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Use of Video Conferencing                inSecond Language Distance Learning      Dr. Andreas Konstantinidis1             ...
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Use of Video Conferencing in Second Language Distance Learning
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Use of Video Conferencing in Second Language Distance Learning

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Students from King’s College London are teaming up with French students from Université du Maine (http://www.univ-lemans.fr) in an effort to collaboratively translate a French passage from “La vie devant soi” (Romain Gary-Emile Ajar, 1975) into English.

The innovation of this attempt at collaborative translation is the fact that the students are utilizing EVO (http://evo.caltech.edu), a video-conferencing platform that supports user communication through the instant messaging and audio-video channels. Users in EVO can create and participate in virtual meeting rooms and initiate collaborative learning sessions.

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Use of Video Conferencing in Second Language Distance Learning

  1. 1. Use of Video Conferencing inSecond Language Distance Learning Dr. Andreas Konstantinidis1 - A&H TEL Officer - Co-Authors: Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2 1 School of Arts & Humanities, King’s College London 2 Université du Maine, Le Mans France
  2. 2. Use of Video Conferencing in School of Arts & Humanities,Second Language Distance Learning King’s College, London Outline  Theory and related work  EVO activity  Next steps Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2 1 School of Arts & Humanities, King’s College London 2 Université du Maine, Le Mans France
  3. 3. Use of Video Conferencing in School of Arts & Humanities,Second Language Distance Learning King’s College, London Theoretical Background 1/2  The dominant purpose for language learning is:  Social  Professional  Economic  The interest in teaching languages through distance learning has grown as a result of increase in:  Internet use  Computer-mediated communication  Social computing  Many instructors today continue to ask if technology really works and, moreover, does it work better than traditional methods.  This is the wrong research question for the distance learning field. Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2 1 School of Arts & Humanities, King’s College London 2 Université du Maine, Le Mans France
  4. 4. Use of Video Conferencing in School of Arts & Humanities,Second Language Distance Learning King’s College, London Theoretical Background 2/2  Technologies are instructional tools. Effective use depends on applied pedagogy.  As technology changes, learning changes and so do teachers.  Technology allows learning to be real and meaningful for learners:  Activities that require frequent interaction.  Authentic (non-pedagogic) texts and communication activities linked to “real- world” contexts.  Learner-centred: allow creativity and role in instructional decisions.  Engaging, challenging, purposeful experiences.  Skills to be autonomous, independent, life-long learners.  Integrating innovations, such as videoconferencing, into an existing school curriculum needs a teacher who is:  Innovative  Flexible  A manager of classroom resources Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2 1 School of Arts & Humanities, King’s College London 2 Université du Maine, Le Mans France
  5. 5. Use of Video Conferencing in School of Arts & Humanities,Second Language Distance Learning King’s College, London Related Work 1/2  Blended Learning is the mixing of face-to-face teaching with online resources, course content and assessment materials  Students who learn with an online component may develop their literacy skills to a higher level than students just working in a classroom environment.  Online language learning can be effective as a means of improving writing, reading, and listening comprehension abilities.  Digital materials contribute to student progress through flexibility:  Student-centred, self-paced learning, mobile learning, collaboration.  It remains hard to determine which aspects of the online learning environment were responsible for these results.  learning environment, pedagogical materials, Web-based task design, individual learner differences. Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2 1 School of Arts & Humanities, King’s College London 2 Université du Maine, Le Mans France
  6. 6. Use of Video Conferencing in School of Arts & Humanities,Second Language Distance Learning King’s College, London Related Work 2/2  The major complaint voiced against learning languages through a DL format is that students fail to receive enough oral practice with face- to-face speaking.  Videoconference connections increase student motivation and learning.  Students who had engaged in communication tasks outperformed (in accuracy, fluency) those who had spent the same amount of time in pattern practice.  One of the main factors affecting teaching and learning effectiveness in video conferencing is: social presence  ...defined as the extent to which a communication medium allows the actual physical presence of the communication partners to be conveyed.  Student communication should involve activities which integrate the three basic components of the foreign language syllabus:  basic communicative proficiency  language awareness  cultural awareness Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2 1 School of Arts & Humanities, King’s College London 2 Université du Maine, Le Mans France
  7. 7. Use of Video Conferencing in School of Arts & Humanities,Second Language Distance Learning King’s College, London EVO activity - description  The activity required pairs of French and English students to collaboratively translate 2 French passages into English.  each pair of students produces a finished translation, together with a commentary of 150 words in French on three difficulties encountered while translating.  The aim of the project was:  to place students in a situation where they would use taught (and practiced) skills independently, creatively and collaboratively.  to help them develop a relationship with their partner to achieve and reach a common goal.  to see them function away from the teaching and give them the opportunity to solve problems and take decision outside seminar space and mode. Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2 1 School of Arts & Humanities, King’s College London 2 Université du Maine, Le Mans France
  8. 8. Use of Video Conferencing in School of Arts & Humanities,Second Language Distance Learning King’s College, London EVO activity - photos Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2 1 School of Arts & Humanities, King’s College London 2 Université du Maine, Le Mans France
  9. 9. Use of Video Conferencing in School of Arts & Humanities,Second Language Distance Learning King’s College, London EVO activity - observations  Weak and shy students are enthusiastic and active  Students will realise some things cannot be translated exactly  Students are working together, but also failing together  Students revealed a very similar gap in their understanding of how languages and translations work  Students are acting mature and take the activity seriously  Novelty of approach  Use of technology  Same age as partner, can relate to each other  The role of the tutor is to motivate, direct, calm and reassure the students  It is important that the students establish a partnership (discussion not dictation)  ES must also get something back  communicate in French Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2 1 School of Arts & Humanities, King’s College London 2 Université du Maine, Le Mans France
  10. 10. Use of Video Conferencing in School of Arts & Humanities,Second Language Distance Learning King’s College, London EVO activity - challenges  Planning and discussions between collaborating academics  Technical issues (audiovisual)  EVO interface  Activity always slightly delayed  Problems of attendance (e.g. weather)  Same number of students  No tech support in French session  Some students did not check input, considered partner an “expert” Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2 1 School of Arts & Humanities, King’s College London 2 Université du Maine, Le Mans France
  11. 11. Use of Video Conferencing in School of Arts & Humanities,Second Language Distance Learning King’s College, London EVO activity - results 1/2 Questionnaire Entry Percentage I use social media quite extensively (Facebook, Twitter, blogs etc) 74% I feel confident enough to connect to EVO on my own 69% I feel confident that I could do this activity at home 59% I rarely sought assistance from my tutor 69% At what percentage did you use English in spoken dialogue? 53% At what percentage did you use English in written dialogue? 57% Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2 1 School of Arts & Humanities, King’s College London 2 Université du Maine, Le Mans France
  12. 12. Use of Video Conferencing in School of Arts & Humanities,Second Language Distance Learning King’s College, London EVO activity - results 2/2 Questionnaire Entry Percentage I would like to participate in this sort of activity again in the future 77% I prefer this activity to traditional lectures 67% I would recommend this activity to other students and other courses 85% I would like to collaborate on other activities with my partner 64% I plan on keeping in touch with my partner 44% I do not think another student partner would have helped me more 85% Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2 1 School of Arts & Humanities, King’s College London 2 Université du Maine, Le Mans France
  13. 13. Use of Video Conferencing in School of Arts & Humanities,Second Language Distance Learning King’s College, London Next steps 1/2  Repeat the activity next year  Better definition of expectations (e.g., on grammatical commentary)  More guidance  Similar activity for semester 1  More members in collaborating teams  More autonomy, independence  Other eLearning activities  Student blogs  Applications for cell phones and tablets  Podcast recordings Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2 1 School of Arts & Humanities, King’s College London 2 Université du Maine, Le Mans France
  14. 14. Use of Video Conferencing in School of Arts & Humanities,Second Language Distance Learning King’s College, London Next steps 2/2  The greatest promise is in hybrid or blended learning environments, in which technology is seamlessly integrated into everyday teaching, learning, and communicating.  Challenges  Extensive user support is key to maintaining student interest and avoiding the frustrations that commonly occur with the use of new technologies.  It must be realized that not all students are ready to work independently and take responsibility for the direction their own learning.  Hard to determine which aspects of the learning approach were responsible for results.  Other technologies that hold the capacity for language learning include mobile devices (phones, tablets) and social media.  Schools will need to transform, in order to encourage connected, actively involved, lifelong learners and foster values such as innovation, creativity and curiosity. Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2 1 School of Arts & Humanities, King’s College London 2 Université du Maine, Le Mans France
  15. 15. Use of Video Conferencing in School of Arts & Humanities,Second Language Distance Learning King’s College, London Thank you  Slides: http://techenlearn.blogspot.co.uk/  For more information  Dr. Andreas Konstantinidis - A&H Technology Enhanced Learning Officer  andreas.konstantinidis@kcl.ac.uk, @AndyKons  Dr. Ian Barrett - A&H Technology Enhanced Learning Co-ordinator  ian.barrett@kcl.ac.uk  Dr. Soizick Solman - French Department Language Director  soizick.solman@kcl.ac.uk  Charlotte Estrade - Université du Maine  charlotte.estrade@univ-lemans.fr Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2 1 School of Arts & Humanities, King’s College London 2 Université du Maine, Le Mans France

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