This document summarizes research from the iTILT project on the use of interactive whiteboards (IWBs) in second language classrooms in France. The research examined how 9 French teachers used IWBs over the course of the project, how their usage could be accounted for, and what interactional opportunities were provided for learners. The research found that teachers had varying levels of ICT and IWB self-efficacy and used a limited range of basic IWB tools focused on individual learners to teach oral skills and vocabulary. Teacher IWB development and usage patterns could be characterized within a framework ranging from beginner to advanced levels. The research also explored how IWBs could be used to develop more opportunities for learner interaction
FLIPPED CLASSROOM IN HIGHER EDUCATION WITHIN A VIDEOCONFERENCING CONTEXT : A ...Université de Sherbrooke
More and more institutions of higher education have videoconferencing and telepresence equipment to give users the feeling of being present around the same table in a synchronous manner. However, these facilities are not specifically adapted to the needs of the teaching profession, and teachers, pedagogical advisors and researchers need key to understand how to enhance the quality of teaching in such settings (Lameul & Loisy, 2014). In this context, it is crucial to build a repertoire of rigorous and critical knowledge about adapted pedagogical approaches, the effects of these devices on student learning (Albero, 2011) and emerging pedagogical innovations (Bédard & Béchard, 2009).
In order to reach this goal, we set up a design-based research project (Wang & Hannafin, 2005) called TOPIC (Telepresence as an Opportunity for Pedagogical Innovation and Conception). Among different trainings we designed based on a close collaboration between researchers and trainers, we designed a training which main goal was to bring teachers to develop 4 competencies related to teaching a flipped classroom in a videoconference context. This training we designed and taught was “flipped” and took place over 2 weeks, with participants in Australia, France and Quebec.
Students’ satisfaction with a blended instructional design: The potential of ...Nuria Hernandez Nanclares
Teaching in bilingual curricula under a CLIL approach poses a challenge to instructional design, as it is necessary to integrate content learning with instructional language practice. To implement this design it is essential that students come to class with due preparation (linguistic micro-skills, specific terminology, familiarity with concepts, etc.) through a previous first contact to assign self-study material and activities. This allows different ways to interact with contents, instruction language, peers and instructor during Face2Face periods. An instructional technique that fits well to these requirements is the so-called “Flipped” (or inverted) “Classroom”. Students watch videos outside the classroom to have their first contact with course materials, and then answer on-line questionnaires related to the content and procedures in order to aid in-class performance and detect major comprehension problems. Face2Face time can then be devoted to active and collaborative learning, thus creating for students learning experiences where they use academic and subject-specific language. Recent evidence-based research (Deslauriers, Schelew & Wieman, 2011;Bates & Galloway, 2012 and Bishop& Verleger, 2013) back the use of this educational design in Higher Education.
This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a “Flipped classroom” design in a first-year bilingual, English-taught module in a non-English-speaking country. “World Economy” is taught in the Faculty of Business and Economics at a traditional, F2F Spanish publicly-funded institution, the University of Oviedo (Spain). It is a bilingual module, where English is the medium of instruction and evaluation to a cohort of Spanish-speaking freshers. The design targets module contents, skills practice and improvement of students' linguistic skills. During 2013-14, the instructional designers implemented a “Flipped Classroom” design for this module: content delivery through videos in English of the different module topics, pre-class questionnaires answered through the University VLE, instructor mediation between students and content through mini-lectures and Just-in-Time Teaching, student-centered active learning approach for in-class sessions, and individual practice combined with peer-instruction mediated by the instructor.
Training on Flipped classroom and EAS (Episodes of Situated Learning) held by the maths teacher at the Middle school Tinozzi of the IC8PE: Bello Simona.
FLIPPED CLASSROOM IN HIGHER EDUCATION WITHIN A VIDEOCONFERENCING CONTEXT : A ...Université de Sherbrooke
More and more institutions of higher education have videoconferencing and telepresence equipment to give users the feeling of being present around the same table in a synchronous manner. However, these facilities are not specifically adapted to the needs of the teaching profession, and teachers, pedagogical advisors and researchers need key to understand how to enhance the quality of teaching in such settings (Lameul & Loisy, 2014). In this context, it is crucial to build a repertoire of rigorous and critical knowledge about adapted pedagogical approaches, the effects of these devices on student learning (Albero, 2011) and emerging pedagogical innovations (Bédard & Béchard, 2009).
In order to reach this goal, we set up a design-based research project (Wang & Hannafin, 2005) called TOPIC (Telepresence as an Opportunity for Pedagogical Innovation and Conception). Among different trainings we designed based on a close collaboration between researchers and trainers, we designed a training which main goal was to bring teachers to develop 4 competencies related to teaching a flipped classroom in a videoconference context. This training we designed and taught was “flipped” and took place over 2 weeks, with participants in Australia, France and Quebec.
Students’ satisfaction with a blended instructional design: The potential of ...Nuria Hernandez Nanclares
Teaching in bilingual curricula under a CLIL approach poses a challenge to instructional design, as it is necessary to integrate content learning with instructional language practice. To implement this design it is essential that students come to class with due preparation (linguistic micro-skills, specific terminology, familiarity with concepts, etc.) through a previous first contact to assign self-study material and activities. This allows different ways to interact with contents, instruction language, peers and instructor during Face2Face periods. An instructional technique that fits well to these requirements is the so-called “Flipped” (or inverted) “Classroom”. Students watch videos outside the classroom to have their first contact with course materials, and then answer on-line questionnaires related to the content and procedures in order to aid in-class performance and detect major comprehension problems. Face2Face time can then be devoted to active and collaborative learning, thus creating for students learning experiences where they use academic and subject-specific language. Recent evidence-based research (Deslauriers, Schelew & Wieman, 2011;Bates & Galloway, 2012 and Bishop& Verleger, 2013) back the use of this educational design in Higher Education.
This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a “Flipped classroom” design in a first-year bilingual, English-taught module in a non-English-speaking country. “World Economy” is taught in the Faculty of Business and Economics at a traditional, F2F Spanish publicly-funded institution, the University of Oviedo (Spain). It is a bilingual module, where English is the medium of instruction and evaluation to a cohort of Spanish-speaking freshers. The design targets module contents, skills practice and improvement of students' linguistic skills. During 2013-14, the instructional designers implemented a “Flipped Classroom” design for this module: content delivery through videos in English of the different module topics, pre-class questionnaires answered through the University VLE, instructor mediation between students and content through mini-lectures and Just-in-Time Teaching, student-centered active learning approach for in-class sessions, and individual practice combined with peer-instruction mediated by the instructor.
Training on Flipped classroom and EAS (Episodes of Situated Learning) held by the maths teacher at the Middle school Tinozzi of the IC8PE: Bello Simona.
The fourth annual Second Life MOOC (SLMOOC17) https://moodle4teachers.org/course/view.php?id=114 will take place from June 1-30, 2017 on Moodle for Teachers (click here to access SLMOOC). The theme of the current MOOC is “Connecting in Virtual Worlds. Communities of Practice” There is a plethora of communities in virtual worlds promoting education and learning through connecting online via web technologies such as Second Life. The MOOC will focus on connecting online for collaborative learning and teaching around the world through virtual worlds like Second Life, .Minecraft, or OpenSim. The live presentations will include the speakers’ reflective process on teaching and learning in fully online and blended learning formats.
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Short webinar explaining what "Flipped learning" is, what are some of the advantages, some tools to create flipped resources and how the RSC can support the development of flipped learning.
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Creating Authentic Learning with Moodle (CALM) is a workshop on EdMedia in Vancouver June 28, 2016. CALM focused on the design and implementation of Moodle courses for fully online, blended learning, the flipped classroom, and MOOCs. Participants will learn about socially engaging resources, activities, blocks available in Moodle 2.9. as teachers in the Teacher Practice Area (TPA) and managers in the Manager Practice Area (MPA) of a course. Attendees will engage in authentic learning as they create video tutorials using screencast-o-matic or Slidespeech to document and showcase their work.
The fourth annual Second Life MOOC (SLMOOC17) https://moodle4teachers.org/course/view.php?id=114 will take place from June 1-30, 2017 on Moodle for Teachers (click here to access SLMOOC). The theme of the current MOOC is “Connecting in Virtual Worlds. Communities of Practice” There is a plethora of communities in virtual worlds promoting education and learning through connecting online via web technologies such as Second Life. The MOOC will focus on connecting online for collaborative learning and teaching around the world through virtual worlds like Second Life, .Minecraft, or OpenSim. The live presentations will include the speakers’ reflective process on teaching and learning in fully online and blended learning formats.
SLMOOC17 is for educators, schools, and public and private businesses that wish to provide training in virtual worlds. Weekly badges and a final certificate of completion will be available for free.
Online Learning at the University of ParmaSara Valla
Experiences of online learning carried out by UniPR Co-Lab at the University of Parma.
Workshop:
Science Dissemination and On-line Certification for All
ICTP, Trieste 30 Sept - 2 Oct 2013
Featured Speaker Invited Presentation at ProComm 2015 at the University of Limerick.
Title of presentation: Teaching Online: Analyzing Needs, Designing Learning Activities, and Managing Delivery.
Short webinar explaining what "Flipped learning" is, what are some of the advantages, some tools to create flipped resources and how the RSC can support the development of flipped learning.
This is the introduction to eTwinning given by Anne Gilleran at the Professional Development WOrkshop for school head teachers given in Gothenberg, Sweden in March 2010
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Creating Authentic Learning with Moodle (CALM) is a workshop on EdMedia in Vancouver June 28, 2016. CALM focused on the design and implementation of Moodle courses for fully online, blended learning, the flipped classroom, and MOOCs. Participants will learn about socially engaging resources, activities, blocks available in Moodle 2.9. as teachers in the Teacher Practice Area (TPA) and managers in the Manager Practice Area (MPA) of a course. Attendees will engage in authentic learning as they create video tutorials using screencast-o-matic or Slidespeech to document and showcase their work.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Interaction and interactivity in technology-rich second language classrooms: the iTILT project in France
1. Interaction and interactivity in technology-
rich second language classrooms:
the iTILT project in France
Shona Whyte
Université Nice Sophia Antipolis
2. Shona Whyte WorldCALL Glasgow 13 July 2013
/40
introduction
INTERACTIVY &
INTERACTION
๏ the iTILT project on interactive whiteboards
(IWBs) for communicative language teaching
๏ discussion of CALL that reaches beyond the
hype and the latest gadget to encompass
longer term priorities and goals
2
4. Shona Whyte WorldCALL Glasgow 13 July 2013
/40
background
IWB RESEARCH
๏ increased
motivation
๏ faster pace
๏ digital hub
4
๏ easily integrated into any
pedagogical approach (e.g.,
teacher-fronted)
๏ need for ongoing teacher
support
advantages drawbacks
Cutrim Schmid & Whyte, 2012
5. Shona Whyte WorldCALL Glasgow 13 July 2013
5
Teacher development as IWB user
(Beauchamp, 2004)
Teacher development as IWB user
(Beauchamp, 2004)
Teacher development as IWB user
(Beauchamp, 2004)
beginner
apprentice
initiate
advanced
IWB as black/whiteboard
substitute, only teacher uses
IWB
only native software
planned learner manipulation
of objects (drag and drop)
some other software
planned learner use of more
IWB tools
use of more programmes
(internet)
spontaneous learner use of
IWB features and peripherals
(slates)
use of audio and video files
background
7. Shona Whyte WorldCALL Glasgow 13 July 2013
/407
7 countries
6 languages
website with video examples
of IWB-supported classroom
practice with additional
materials
Dutch
English
French
Spanish
Turkish
Welsh
Belgium
France
Germany
Netherlands
Spain
Turkey
UK
primary
secondary
university
vocational
4 sectors
44 teachers, 81 films, 267 clips
8. Shona Whyte WorldCALL Glasgow 13 July 2013
/408
Whyte, Cutrim Schmid, van HazebrouckThompson & Oberhofer (in press)
9. Shona Whyte WorldCALL Glasgow 13 July 2013
/40
ITILT RESEARCH
9
๏ teachers showed high self-efficacy perceptions
for ICT, lower confidence with IWB tools, but
encouraged learners to use the IWB
Hillier, Beauchamp,Whyte (2013)
๏ primary teachers used narrow range of basic
tools for circumscribed goals, irrespective of IWB
experience Whyte, Beauchamp, Hillier (2012)
๏ teachers had differing views of IWB affordances
for language teaching Whyte et al (in press)
background
10. Shona Whyte WorldCALL Glasgow 13 July 2013
/4011
TEACHER A
๏ high ICT confidence &
IWB convictions
๏ moderate IWB confidence
๏ limited range of tools and
teaching objectives
๏ peripheral participation in
IWB community
teacher profiles
Because I worked
before, and now I'm only
with the children.
Working with them, not
thinking what I'm writing
at the moment .... able to
concentrate on the
pupils.
Because there are some
people visual and
auditive. And I think that
visual can help, because
they remember what is
written.
Video example
Apprentice, level 2
11. Shona Whyte WorldCALL Glasgow 13 July 2013
/40
study
ITILT FRANCE
1. how did French teachers use the IWB over
the course of the project?
2. how can teachers' IWB use be accounted
for?
3. what interactional opportunities were
provided for learners?
12
Research questions
12. Shona Whyte WorldCALL Glasgow 13 July 2013
/40
method
FRENCH DATA
๏ 9 EFL teachers (primary, middle,
secondary, university)
๏ 56 classroom clips
๏ 16 teacher and learner interviews
๏ teacher questionnaire data
๏ focus group and online community
contributions
13
13. Shona Whyte WorldCALL Glasgow 13 July 2013
/4014
0
10
20
30
40
50
A B C D E F H I G
40 40
20
30 30
20
40
30
50
20 20
10 10 10 10
20
10
30
3 3
0
3
0
3
0
5
1
IWB teaching age
years
BACKGROUND DATA
primary
14. Shona Whyte WorldCALL Glasgow 13 July 2013
/4015
0
10
20
30
40
50
A B C D E F H I G
40 40
20
30 30
20
40
30
50
20 20
10 10 10 10
20
10
30
3 3
0
3
0
3
0
5
1
IWB teaching age
years
middle
secondary
BACKGROUND DATA
15. Shona Whyte WorldCALL Glasgow 13 July 2013
/4016
0
10
20
30
40
50
A B C D E F H I G
40 40
20
30 30
20
40
30
50
20 20
10 10 10 10
20
10
30
3 3
0
3
0
3
0
5
1
IWB teaching age
years
university
BACKGROUND DATA
16. Shona Whyte WorldCALL Glasgow 13 July 2013
/40
analysis
QUALITATIVE & QUANTITATIVE
ANALYSES
๏ coding of 56 class video clips
- IWB tools & features
- user: teacher vs learner
- teaching objectives
๏ analysis of ICT questionnaire +
online community participation
๏ development of IWB language
teacher profiles
17
18. Shona Whyte WorldCALL Glasgow 13 July 2013
/40
teacher profiles
23
TEACHER H
๏ low IWB confidence &
convictions
๏ narrow range of tools and
teaching objectives
๏ peripheral participation in
IWB community
I have been able to use the
board. I am not very creative
with it and my only useful
skills so far are flashing up
documents that I had already
prepared on Open Office
and the having the pupils
write/highlight on them to do
what we would have been
doing with photocopies.This
saves paper and does make it
more generally interactive. It
also gets them inter-
correcting much more.
Video example
Beginner, level 1
19. Shona Whyte WorldCALL Glasgow 13 July 2013
/4024
IWB use by 9 French teachersIWB use by 9 French teachersIWB use by 9 French teachers
IWB tools and
features
IWB user: teacher
or learner?
Language teaching objectives
balance between
embedding and activity clear preference
for learner use of
IWB
balanced use of IWB for skills
and subskills
limited range of tools and
features used
clear preference
for learner use of
IWB much more speaking + listening
than reading + writing
focus on basic features:
images + sounds; pen +
drag/drop
individual learner at
IWB, not pairs or
groups
strong focus on vocabulary, also
pronunciation
focus on basic features:
images + sounds; pen +
drag/drop
individual learner at
IWB, not pairs or
groups rare use for grammar
Limited range of basic features
used to teach oral skills and vocabulary
with individual learners at the IWB
Limited range of basic features
used to teach oral skills and vocabulary
with individual learners at the IWB
Limited range of basic features
used to teach oral skills and vocabulary
with individual learners at the IWB
21. Shona Whyte WorldCALL Glasgow 13 July 2013
/4028
Participation in online support network
(Whyte & Alexander, 2013)
Participation in online support network
(Whyte & Alexander, 2013)
Participation in online support network
(Whyte & Alexander, 2013)
passive
peripheral
core
•few posts, none independent
•no media
•few themes
C (primary)
I (secondary)
G (teacher training)
•posts and comments
•some media
•focus on few themes
(technology, project, social)
A (primary)
E (middle)
H (secondary)
•greater initiative
•more posts + comments
•more media (video, links)
•variety of themes
B, D (primary)
F (middle)
22. Shona Whyte WorldCALL Glasgow 13 July 2013
/4029
IWB user profiles for language teachersIWB user profiles for language teachersIWB user profiles for language teachersIWB user profiles for language teachers
Teacher H
Teacher A
Teacher F
Teacher D
IWB use ICT/IWB background
Project
participation
Beauchamp
framework
• pen tool, no IWB
software
• 100% individual learner
• writing
• limited IWB access, no
experience
• high ICT, very low IWB
self-efficacy
• no IWB convictions
peripheral beginner
• images, drag & drop
• individual learner,
whole-class
• vocabulary, listening
• good IWB access,
experience
• high ICT, lower IWB
self-efficacy
• strong IWB convictions
peripheral apprentice
• range of tools
• 100% individual learner
• speaking; range of skills
• good IWB access
• experienced user
• high ICT/IWB self-
efficacy
• strong IWB convictions
core initiate
• wide range of tools
• 88% individual learner
• vocabulary, listening
• good IWB access
• experienced user
• high ICT/IWB self-
efficacy
• strong IWB convictions innovative advanced
23. Shona Whyte WorldCALL Glasgow 13 July 2013
/4030
TEACHER F
๏ high ICT & IWB
confidence & strong IWB
convictions
๏ range of tools and teaching
objectives
๏ core participation in IWB
community
teacher profiles
They can play it again. They can
listen again. And they can do it at
home too, because I put this at the
ENT, so they can do it at home.
Video example
Initiate, level 3
And what also strikes me is the
fact that he is quite autonomous,
he can play it again without asking
you.
Yes, and I'm not even there […]
They can be autonomous. They
can work by themselves.
F
F
R
24. Shona Whyte WorldCALL Glasgow 13 July 2013
/4032
TEACHER D
๏ high ICT & IWB
confidence & strong IWB
convictions
๏ wide range of tools and
teaching objectives
๏ innovative participation in
IWB community
teacher profiles
Et ici qu'est-ce qu'il fallait faire?
[What did you have to do here?]
Il fallait, en fait, passer à travers pour aller
through
[In fact, you had to go through]
Voilà parce qu'il passait dans la grotte
[That's right because it was going into the cave]
Video example
Advanced, level 3
Parce que c'est sa maison la grotte
[Because the cave is its house]
25. Shona Whyte WorldCALL Glasgow 13 July 2013
/4034
Framework for language teacher development with IWBFramework for language teacher development with IWBFramework for language teacher development with IWBFramework for language teacher development with IWB
1
2
3
IWB use teacher development classroom practice
• little experience/access
• low IWB beliefs
• low self-efficacy
• limited tool use + teaching
goals
• peripheral participation
• (negative) focus on
technology + project
• decontextualised
language practice
• IWB as whiteboard
substitute (no
software)
• more IWB experience
• higher IWB beliefs
• moderate self-efficacy
• different user patterns but
limited goals
• peripheral participation
• (negative) focus on
technology + project
• technical rather than
pedagogical interactivity
• limited interactional
opportunities
• experienced IWB user
• high self-efficacy and beliefs
• range of tools + goals
• core participant in
development programme
• interest and initiative in
range of teaching and
technology issues
• contextualised language
practice
• focus on learning
opportunities
26. Shona Whyte WorldCALL Glasgow 13 July 2013
/40
more interaction
DEVELOPING INTERACTIONAL
OPPORTUNITIES
๏ analysing teacher-learner
and learner-learner
interaction at the IWB
๏ using the IWB to support
live communication
35
27. Shona Whyte WorldCALL Glasgow 13 July 2013
/4036
IWB use for language interaction
(Whyte & Cutrim Schmid, in preparation)
IWB use for language interaction
(Whyte & Cutrim Schmid, in preparation)
IWB use for language interaction
(Whyte & Cutrim Schmid, in preparation)
IWB use for language interaction
(Whyte & Cutrim Schmid, in preparation)
drill
display
simulation
communication
planning/control context task
pre-planned language
elements
limited attempt to
contextualise language
production & repetition
with teacher feedback on
form
some learner choice in
language to be produced
limited attempt to
contextualise language
activity largely controlled
by teacher
greater space for learner
choice
role-play: pretend context
space for learner choice in
shaping activity
spontaneous language
production
genuine exchange of
participants’ own
reactions
learner-centred, meaning-
focused activity
Cutrim Schmid & Whyte, 2013
28. Shona Whyte WorldCALL Glasgow 13 July 2013
/4037
๏ live video communication
๏ young learners of English
as a lingua franca
๏ IWB for interactional
support
interactional
opportunities
Whyte & Cutrim Schmid (forthcoming)
30. Shona Whyte WorldCALL Glasgow 13 July 2013
/40
contact
Interaction and interactivity in technology-
rich second language classrooms:
the iTILT project in France
39
Shona Whyte
whyte@unice.fr
http://efl.unice.fr
@whyshona
http://itilt.eu