Plenary session at Cercles Conference 2020. Masaryk University Language Centre, Brno, Czech Republic - 11 September 2020

1. From adaptation to integration of ICTs
in the “new normal” of language teaching
Joan-Tomàs Pujolà
Masaryk University Language Centre, Brno, Czech Republic
11 September 2020

2. content
1. What happened
2. How we felt
3. Reflection
4. A way forward

3. What happened
1

4. F2F teaching
online teaching
crisis‐prompted remote teaching
quickly
adapt
(Hodges, Moore, Lockee, Trust, & Bond, 2020)

5. narrow-minded resistance to change

6. Source: https://www.instagram.com/dudewithsign/

7. “[...] most of us managed
better than expected and that
students were, in general,
very pleased with the results.
◎ Johann Fischer, 2020

8. How we felt
2

9. How did you experience
teaching languages online
during the lockdown?
Think of 3 adjectives

10. Word cloud - Our near-past
Go to menti.com
Enter the code 55 55 33 1
https://www.menti.com/c58sytvhiy

11. 11

12. ◎ CHALLENGING
◎ TIME-CONSUMING
◎ STRESSFUL
◎ FRUSTRATING
◎ EXCITING
◎ INTERESTING
◎ DEMANDING

13. Reflection
3

14. 14

15. synchronous online teaching
is not the same as
F2F teaching
it is not better or worse,
it is just different
Lesson learned?

16. This abrupt change
has helped teachers
to develop their
digital competence
One good thing?

17. DigCompEdu
https://ec.europa.eu/jrc/en/digcompedu

18. self-assess your
digital competence
https://ec.europa.eu/eusurvey/runner/DigCompEdu-H-EN

19. Too much worrying about tools and
using multiples apps
The important thing is not to use
many but to use them meaningfully
One bad thing?

20. Extremely worried about
administering online exams securely
Proctoring software monitors your
computer's desktop, webcam video
and audio, but is too expensive.
another?

21. ◎ put your efforts on
formative assessment
◎ do not rely so much on tests
changes in assessment

22. A way forward
4

23. The new normal
CNN: https://edition.cnn.com/2020/05/20/world/gallery/new-normal-
coronavirus/index.html

24. Do they really
want us to give
language classes
with a mask?

26. Thursday 10/09/2020 16:17, Workshop by Samuel Lagier

27. reconfigure
our teaching-
learning processes

28. teaching spectrum
Online
All instruction
takes place online,
with synchronous
& asynchronous
tasks.
Hybrid
learning /
Dual delivery
In-person and
synchronous video
conference online
delivery at the
same time
Blended
Different % of
F2F sessions &
online teaching:
e.g. online + one
F2F session x week
Web-
enhanced
F2F + VLE
(e.g. Moodle)
F2F
Sessions in
traditional
classroom
settings
less online more online

29. teaching dual audiences
schizophrenic
classroom management
allows students to move seamlessly
between the two methods of delivery

30. under the
circumstances

31. two sensible teaching options
Online
All instruction take
place online, with
synchronous and
asynchronous tasks
Blended
Different % of F2F
sessions & online
teaching:
e.g. online +1 F2F/week

32. zoom engagement

33. Tips for Engaging Students in Online English Language Teaching
33Kang Shin & Borup (2020)

35. https://youtu.be/273WuFa6Z04

36. integrate
technologies into
your syllabus

37. https://www.ecml.at/ict
ICT tools

38. active pedagogies
with ICT

39. Synchronous online sessions:
◎ shorter breaks (5 minutes), and more
frequent
◎ use content or task capsules
◎ breakout rooms: active & collaborative
tasks
◎ flipped classroom: presenting content
before the session...
lesson planning
should be different

40. ◎ empower your learner with
personalised listening activities
◎ provide synchronous feedback on
collaborative digital writing processes
◎ etc.
look for affordances
to improve language
learning online

41. “Etc.
enjoy yourself

42. conquer the fear:
integrate ICT into your teaching
ICT

43. Thanks Děkuji
jtpujola@ub.edu
Most images courtesy of Pixabay.com

44. References
Egbert J. (2020) The new normal?: A pandemic of task engagement in language learning.
Foreign Language Annals. 2020;1– 6. https://doi.org/10.1111/flan.12452
Gacs, A., Goertler, S., Spasova, S. (2020) Planned online Language education versus crisis‐
prompted online language teaching: Lessons for the future. Foreign Language Annals.
2020;1– 13. https://doi.org/10.1111/flan.12460
Garrison, D. R., Anderson, T. & Archer, W. (2000). Critical inquiry in a text-based
environment: Computer conferencing in higher education. The Internet and Higher
Education 2 (2-3): 1-19.
Hampel, R. & Stickler, U. (Eds.) (2015), Developing online language teaching: Research-
based pedagogies and reflective practices. Palgrave Macmillan.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020 March 27). The difference
between emergency remote teaching and online teaching. Educause Review.
https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-
teaching-and-online-learning
Kang Shin, J. & Borup, J. (2020) Global Webinars for English Teachers Worldwide During a
Pandemic: “They came right when I needed them the most”. In R. E. Ferdig, E.
Baumgartner, R. Hartshorne, R. Kaplan-Rakowski 6 C. Mouza (Eds.). Teaching,
Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the
Field (pp. 157-162). AACE-Association for the Advancement of Computing in
Education. https://www.learntechlib.org/p/216903/
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