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Assessing the use of a Trace-Based Synchronous Tool for distantlanguage tutoring Mireille Bétrancourt (TECFA – Genève) Nicolas Guichon (ICAR – Lyon 2) Yannick Prié (LIRIS – Lyon 1) 9th International Conference on Computer Supported Collaborative Learning July 6, 2011, The University of Hong Kong, Hong Kong, China
Introduction Ongoingresearchmultidisciplinaryproject Development 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
Theoretical rationale Visu and its context of use Methodology Results Discussion Trace-based Reflexivity Reflexivity  Trace t Reflexivity  ,[object Object]
teaching (and teacher training) can be facilitated with trace-based systems that foster teachers’ reflexivityTrace ,[object Object]
set of obsels (observedelements),[object Object]
Theoretical rationale Visu and its context of use Methodology Results Discussion Trainees in Lyon prepare pedagogical sessions and administer them with Visu…
Theoretical rationale Visu and its context of use Methodology Results Discussion … to intermediate-level French students at UC Berkeley for 7 weeks.
Preparation Interaction (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 review Retrospection Debriefing based on the trace of the activity Theoretical rationale Visu and its context of use Methodology Results Discussion Three phases
VISU tool for online tutoring Web-basedvideoconferencetool Session planning and management Online and offline trace-basedactivity monitoring Theoretical rationale Visu and its context of use Methodology Results Discussion Interaction room Retrospection room
Traces in Visu Theoretical rationale Visu and its context of use Methodology Results Discussion 1 2 3 Interaction traces recorded automatically during the interaction  1 t Marker-based traces set by the tutor during the interaction  in the interaction room 2 Comment-based traces set by the tutor after the interaction  in the retrospection room 3
Theoretical rationale Interaction room in Visu Methodology Results Discussion Communication zone Session  management zone Time line and marker zone VIDEO
Theoretical rationale Retrospection room in Visu Methodology Results Discussion Videoof the session Time indications and markers Interaction traces (document push, chat message, instruction push, keyword push) VIDEO
Theoretical rationale Visu and its context of use Methodology Results Discussion A pilot study of marker-based traces investigate the quantitative and qualitative use of markers duringsynchronouslanguageteaching sessions and  assess the utility of such a functionality for languagetutoring
Data analysis Quantitative 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 data Theoretical rationale Visu and its context of use Methodology Results Discussion
Theoretical rationale Visu and its context of use Methodology Results Discussion Marker and chat use Chat Markers Large variation acrosstutors for markers and chat Use remains stable from session 2 to session 6 Differenciated use of chat and markers
Theoretical rationale Visu and its context of use Methodology Results Discussion Markers use Learner X ispleasedwithactivity. Learner 3 arrives  late Pronunciation of "fromage" Learner 3can’tsee the image Individual usages Nelly: preparingwrap-up or retrospection Cindy: evaluatinglearnersbehavior + owntutor practice Emergence of operative langage  L: tellemenT
Interviews Markers wereappreciated for taking notes withoutinterrupting the flow of the interaction Taking notes about the learner’s performance Keepingtrack of events for lateranalysis Theoretical rationale Visu and its context of use Methodology Results Discussion
Future research questions How does the retrospection room improvetrainees’ awareness? Doesit have an impact on theirtutoringskills (especiallyregarding feedback)? Design and implementation of Visu2 Theoretical rationale Visu and its context of use Methodology Results Discussion

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Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring

  • 1. Assessing the use of a Trace-Based Synchronous Tool for distantlanguage tutoring Mireille Bétrancourt (TECFA – Genève) Nicolas Guichon (ICAR – Lyon 2) Yannick Prié (LIRIS – Lyon 1) 9th International Conference on Computer Supported Collaborative Learning July 6, 2011, The University of Hong Kong, Hong Kong, China
  • 2. Introduction Ongoingresearchmultidisciplinaryproject Development 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
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  • 6. Theoretical rationale Visu and its context of use Methodology Results Discussion Trainees in Lyon prepare pedagogical sessions and administer them with Visu…
  • 7. Theoretical rationale Visu and its context of use Methodology Results Discussion … to intermediate-level French students at UC Berkeley for 7 weeks.
  • 8. Preparation Interaction (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 review Retrospection Debriefing based on the trace of the activity Theoretical rationale Visu and its context of use Methodology Results Discussion Three phases
  • 9. VISU tool for online tutoring Web-basedvideoconferencetool Session planning and management Online and offline trace-basedactivity monitoring Theoretical rationale Visu and its context of use Methodology Results Discussion Interaction room Retrospection room
  • 10. Traces in Visu Theoretical rationale Visu and its context of use Methodology Results Discussion 1 2 3 Interaction traces recorded automatically during the interaction 1 t Marker-based traces set by the tutor during the interaction in the interaction room 2 Comment-based traces set by the tutor after the interaction in the retrospection room 3
  • 11. Theoretical rationale Interaction room in Visu Methodology Results Discussion Communication zone Session management zone Time line and marker zone VIDEO
  • 12. Theoretical rationale Retrospection room in Visu Methodology Results Discussion Videoof the session Time indications and markers Interaction traces (document push, chat message, instruction push, keyword push) VIDEO
  • 13. Theoretical rationale Visu and its context of use Methodology Results Discussion A pilot study of marker-based traces investigate the quantitative and qualitative use of markers duringsynchronouslanguageteaching sessions and assess the utility of such a functionality for languagetutoring
  • 14. Data analysis Quantitative 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 data Theoretical rationale Visu and its context of use Methodology Results Discussion
  • 15. Theoretical rationale Visu and its context of use Methodology Results Discussion Marker and chat use Chat Markers Large variation acrosstutors for markers and chat Use remains stable from session 2 to session 6 Differenciated use of chat and markers
  • 16. Theoretical rationale Visu and its context of use Methodology Results Discussion Markers use Learner X ispleasedwithactivity. Learner 3 arrives late Pronunciation of "fromage" Learner 3can’tsee the image Individual usages Nelly: preparingwrap-up or retrospection Cindy: evaluatinglearnersbehavior + owntutor practice Emergence of operative langage L: tellemenT
  • 17. Interviews Markers wereappreciated for taking notes withoutinterrupting the flow of the interaction Taking notes about the learner’s performance Keepingtrack of events for lateranalysis Theoretical rationale Visu and its context of use Methodology Results Discussion
  • 18. Future research questions How does the retrospection room improvetrainees’ awareness? Doesit have an impact on theirtutoringskills (especiallyregarding feedback)? Design and implementation of Visu2 Theoretical rationale Visu and its context of use Methodology Results Discussion
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