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User perspectives
User perspectives
User perspectives
User perspectives
User perspectives
User perspectives
User perspectives
User perspectives
User perspectives
User perspectives
User perspectives
User perspectives
User perspectives
User perspectives
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User perspectives

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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?
  • Transcript

    • 1. Voice over the internet: user perspectives on voice tools in language learning<br />Teresa MacKinnon<br />Language Centre, University of Warwick<br />
    • 2. Overview:<br />The Language Centre context<br /> Affordances of voice tools <br />User perspectives study<br />Data collected<br />Examples of other uses<br />Best practice<br />
    • 3. Context<br />Language Centre, 3500 students a year, 8 languages for academic credit.<br />Business language teaching operation<br />4 sanako digital labs, moodlevle<br />Interest in ICT for teaching and learning<br />Increasing importance of oral/aural skills<br />
    • 4. Voice tools<br />Range of easy to use, international process tools to support spoken language over the internet<br />One basic interface: the voiceboard<br />
    • 5.
    • 6. Themes<br />Tutor role<br />Error correction<br />Affective factors: in technology and in language learning<br />Technical management and support<br />
    • 7. Data collection<br />Practitioner interviews and questionnaires<br />ICT “can do” questionnaire (based on Davies, 2004)<br />“Travelermetaphore” (Steiner Kvale,1996)<br />Walkthrough interviews (Garfinkel, 1967)<br />Bildungsreise<br />Quantitative data from software<br />
    • 8. Results<br />
    • 9. Conclusions<br />Useful process to encourage dialogue<br />Community of practice<br />Reflective practitioners<br />Importance of awareness of research<br />Student engagement and desire for control!<br />
    • 10.
    • 11. www.uwe.ac.uk/elearning<br />
    • 12.
    • 13.
    • 14. Best practice notes:<br />Importance of understanding nature of communication<br />Management awareness of relative advantage<br />Opportunity for shared reflection and student input<br />Use may challenge language tutor approach<br />

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