Elena Xeni - An Instructor’s Reflections on Piloting and Evaluating a TEL Activity: The Case of Self-Presentation Video | VocTEL 2015

1. Teaching Fellow/ Language
Education
Department of Education
University of Cyprus
An Instructor’s Reflections
on Piloting and Evaluating a TEL Activity:
The Case of Self-Presentation Video
VocTEL Programme Student
University of Wales
Trinity Saint David
Elena Xeni

2. Outline of Presentation
 Introductory Notes
 The Activity Chosen
 Participants Role & Support Plan
 Tutor/Trainer Role
 Feedback & Evaluation Methods Used
 Main Findings & Results
 Recommendations
 Concluding Thoughts
 References

3. Introductory Notes
 A contribution in the framework of the VocTEL programme
 Module II: SBTE7001D Implementing Technology Enhanced
Learning
 Reflections on a pilot study aiming at VocTEL students gaining
some experience of the role of the deliverer and evaluator of a
TEL activity
 Self-presentation Video, introductory activity of the online
module: Fairytales Teaching Inside and Outside School Contexts
 Two (2) co-learners participants

4. The Activity Chosen I
TEL
Resources
 video
 personal blog
 email
Activity
As illustrated in
the course
outline, creating
a self-
presentation
video is an
introductory
activity students
undertake in the
first week (out of
thirteen) of the
course.
1. Course title Fairytales Teaching Inside and Outside School Contexts
2. Subject of the
course
Fairytales and their role at home, at school and in the community over a life span; best practices in
teaching and learning fairytales in enhancing reading contexts
3. Target learners Pre-primary education undergraduate students, 3nd year, Department of Education
4. Learning
outcomes
With the completion of the course, learners will be able to:
 Name classical, modern and postmodern fairytales and their features
 Critically refer to the role of fairytales at home, at school and in the community
 Detect good practices in teaching and learning classical, modern and postmodern fairytales
 Successfully plan and implement activities that form good practices in teaching and learning
fairytales at home, at school and in the community
 Promote reading at home, at school and in the community
5. Resources Self presentation Videos, Internet, Blogs, Research Papers, You-Tube Videos, Discussions,
Audioconferencing, e-Lectures (ppt &Prezi)
6. Assessment Course Participation (20%)
e-Diary (10%)
Lesson Plan (10%)
Microteaching (20%)
Mid-term (20%)
Final Exam (20%)
7. Week Schedule PART A: FAIRYTALES INSIDE AND OUTSIDE SCHOOL CONTEXTS
WEEK 1: Introduction
WEEK 2: Definitions, Roles, Themes and Values of Fairytales
WEEK 3: Classical Fairytales
WEEK 4: Modern Fairytales
WEEK 5: Postmodern Fairytales
WEEK 6: Mid-term
PART B: FAIRYTALES TEACHING INSIDE AND OUTSIDE SCHOOL CONTEXTS
WEEK 7: Theory and Methodology of Fairytales Teaching
WEEK 8: Traditional and Contemporary Fairytales Teaching: An Overview of Good Practices
WEEK 9: Overview of Actions Enhancing Reading
WEEKS 10-12: Micro-teaching
WEEK 13: Revision and Preparation for Final Exams

5. The Activity Chosen II
The Activity in Details &
What Learners are Expected to Do
 The learners of this course are expected to spend the first week in
preparing a self-presentation video, based on a given structure
with reference to their name, origin, interests, motivation to
enroll in the course, and their favourite fairytale.
 After creating their own video, they should upload it to their
personal blog or email it to the other learners. Then, they take the
change to meet each other, either by visiting each others’ blogs or
going through their emails. They are encouraged to comment on their
co-learners’ self-presentation videos in an attempt to establish a
community of practice, where interaction, collaboration and
participatory learning (Brown et al., 1989) will effectively occur,
leaving space for fun as well.

6. .
Learners Role & Support Plan
 The learners’ support plan embraces
contemporary learning settings, where learners
are not seen as consumers of packed material
(McLuhan, 1964), or voiceless visitors in the
learning system, lacking knowledge and skills,
and learners being unable to negotiate
knowledge and meaning(s) in a learning
context based on their needs, interests, and
motivation.
 It is anticipated that learners will interact on
three levels: with the resources, themselves
and others. This multiple interaction of the
learners will not only establish, but it will
constantly maximize their enthusiasm,
motivation and engagement towards interaction
and participatory learning (Brown et al., 1989).
 Learners, undertaking this task with much
responsibility, will display self-directed learning
skills (Burak, 1993; Dunlap and Grabinger,
2003; Kerka, 1994; Knowles, 1975, 1990;
Piskurich, 2002), as practiced in past courses
of previous semesters/years during their
studies.
Tutor/Trainer Role
The tutor undertakes multiple
roles. She is:
 a designer, maintaining a well
structured course, where
learners get highly motivated and
engaged;
 an observer, acting as a
silent partner throughout
learners’ interaction;
 a facilitator, making a
learner-friendly environment and
a ‘sense of place’/‘sense of
belonging’ amongst learners
possible (Northcode, 2008);
 a supporter, encouraging and
motivating learners to interact,
create and learn together in the
course of participatory learning
(Brown et al., 1989).

7. Feedback & Evaluation Methods
For triangulation purposes, evaluation and
feedback methods involved:
 a post-activity questionnaire;
 3-minutes-notes, where learners were
asked to react quickly and write down 3
points regarding their activity, i.e. what
they liked about it, what they did not like
and a suggestion; and
 a tutor-researcher’s diary with critical
episodes noted regarding the activity
piloting and evaluation process.
Piloting and Evaluating a TEL Activity
The Case of Self-Presentation Video
Evaluation of Activity Implemented
Three MinutesNotes
Please take three minutes to write one thing that you liked about the activity;
one thing that you did not like; and a suggestion for improvement.
 
Thank you for your time!
Pilotingand Evaluatinga TELActivity
The Case of Self-Presentation Video
Post-Activity Questionnaire
Please take some time to complete thisquestionnaire in the context of providing feedback on the
self-presentation video introductory activity. Note  or X accordingly to the statement
representing your honest opinion.
Induction and Instructional design
 The guidelinesgiven were clear. 
 The time given wasappropriate and adequate. 
 The activity met itsgoalsasan introductory activity set in the course outline. 
Communication and Interaction
 I found the activity to be important in establishing relationships.  between participants
from the very beginning of the online course. 
 Thisintroductory activity enabled me to meet my co-participants. 
Student Evaluation and Assessment
 The support given by the tutor wasappropriate and adequate. 
 Because of the introductory activity I am motivated to join the rest of the online module. 
Learner Support Resources
 While implementing and evaluating the activity, support wasalwaysavailable when
needed. 
 A number of appropriate resourceswhere available to participantsin the processof this
activity. 
Activity Evaluation and Professional Impact:
 The value for the activity asan introductory one wascritical. 
 I will adopt thisactivity asan introductory activity to my own classes. 
 Thisactivity enhanced my independent learning skills. 
Thank you for your time!

8. Main Findings & Results I
In their evaluation, learners:
Underlined that they found the activity pleasant
and motivating for the beginning of the course.
“I usually feel less motivated each time I need to speak out my name and
why I am on the course the very first day of a class. This self-presentation
video was much fun!” (learner 1, three minutes notes)
“I have really enjoyed introducing myself this way! It was very funny!”
(learner 2, three minutes notes)

9. Main Findings & Results II
 Found the activity time-demanding, as it took them
longer than the time suggested to think about and
speak out their interests and favourite fairytales. It took
them longer than expected to choose their interests
and decide about the one and only fairytale they enjoy
the most and the reasons behind this choice.
 Interestingly, the content of the activity gave learners a
tougher time than the video as medium in the context of
TEL and concerning the skills needed for creating a
self-presentation video.

10. Recommendations
Based on learners’ suggestions, as derived from the post-activity
questionnaire, the three minutes notes and the tutor-researcher’s diary:
 Self-introductory activities should be part of all educational programmes
as they are an active and motivating way to start up a class and or a
semester. It is not just helpful within a class where people know each
other in advance, it is also critical for a learning group, where people
have never met before. Learners are given a voice to present their
selves, see what they have in common with others, and feel wanted and
useful.
 Learners should be left alone to discover their own resources in the
process of how to better present themselves by means of a video.
Presenting the self should be totally one own’s responsibility and
creating inspiration. Thus, no need for resources suggested by the tutor,
as this should be an activity in the context of independent learning.

11. Concluding Thoughts I
Possible problems while working towards this
activity:
I. Lack of experience with videos
II. Lack of engagement
III. Lack of interaction
IV. Lack of organization
V. Lack of collaborative learning
VI. Lack of enjoyment
VII.Lack of authenticity

12. Concluding Thoughts II
Key to Success=A Well-Structured Online
Environment
A well designed and scheduled context,
where learners establish a community of practice,
develop group cohesion, take roles
and feel at ease and confident with everything and everyone,
as well as motivated towards learning and interaction
(Sfard, 1998; Stacy, 1999; etc.)
is a requirement for success

13. Teaching Fellow/ Language
Education
Department of Education
University of Cyprus
An Instructor’s Reflections
on Piloting and Evaluating a TEL Activity:
The Case of Self-Presentation Video
VocTEL Programme Student
University of Wales
Trinity Saint David
Elena Xeni
THANK YOU!

14. References
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher,
18(1), pp. 32-42. Available at: http://www.exploratorium.edu/ifi/resources/museumeducation/situated.html [1 April
2015].
Burak, L. (1993). Independent activities teach skills for lifelong learning. Journal of Health Education, 24(5), pp. 376-378.
Dunlap, J. C., and Grabinger, R. S. (2003). Preparing Students for Lifelong Learning: A review of instructional
methodologies. Performance Improvement Quarterly, 16(2), pp. 6-25.
Kerka, S. (1994). Self-directed learning. Myths and realities. Columbus: ERIC Clearinghouse on Adult, Career, and
Vocational Education. ERIC. ED 365 818.
Knowles, M. S. (1975). Self-Directed Learners: A guide for learners and teachers. San Francisco: Jossey-Bass.
Knowles, M. S. (1990). Fostering competence in self-directed learning. In R. M. Smith (Ed.) Learning to learn across the
life span. San Francisco: Jossey-Bass, 123-136.
McLuhan, M. (1964). Understanding Media: The Extensions of Man, New York: McGraw Hill.
Northcote, M. (2008). Sense of place in online learning environments. In Hello! Where are you in the landscape of
educational technology? Proceedings ascilite Melbourne 2008. Available at:
ttp://www.ascilite.org.au/conferences/melbourne08/procs/northcote.pdf [1 April 2015].
Piskurich, G. M. (2002). Preparing learners for online learning. Available at:
http://www.amanet.org/training_zone/archive/hotzone_jan2002_02.htm [1 April 2015].
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(3),
pp. 4-13.
Stacey, E. (1999). Collaborative Learning in an Online Environment. The Journal of Distance Education / Revue de l'
Education Distance, 14(2), pp. 14-33.
Xeni, E. (2015). “Assessment 1: Design of a Support and Evaluation System”. Module SBTE7001D Implementing
Technology Enhanced Learning, VocTEL Programme, University of Wales Trinity Saint David.