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Niflar at EDEN Congress, Valencia 2010


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The EACEA invited the NIFLAR project to share experiences on ICT and Digital media for key competences at the International EDEN congress which was held in Valencia (9-12 June-2010)

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Niflar at EDEN Congress, Valencia 2010

  1. 1. ICT and Digital media for key competences: The NIFLAR project Kristi Jauregi Utrecht University
  2. 3. NIFLAR <ul><li>Time span: 1 January 2009 – 31 December 2010 </li></ul><ul><li>Lifelong Learning Programme </li></ul><ul><li>Partners: Universities of </li></ul><ul><ul><li>Utrecht in the Netherlands </li></ul></ul><ul><ul><li>Granada and Valencia in Spain </li></ul></ul><ul><ul><li>Coimbra in Portugal </li></ul></ul><ul><ul><li>Palacky in Olomouc the Czech Republic, </li></ul></ul><ul><ul><li>Nevsky and Novosibirsk in Russia </li></ul></ul><ul><ul><li>Concepción in Chile </li></ul></ul><ul><ul><li>TELL Consult (Netherlands) </li></ul></ul><ul><ul><li>2 secondary schools, in Spain and The Netherlands </li></ul></ul><ul><ul><li>Coordination: Utrecht University </li></ul></ul><ul><li>Target languages: Dutch, Portuguese, Russian & Spanish </li></ul>
  3. 4. <ul><li>Enrich and innovate academic programs of foreign languages and make them more rewarding and relevant </li></ul><ul><ul><li>By creating opportunities for social and pedagogical authentic interaction in the target language with peers </li></ul></ul><ul><ul><li>According to adequate pedagogical tasks with a focus on intercultural communication </li></ul></ul><ul><ul><li>Using 2 innovative ICT environments </li></ul></ul><ul><li>Explore the added value of implementing those tools in education </li></ul>NIFLAR aims to:
  4. 5. Second Life Open Sim Adobe connect
  5. 6. Target groups <ul><li>FL learners at secondary and tertiary levels </li></ul><ul><li>Pre- (in) service teachers </li></ul>
  6. 7. Main competences & skills addressed in NIFLAR Intercultural Competences Digital Competences Pedagogical Competences Teacher training programmes
  7. 8. <ul><li>Participants: </li></ul><ul><li>learn to reflect on and analyse their actual digital knowledge, skills and habits </li></ul><ul><li>learn to explore innovative environments which make possible synchronous oral interaction at a distance such as video-web communication and/or virtual worlds </li></ul><ul><li>get familiar with these environments and their technical requirements </li></ul><ul><li>learn about the possibilities such environments offer to enhance meaningful interaction </li></ul><ul><li>learn to lose digital anxiety through tutorials and face-to-face contact </li></ul><ul><li>learn to cope with the specific affordances of video-web communication and virtual worlds </li></ul><ul><li>learn to make adequate use of multimodality and action or experiential learning </li></ul>Digital Competences (1)
  8. 9. Digital Competences (2) <ul><li>Participants: </li></ul><ul><li>develop specific technical skills in tutorials in order to be able to act adequately in the project’s digital environments (how to install the software, how to create an avatar, how to move around, how to chat, how to activate the microphone, how to upload content, how to record sessions, etc.) </li></ul><ul><li>learn to organize and coordinate synchronous exchanges </li></ul><ul><li>learn to be aware of the difficulties the coordination of synchronous exchanges requires </li></ul><ul><li>learn to develop strategies and attitudes of flexibility to handle coordination issues related to synchronous exchanges </li></ul>
  9. 10. Click here to visualize it
  10. 11. Click here to visualize a second example in Second Life
  11. 12. Intercultural Competences <ul><li>Since NIFLAR participants interact cross culturally and through a new medium, they: </li></ul><ul><li>Learn to reflect about, analyse and evaluate their own cultural habits and interaction styles </li></ul><ul><li>Learn to describe their own cultural habits and interaction styles to an interlocutor of a foreign culture </li></ul><ul><li>Learn to establish comparisons between different cultural habits and interaction styles </li></ul><ul><li>Learn to respect differences </li></ul><ul><li>Learn to show interest for other habits and interaction styles </li></ul><ul><li>Learn to build bridges between different cultures </li></ul><ul><li>Learn to mediate between cultures </li></ul><ul><li>Learn to operate in a different digital medium which has specific cultural characteristics </li></ul>Tasks
  12. 13. <ul><li>The project’s pre- and in-service teachers: </li></ul><ul><li>Develop digital competence </li></ul><ul><li>Develop intercultural competence </li></ul><ul><li>Learn how to integrate digital and intercultural concerns in the foreign language curricula </li></ul><ul><li>Learn to design adequate interaction tasks </li></ul><ul><li>Learn to evaluate them and adapt them if necessary </li></ul><ul><li>Learn to adopt adequate skills to conduct interaction tasks with learners of a foreign language in the digital environment </li></ul><ul><li>Learn to analyse interaction sessions and evaluate them focusing on the task, the environment and the interaction between the learner and the teacher > action research </li></ul><ul><li>Learn to reflect about communication processes and the role of the teacher </li></ul><ul><li>Learn to detect problematic sequences and look for solutions </li></ul><ul><li>Learn to apply strategies to enhance motivation </li></ul><ul><li>Learn to assess the communicative competence of the learners </li></ul>Pedagogical Competences
  13. 14. How? <ul><li>By integrating social interaction and experiential learning in the academic curricula > blended learning: </li></ul><ul><ul><li>read, discuss, experiment, analyse, evaluate </li></ul></ul><ul><li>The Dutch example </li></ul>
  14. 15. Video-web communication course Dutch FL <ul><li>Utrecht University </li></ul><ul><li>Participants: </li></ul><ul><ul><li>- 32 pre-service teachers of different TLs(Dutch, English, Spanish, French, German) </li></ul></ul><ul><li>Integration in Mastercourse : Language Education </li></ul><ul><li>February-April 2009/2010: 10 weeks </li></ul><ul><li>Palacky University in Olomouc </li></ul><ul><li>Participants: </li></ul><ul><ul><li>32 learners of Dutch FL (A2/B1) </li></ul></ul><ul><li>Integration in Dutch language course </li></ul><ul><li>3 weeks: 3 sessions of 1/2 hr. </li></ul>
  15. 16. <ul><li>Pre-service teachers (UU) </li></ul><ul><li>Introduction to NIFLAR </li></ul><ul><li>Workgroup sessions on tasks, CMC, CEFR, ICC, teacher skills, motivation </li></ul><ul><li>Tutorial about VWC tool </li></ul><ul><li>Development of tasks in groups </li></ul><ul><li>Creation of evaluation schemes for interaction sessions </li></ul><ul><li>Specification of research focus </li></ul><ul><li>Plenary session </li></ul><ul><li>3 interaction sessions </li></ul><ul><li>Research: analysis of task effects </li></ul><ul><li>Oral and written research report </li></ul><ul><li>NIFLAR surveys + interviews </li></ul>NIFLAR experiences with Dutch - Process <ul><li>FL learners of Dutch (PU) </li></ul><ul><li>Introduction to NIFLAR </li></ul><ul><li>Tutorial about VWC tool </li></ul><ul><li>Plenary session </li></ul><ul><li>3 interaction sessions </li></ul><ul><li>NIFLAR surveys + interviews </li></ul>
  16. 17. Task design principles for ICC in VWC & VW <ul><li>Communicative competence in L2 acquisition ( Willis, 1996; Doughty & Long, 2003; Ellis, 2003; Moonen, 2007; Long, 2009) </li></ul><ul><li>Intercultural competence in L2 acquisition (Byram, 1997; Müller-Jacquier, 2003; Zarate et al 2004) </li></ul><ul><li>The application of VWC and VW in L2 acquisition (Jauregi & Bañados, 2008; Deutschmann, Panichi & Molka, 2009) </li></ul>
  17. 18. Example video-web communication
  18. 19. Evaluating experiences: FLl learning process Questions over the FL learners’ learning process T (UU) N25 Mean StDev FL (PU) N25 Mean StDev 38 a. They have learned to talk more fluently (1 disagree … 5 agree) 4,0 0,7 3,5 0,9* 38 b. They became more confident talking in the TL (1 disagree … 5 agree) 4,1 0,7 4,0 0,4 38 c. They became more aware of cultural contrasts & similarities (1 disagree … 5 agree) 3,7 0,9 3,2 1,3 38 d. They have learned new words (1 disagree … 5 agree) 3,7 0,6 3,2 0,7* 38 e. They can talk more accurately (1 disagree … 5 agree) 3,0 0,6 2,6 1,7
  19. 20. Evaluating experiences: teachers’ learning Questions over the learning process of pre-service teachers What have you learned in this project? T (UU) N25 Mean SD 60 a. How to use VWC tools for teaching purposes? (1 disagree … 5 agree) 4,2 0,6 60 b. How to use VWC tools for implementing purposeful interaction in the TL? (1 disagree … 5 agree) 3,9 0,8 60 c. To get familiar with (the elaboration of) tasks that contribute to the development of (intercultural) communicative competence (1 disagree … 5 agree) 3,9 0,8 60 d. To be aware of the problems foreign language learners face when trying to communicate in the target language (1 disagree … 5 agree) 3,7 0,8 60 e. To be aware of and develop adequate teaching strategies to help FL learners to overcome problems/shortages in their attempts to communicate in the target language. (1 disagree … 5 agree) 3,5 1,1
  20. 21. Interviews pre-service teachers Click here to visualize Video 1 Video 2 Click here to visualize experiences on secondary
  21. 22. Impact ICT & digital media on FLls <ul><li>Pre-questionnaires (N 52) Post-questionnaires (N 52) </li></ul>
  22. 23. Impact ICT & digital media on FLls <ul><li>Pre-questionnaire (N 52) Post-questionnaire (N 52) </li></ul>
  23. 24. The added value of integrating VWC and VW in education <ul><li>Challenging, motivating and innovative learning environments. </li></ul><ul><li>Offer opportunities for real-life and virtual synchronous communication with native speakers of the target language. </li></ul><ul><li>Rich linguistic and intercultural learning sequences emerge. </li></ul><ul><li>Collaborative learning and learner autonomy (peers interact in dyads or groups cross-culturally) are enhanced. </li></ul><ul><li>They favour experiences of enjoyment and success (especially with game like tasks). </li></ul><ul><li>Support authenticity of learning by favouring Integrative motivation (learner's positive attitudes towards the target language group and the desire to integrate into the target language community). </li></ul><ul><li>Intersubjectivity and social empathy are enhanced: participants do not just carry out pedagogical tasks together but work also to create intersubjectivity and friendship. After the conclusion of the official sessions interaction partners keep in contact and even visit each other in real life. </li></ul>
  24. 25. Conclusions <ul><li>Added value: </li></ul><ul><li>Most participants very positive about integrating networked interaction in academic curricula. </li></ul><ul><li>Learning indicators as rich linguistic and cultural negotiations emerge in the interactions. </li></ul><ul><li>Higher achievements and motivation </li></ul><ul><li>Conditions: </li></ul><ul><li>Full support from decision makers at the institution </li></ul><ul><li>Infrastructure: resources and services available (technical support) </li></ul><ul><li>Flexibility and adjustment of curricular requirements > process oriented and dynamic, learner oriented, following sound pedagogical views and creating win-win situations. </li></ul><ul><li>Synchronous encounters: </li></ul><ul><ul><li>Do not underestimate coordination and organization load, particularly at secondary educational level! </li></ul></ul><ul><ul><li>Do not take technique for granted! Always check twice! </li></ul></ul><ul><ul><li>Keep good communication with participating institutions! </li></ul></ul><ul><ul><li>Get used to synchronous communication. Be on time! </li></ul></ul><ul><ul><li>Be an example for the students: be open, patient, enthusiastic, communicative and flexible! Look for solutions, because it is worth it! </li></ul></ul>
  25. 26. Would you like to know more about NIFLAR? Join us in [email_address]