, harsh realities are : lack of support from hierarchy
    25. 25. Teachers and the cultural dimensions Everyday/onc e a week Once a month • Bringing facts/ exchanging about FL countries and cultures (news/experience) • Pointing out Stereotypes • Describing own culture • Comparing • Exploring • Analysing • Learners’ background as a resource
    26. 26. Teachers and the cultural dimensions • Never /once in a while • Invite people from TC (Target countries and cultures) • Bring objects from TC • Deal with an aspect of TC regarding which they feel negatively disposed • Work on monolingual/bilingual dictionaries and translating aids to point out intercultural perspectives
    27. 27. • well qualified, working in state secondary schools • do not feel getting all the support they need for integrating technologies and intercultural/cultural dimensions in their practices : they need time for meetings, exploring tools and tasks with learners and partners TILA teachers openness and willingness to explore on technologies and intercultural dimensions
    28. 28. Challenges : an intercultural, plurilingual learning environment online • More guidance is needed • The Language Cluster Manager or Country Coordinator have essential roles in : • liaising the teachers working in pairs; • suggesting change of pairs and situations (from tandem to Lingua franca and vice versa). • More teacher training sessions online and face- to-face are needed : to monitor the mediating process of teachers collaborating and working online.
    29. 29. Challenges : an intercultural, plurilingual learnching environment online Education Board Head of school Teacher Teacher Head of school Teacher
    30. 30. experimenting the future of language learnching and strategies • Language learning and teaching is about • communicating, working with people from different backgrounds, cultures, and languages • engaging in the intercultural dimension of communication in teaching contexts which are national grounded (national education systems)
    31. 31. Experimenting the future of language learnching
    32. 32. 32 Join us in TILA! @tilaproject Thank you! Martine Derivry Kristi Jauregi