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Presentation of findings from M.A. in post compulsory education, University of

Presentation of findings from M.A. in post compulsory education, University of

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  • Alex Spiers Liverpool John Moores University
  • Manuel Frutos-Perez Deputy Manager, E-learning Development UnitUWE Learning & Teaching FellowUniversity of the West of England, Bristol 
  • This study clarified for me that the deployment of such technologies requires serious reflection on the part of the language tutor, particularly in examining their perception of their role in the learning process. Language tutors have a wealth of experience in encouraging and facilitating interaction face to face which they could bring to e-learning. In modern society more interaction is taking place in virtual environments and we need to understand how best to use our skills to ensure that our learners are equipped to interact in these new situations. Where there are affective barriers for ourselves and for our learners, how will we address these?
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    • 1. Voice over the internet: user perspectives on voice tools in language learning
      Teresa MacKinnon
      Language Centre, University of Warwick
    • 2. Overview:
      The Language Centre context
      Affordances of voice tools
      User perspectives study
      Data collected
      Examples of other uses
      Best practice
    • 3. Context
      Language Centre, 3500 students a year, 8 languages for academic credit.
      Business language teaching operation
      4 sanako digital labs, moodlevle
      Interest in ICT for teaching and learning
      Increasing importance of oral/aural skills
    • 4. Voice tools
      Range of easy to use, international process tools to support spoken language over the internet
      One basic interface: the voiceboard
    • 5.
    • 6. Themes
      Tutor role
      Error correction
      Affective factors: in technology and in language learning
      Technical management and support
    • 7. Data collection
      Practitioner interviews and questionnaires
      ICT “can do” questionnaire (based on Davies, 2004)
      “Travelermetaphore” (Steiner Kvale,1996)
      Walkthrough interviews (Garfinkel, 1967)
      Bildungsreise
      Quantitative data from software
    • 8. Results
    • 9. Conclusions
      Useful process to encourage dialogue
      Community of practice
      Reflective practitioners
      Importance of awareness of research
      Student engagement and desire for control!
    • 10.
    • 11. www.uwe.ac.uk/elearning
    • 12.
    • 13.
    • 14. Best practice notes:
      Importance of understanding nature of communication
      Management awareness of relative advantage
      Opportunity for shared reflection and student input
      Use may challenge language tutor approach

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