E jozef colpaert_lyon2010_colpaert[1]

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E jozef colpaert_lyon2010_colpaert[1]

  1. 1. Designing a CALL course in teacher training: focus on design research Prof. dr. Jozef Colpaert Lyon, April 27th 2010
  2. 2. Background <ul><li>Vice-chairman of the Institute for Education and Information Sciences (IOIW) </li></ul><ul><li>Director R&D Linguapolis Language Institute </li></ul><ul><li>Editor CALL Journal (Taylor & Francis) </li></ul><ul><li>CALL R&D projects since 1986 </li></ul><ul><li>Organizer biennial Antwerp CALL Research Conferences </li></ul><ul><li>Father of five children </li></ul>WiAOC 2009
  3. 3. Teacher education at UA <ul><li>Within Institute for Education and Information Sciences (IOIW) </li></ul><ul><li>All disciplines represented (avg. 400 students) </li></ul><ul><li>Theoretical component / practical component / on- the-job </li></ul><ul><li>New 2-year masters </li></ul><ul><li>Courses: </li></ul><ul><ul><li>ICT & language learning </li></ul></ul><ul><ul><li>Design of multimedia environments </li></ul></ul><ul><ul><li>Instructional Design* </li></ul></ul><ul><ul><li>Educational Technology* </li></ul></ul>
  4. 4. CALL & teacher education <ul><li>Challenges: </li></ul><ul><ul><li>Students’ attitude & expectations </li></ul></ul><ul><ul><li>In-service training </li></ul></ul><ul><ul><li>Technology evolves quickly </li></ul></ul><ul><ul><li>Enough theory/findings available? </li></ul></ul><ul><li>My goal: </li></ul><ul><ul><li>Turn students into creative, reflecting, self-evaluating and research-aware teachers </li></ul></ul>
  5. 5. Research ? <ul><li>Research on CALL in teacher education </li></ul><ul><ul><li>How to ? </li></ul></ul><ul><ul><li>Which methodology ? </li></ul></ul><ul><ul><li>How do we learn more / faster ? </li></ul></ul><ul><li>My approach: </li></ul><ul><ul><li>Engineering approach </li></ul></ul><ul><ul><ul><li>“ turn your daily work into research” </li></ul></ul></ul><ul><ul><li>Integrate research in my course </li></ul></ul>
  6. 6. Integration of research <ul><li>Students: </li></ul><ul><ul><li>contribute to knowledge corpus of the course (wiki & team teaching) </li></ul></ul><ul><ul><li>contribute to literature surveys on specific topics (theoretical validation) </li></ul></ul><ul><ul><li>participate in data gathering </li></ul></ul><ul><ul><li>are confronted with current projects (cases) or give feedback on project proposals </li></ul></ul><ul><ul><li>participate in empirical validation of my hypotheses: </li></ul></ul><ul><ul><ul><li>design a language learning environment of their choice </li></ul></ul></ul><ul><ul><ul><li>re-design my course </li></ul></ul></ul>
  7. 7. My research <ul><li>Technology as Support System </li></ul><ul><li>Educational Engineering as Research Method </li></ul><ul><li>Distributed Learning as Design Model </li></ul><ul><li>Personal Goals as Design Concepts </li></ul>
  8. 8. Technology as support system <ul><li>Design the language learning/teaching environment first ! </li></ul><ul><li>LLE = ecology of all interacting actors and factors geared toward realizing goals of learners and teachers </li></ul><ul><li>The role of technology is to contribute to this goal, to create powerful LLEs more efficiently and effectively </li></ul><ul><li>Design of technology is derived from design of LLE </li></ul><ul><li>Consequence for CALL evaluation </li></ul>
  9. 9. EE as research method <ul><li>Builds hypotheses on theory and practice </li></ul><ul><li>Staged, cyclic, lifecycle approach </li></ul><ul><li>Holistic, comprehensive </li></ul><ul><li>Focuses on design processes </li></ul><ul><li>Current research: how to measure effect? </li></ul><ul><li>Different form Action Research treatment/analysis </li></ul>
  10. 10. Educational engineering Analysis Development Implementation Evaluation conceptualization specification prototyping Design Theory Technology
  11. 11. DL as Design Model <ul><li>Distributed Learning (DL) is a conceptual and methodological framework for designing and evaluating effective learning environments. </li></ul><ul><ul><li>LS (learning situation) = what is </li></ul></ul><ul><ul><li>LE (learning environment) = what can/should be created </li></ul></ul><ul><li>currently in phase of theoretical and empirical validation </li></ul>
  12. 12. DL as Design Model <ul><li>Analysis: identify factors amenable to improvement </li></ul><ul><li>Design: </li></ul><ul><ul><li>Conceptualisation: identify goals for the learning environment </li></ul></ul><ul><ul><li>Specification: </li></ul></ul><ul><ul><ul><li>Architecture </li></ul></ul></ul><ul><ul><ul><li>Pedagogy </li></ul></ul></ul><ul><ul><ul><li>Content </li></ul></ul></ul><ul><ul><ul><li>Technology </li></ul></ul></ul><ul><li>Development, Implementation, Evaluation </li></ul>
  13. 13. PG as design concepts <ul><li>Practical goals as hypothetical compromise between personal and pedagogical goals </li></ul><ul><li>Pedagogical goals: </li></ul><ul><ul><li>Curricula, programmes, textbooks .... </li></ul></ul><ul><ul><li>Clearly formulated, easy to identify </li></ul></ul><ul><ul><li>But: one can adopt the best possible pedagogical approach, if personal goals are not respected ... </li></ul></ul><ul><li>Personal goals: </li></ul><ul><ul><li>Difficult to detect, to elicit </li></ul></ul><ul><ul><li>Detection: through focus groups, interviews ... </li></ul></ul>
  14. 14. Personal goals <ul><li>Step 1: detection through identification of negative feeling </li></ul><ul><ul><li>Questions: what disturbs/irritates ... while learning/teaching </li></ul></ul><ul><ul><li>Answer: aspect x, aspect y </li></ul></ul><ul><ul><li>Analysis: </li></ul></ul><ul><ul><ul><li>I feel bored, alienated, overcommitted, stressed, anxious, alone, useless, not respected, undervalued, not competent, underpaid, … </li></ul></ul></ul><ul><ul><ul><li>I’d rather go out, play soccer, do research, write a paper, submit project proposals ... </li></ul></ul></ul>
  15. 15. Personal goals <ul><li>Step 2: reformulation of negative feelings in positive assertive (but often hidden) will </li></ul><ul><ul><li>I want to feel valued, competent, respected, ... </li></ul></ul><ul><ul><li>I want to spend my time in the most efficient way </li></ul></ul><ul><ul><li>I want to make quick carreer moves </li></ul></ul>
  16. 16. Personas <ul><li>Pedagogical goals are the same for students and teachers </li></ul><ul><li> Formulation of a limited number of archetypes based on a clustering of personal goals </li></ul><ul><ul><li>Type A = Jan </li></ul></ul><ul><ul><li>Type B = Maaike </li></ul></ul><ul><ul><li>Type C = Pol </li></ul></ul><ul><li> Formulate axes for representation of the population </li></ul>
  17. 17. Practical goals <ul><li>Key to conceptualisation </li></ul><ul><li>Hypothetical compromise between often conflicting pedagogical and personal goals </li></ul><ul><li>Synthesis: difficult exercise </li></ul><ul><li>Focus on: </li></ul><ul><ul><li>acceptance </li></ul></ul><ul><ul><li>commensurate effort </li></ul></ul>
  18. 18. The UA learning environment min max max max competence autonomy relatedness
  19. 19. Examples <ul><li>Examples </li></ul>
  20. 20. Evaluation <ul><li>Evaluation: </li></ul><ul><ul><li>Initial problems with student satisfaction </li></ul></ul><ul><ul><li> better explain purpose of my design </li></ul></ul>
  21. 21. Thank you ! <ul><li>XIV International CALL Research Conference </li></ul><ul><ul><li>Motivation and beyond ( 18-20 August 2010 ) </li></ul></ul><ul><ul><li>www.antwerpcall.be </li></ul></ul><ul><li>LINGUAPOLIS Summer School: A Toolbox for Design-Based Research (22-27 August 2010). </li></ul><ul><li>Article: Jozef COLPAERT. 2010. Elicitation of language learners’ personal goals as design concepts, Innovation in Language Learning and Teaching , in print. </li></ul>

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