Your SlideShare is downloading. ×
EUROCALL Teacher Education SIG Workshop 2010 Presentation Jozef Colpaert
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Introducing the official SlideShare app

Stunning, full-screen experience for iPhone and Android

Text the download link to your phone

Standard text messaging rates apply

EUROCALL Teacher Education SIG Workshop 2010 Presentation Jozef Colpaert

583
views

Published on

Published in: Education

1 Comment
0 Likes
Statistics
Notes
  • Be the first to like this

No Downloads
Views
Total Views
583
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
7
Comments
1
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Designing a CALL course in teacher training: focus on design research Prof. dr. Jozef Colpaert Lyon, April 27th 2010
  • 2. Background
    • Vice-chairman of the Institute for Education and Information Sciences (IOIW)
    • Director R&D Linguapolis Language Institute
    • Editor CALL Journal (Taylor & Francis)
    • CALL R&D projects since 1986
    • Organizer biennial Antwerp CALL Research Conferences
    • Father of five children
    WiAOC 2009
  • 3. Teacher education at UA
    • Within Institute for Education and Information Sciences (IOIW)
    • All disciplines represented (avg. 400 students)
    • Theoretical component / practical component / on- the-job
    • New 2-year masters
    • Courses:
      • ICT & language learning
      • Design of multimedia environments
      • Instructional Design*
      • Educational Technology*
  • 4. CALL & teacher education
    • Challenges:
      • Students’ attitude & expectations
      • In-service training
      • Technology evolves quickly
      • Enough theory/findings available?
    • My goal:
      • Turn students into creative, reflecting, self-evaluating and research-aware teachers
  • 5. Research ?
    • Research on CALL in teacher education
      • How to ?
      • Which methodology ?
      • How do we learn more / faster ?
    • My approach:
      • Engineering approach
        • “ turn your daily work into research”
      • Integrate research in my course
  • 6. Integration of research
    • Students:
      • contribute to knowledge corpus of the course (wiki & team teaching)
      • contribute to literature surveys on specific topics (theoretical validation)
      • participate in data gathering
      • are confronted with current projects (cases) or give feedback on project proposals
      • participate in empirical validation of my hypotheses:
        • design a language learning environment of their choice
        • re-design my course
  • 7. My research
    • Technology as Support System
    • Educational Engineering as Research Method
    • Distributed Learning as Design Model
    • Personal Goals as Design Concepts
  • 8. Technology as support system
    • Design the language learning/teaching environment first !
    • LLE = ecology of all interacting actors and factors geared toward realizing goals of learners and teachers
    • The role of technology is to contribute to this goal, to create powerful LLEs more efficiently and effectively
    • Design of technology is derived from design of LLE
    • Consequence for CALL evaluation
  • 9. EE as research method
    • Builds hypotheses on theory and practice
    • Staged, cyclic, lifecycle approach
    • Holistic, comprehensive
    • Focuses on design processes
    • Current research: how to measure effect?
    • Different form Action Research treatment/analysis
  • 10. Educational engineering Analysis Development Implementation Evaluation conceptualization specification prototyping Design Theory Technology
  • 11. DL as Design Model
    • Distributed Learning (DL) is a conceptual and methodological framework for designing and evaluating effective learning environments.
      • LS (learning situation) = what is
      • LE (learning environment) = what can/should be created
    • currently in phase of theoretical and empirical validation
  • 12. DL as Design Model
    • Analysis: identify factors amenable to improvement
    • Design:
      • Conceptualisation: identify goals for the learning environment
      • Specification:
        • Architecture
        • Pedagogy
        • Content
        • Technology
    • Development, Implementation, Evaluation
  • 13. PG as design concepts
    • Practical goals as hypothetical compromise between personal and pedagogical goals
    • Pedagogical goals:
      • Curricula, programmes, textbooks ....
      • Clearly formulated, easy to identify
      • But: one can adopt the best possible pedagogical approach, if personal goals are not respected ...
    • Personal goals:
      • Difficult to detect, to elicit
      • Detection: through focus groups, interviews ...
  • 14. Personal goals
    • Step 1: detection through identification of negative feeling
      • Questions: what disturbs/irritates ... while learning/teaching
      • Answer: aspect x, aspect y
      • Analysis:
        • I feel bored, alienated, overcommitted, stressed, anxious, alone, useless, not respected, undervalued, not competent, underpaid, …
        • I’d rather go out, play soccer, do research, write a paper, submit project proposals ...
  • 15. Personal goals
    • Step 2: reformulation of negative feelings in positive assertive (but often hidden) will
      • I want to feel valued, competent, respected, ...
      • I want to spend my time in the most efficient way
      • I want to make quick carreer moves
  • 16. Personas
    • Pedagogical goals are the same for students and teachers
    •  Formulation of a limited number of archetypes based on a clustering of personal goals
      • Type A = Jan
      • Type B = Maaike
      • Type C = Pol
    •  Formulate axes for representation of the population
  • 17. Practical goals
    • Key to conceptualisation
    • Hypothetical compromise between often conflicting pedagogical and personal goals
    • Synthesis: difficult exercise
    • Focus on:
      • acceptance
      • commensurate effort
  • 18. The UA learning environment min max max max competence autonomy relatedness
  • 19. Examples
    • Examples
  • 20. Evaluation
    • Evaluation:
      • Initial problems with student satisfaction
      •  better explain purpose of my design
  • 21. Thank you !
    • XIV International CALL Research Conference
      • Motivation and beyond ( 18-20 August 2010 )
      • www.antwerpcall.be
    • LINGUAPOLIS Summer School: A Toolbox for Design-Based Research (22-27 August 2010).
    • Article: Jozef COLPAERT. 2010. Elicitation of language learners’ personal goals as design concepts, Innovation in Language Learning and Teaching , in print.