This document summarizes research on the use of a synchronous videoconferencing tool called Visu for distant language tutoring. The tool allows language tutors to (1) plan and conduct online tutoring sessions, (2) leave marker-based notes during sessions, and (3) review sessions and notes afterwards. A study found tutors used markers for various purposes like noting learner behavior and their own practices. Interviews showed tutors found markers useful for note-taking without interrupting sessions or for later analysis. Future research will examine how the review features impact tutor awareness and skills.

1. Assessing the use of a Trace-Based Synchronous Tool for distantlanguage tutoringMireille Bétrancourt (TECFA – Genève)Nicolas Guichon (ICAR – Lyon 2)Yannick Prié (LIRIS – Lyon 1)9th International Conference on Computer Supported Collaborative LearningJuly 6, 2011, The University of Hong Kong, Hong Kong, China

2. IntroductionOngoingresearchmultidisciplinaryprojectDevelopment of a videoconferencingtoolspecificallydesigned for languageteaching.Aims of the presentation: (1) present the rationale and the design of a synchronous trace-based prototype tool (2) study the use of marker-based traces by languagetutors

3. Theoretical rationaleVisu and its context of useMethodologyResultsDiscussionTrace-based ReflexivityReflexivity TracetReflexivity capacity to reflect upon one's activity

4. teaching (and teacher training) can be facilitated with trace-based systems that foster teachers’ reflexivityTracewhatisexplicitlyrecordedfrom the interaction betweena user and a digital environment

5. set of obsels (observedelements)Context of the training courseLe français en première ligne: a 45-hour training course to get familiar with synchronous online teaching (cf. Develotte, Guichon, Kern, 2008; Guichon, 2009)Theoretical rationaleVisu and its context of useMethodologyResultsDiscussionhttp://w3.u-grenoble3.fr/fle-1-ligne

6. Theoretical rationaleVisu and its context of useMethodologyResultsDiscussionTrainees in Lyon prepare pedagogical sessions and administer them with Visu…

7. Theoretical rationaleVisu and its context of useMethodologyResultsDiscussion… to intermediate-level French students at UC Berkeley for 7 weeks.

8. PreparationInteraction (45 min session)Starts with greetings, technical and communicational adjustments and social chitchat. 3 to 5 teaching tasks on a given theme (e.g. The notion of identity)A few minutes at the end for a final reviewRetrospectionDebriefing based on the trace of the activityTheoretical rationaleVisu and its context of useMethodologyResultsDiscussionThree phases

9. VISU tool for online tutoringWeb-basedvideoconferencetoolSession planning and managementOnline and offline trace-basedactivity monitoringTheoretical rationaleVisu and its context of useMethodologyResultsDiscussionInteraction roomRetrospection room

10. Traces in VisuTheoretical rationaleVisu and its context of useMethodologyResultsDiscussion123Interaction tracesrecorded automaticallyduring the interaction 1tMarker-based tracesset by the tutor during the interaction in the interaction room2Comment-based tracesset by the tutor after the interaction in the retrospection room3

11. Theoretical rationaleInteraction room in VisuMethodologyResultsDiscussionCommunication zoneSession management zoneTime line and marker zoneVIDEO

12. Theoretical rationaleRetrospection room in VisuMethodologyResultsDiscussionVideoof the sessionTime indications and markersInteraction traces (document push, chat message, instruction push, keyword push)VIDEO

13. Theoretical rationaleVisu and its context of useMethodologyResultsDiscussionA pilot study of marker-based tracesinvestigate the quantitative and qualitative use of markers duringsynchronouslanguageteaching sessions and assess the utility of such a functionality for languagetutoring

14. Data analysisQuantitative analysis:number of markers and text chat messages over time and across the sample of the 8 tutors.Qualitative analysis:type of markers produced by 2 specifictutors + interviews dataTheoretical rationaleVisu and its context of useMethodologyResultsDiscussion

15. Theoretical rationaleVisu and its context of useMethodologyResultsDiscussionMarker and chat useChatMarkersLarge variation acrosstutors for markers and chatUse remains stable from session 2 to session 6Differenciated use of chat and markers

16. Theoretical rationaleVisu and its context of useMethodologyResultsDiscussionMarkers useLearner X ispleasedwithactivity.Learner 3arrives latePronunciation of "fromage"Learner 3can’tsee the imageIndividual usagesNelly: preparingwrap-up or retrospectionCindy: evaluatinglearnersbehavior + owntutor practiceEmergence of operative langage L: tellemenT

17. InterviewsMarkers wereappreciated for taking notes withoutinterrupting the flow of the interactionTaking notes about the learner’s performanceKeepingtrack of events for lateranalysisTheoretical rationaleVisu and its context of useMethodologyResultsDiscussion

18. Future research questionsHow does the retrospection room improvetrainees’ awareness?Doesit have an impact on theirtutoringskills (especiallyregarding feedback)?Design and implementation of Visu2Theoretical rationaleVisu and its context of useMethodologyResultsDiscussion

19. Thank you!Website of the project:liris.cnrs.fr/ithacaTheseslideswww.slideshare.net/yprie/cscl2011Professional websites:nicolas.guichon.pagesperso-orange.frliris.cnrs.fr/yannick.prieTheoretical rationaleVisu and its context of useMethodologyResultsDiscussion