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Virtuele uitwisselingen met TILA
This document provides an overview of virtual internationalization through telecollaboration. It discusses the TILA project, which aimed to innovate foreign language teaching in secondary schools across Europe through integrating telecollaboration activities. The document outlines the goals and activities of TILA, including teacher training, development of digital tools and tasks for telecollaboration, and studies of the impact on students and teachers. Requirements for successful telecollaboration projects are also addressed, such as developing meaningful tasks and ensuring adequate integration into school curricula.
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Virtuele uitwisselingen met TILA
- 1. © 2015 TILA ELOSConferentie, Den Haag, 26 November 2015 Kristi Jauregi (Utrecht University) & TILA community Virtuele internationalisatie Virtuele uitwisselingen met TILA www.brightonsu.com
- 2. © 2015 TILA Structuur Achtergrond Virtuele internationalisering via telecollaboratie Het TILA project Digitale tools voor telecollaboratie Betekenisvolle taken voor telecollaboratie Integratie in het curriculum Impact telecollaboratie op leerders en docenten Randvoorwaarden voor succesvolle projecten Wat heeft TILA te bieden? 2
- 3. © 2015 TILA Achtergrond Hoever is jullie instelling met internationalisering? 1. Wat doet jullie school aan f2f internationalisering? Partner scholen Aantal leerlingen Frequentie uitwisselingen Activiteiten Best practices Uitdagingen 2. En met virtuele internationalisering?
- 4. © 2015 TILA Belangvan internationalisering 4 Internationalisering bereidt leerlingen voor op een internationale samenleving, bevordert de professionalisering van docenten en verrijkt het leerplan van scholen. (EP Nuffic)
- 5. © 2015 TILA Onderwijsin de huidige maatschappij 5
- 6. © 2015 TILA Innovatie Experimentatie Creativiteit Dynamische en snel veranderende maatschappij Bron: tweakers.net orianagarciafonseca.blogspot.com • Geglobaliseerde wereld
- 7. © 2015 TILA Gedigitaliseerdemaatschappij www.care2.com www.placemakers.com
- 8. © 2015 TILA Nieuwecompetenties en vaardigheden 8 Interculturele Competentie21st century skills; hoge cognitieve vaardigheden
- 9. © 2015 TILA Belangvan ICC in de geglobaliseerde maatschappij scienzaepace.unipi.it
- 10. © 2015 TILA Telecollaboratie Achtergrond Virtuele internationalisering via telecollaboratie Het TILA project Digitale tools voor telecollaboratie Betekenisvolle taken voor telecollaboratie Integratie in het curriculum Zoeken van partners Impact telecollaboratie op leerders en docenten Randvoorwaarden voor succesvolle projecten 10
- 11. © 2015 TILA Leercontext Formeel onderwijs Non-formeelen informeel leren Grensoverschrijdend leren Veilige en rijke leeromgeving
- 12. © 2015 TILA12 Bron voor rijke multimodale input Rijke mogelijkheden om: • multimodal output te produceren • te interacteren • samen te werken Blended learning
- 13. © 2015 TILA Alle leerlingen kunnen hieraan meedoen (inclusief) Het is goedkoop (inclusief) Internationalisering zou intensiever kunnen worden ingezet > internationalisering van het curriculum Door alle jaren heen In verschillende vakken Mogelijkheid om projecten met verschillende landen te organiseren Combinatie / versterking met f2f ervaringen Voordelen virtuele internationalisering
- 14. © 2015 TILA Starten Betrouwbare contacten Interculturele en digitale competenties Organisatie en coördinatie Didactische taken Hardware en internet aansluiting Nieuwe mindset! Uitdagingen virtuele internationalisering
- 15. © 2015 TILA TILA Achtergrond Virtuele internationalisering via telecollaboratie Het TILA project Digitale tools voor telecollaboratie Betekenisvolle taken voor telecollaboratie Integratie in het curriculum Zoeken van partners Impact telecollaboratie op leerders en docenten Randvoorwaarden voor succesvolle projecten 15
- 16. © 2015 TILA TILA2013-2015 16 Telecollaboration Intercultural Language Acquisition Intercultural
- 17. © 2015 TILA TILA2013-2015 17 Telecollaboration Intercultural Language Acquisition “Internet-based intercultural exchange between groups of learners of different cultural / national backgrounds set up in an institutional blended- learning context with the aim of developing both language skills and intercultural communicative competence” (Guth & Helm, 2012: 42)
- 18. © 2015 TILA TILA2013-2015 18 Telecollaboration Intercultural Language Acquisition mind42.com Tasks Internationalisering johnspear.me thegeekdaily.com
- 19. © 2015 TILA TILAkorte impressie Link
- 20. © 2015 TILA (1)To innovate, enrich and make FLT more meaningful by integrating telecollaboration activities in secondary schools across Europe. (2) To empower (student) teachers and assist them in developing ICT literacy skills as well as organisational, pedagogical and intercultural competences to guarantee adequate integration of telecollaboration practices. (3) To study the added value of telecollaboration. Project goals 20
- 21. © 2015 TILA Teachertraining Needs analysis Development of Training Materials Criteria for TC task design & assessment Training Workshops to 269 teachers 300 student teachers engaged in TeleCollaboration 550 hours of Coaching Teacher guides Impressie: TILA activiteiten 21 T I L A W o r k s h o p s i n P a r i s , L o n d o n a n d S a g u n t o ( S p a i n ) , J u
- 22. © 2015 TILA Telecollabotation sessions 837 pupils (1x1) 27 schools 48 teachers Development of: 55 TC tasks Assessment instruments 22 Impressie: TILA activiteiten
- 23. © 2015 TILA Digitaleomgevingen Achtergrond Virtuele internationalisering via telecollaboratie Het TILA project Digitale tools voor telecollaboratie Betekenisvolle taken voor telecollaboratie Integratie in het curriculum Zoeken van partners Impact telecollaboratie op leerders en docenten Randvoorwaarden voor succesvolle projecten 23
- 24. © 2015 TILA Digitaleomgevingen 24 Moodle Privacy Veilige omgeving Minderjarige n Chat Forum Blog Wiki
- 25. © 2015 TILA Videocommunicatie BigBlueButton DiscussieForum in Moodle Chat in Moodle 3D Virtuele Werelden Open Sim Digitale omgevingen
- 26. © 2015 TILA Moodleis onze community www.tilaproject.eu
- 27. © 2015 TILA Moodleis onze community Je eigen telecollaboration omgeving met: discussiefora, chat, videocommunicatie, blogs, wiki's…
- 28. © 2015 TILA oTANDEM: presence of a native speaker two languages involved switch of languages in one task or per task German pupil learning Dutch & Dutch pupil learning German o LINGUA FRANCA: target language is a foreign language for both parties no native speakers involved Dutch pupil & Finnish pupil communicate in English Communicatie constellaties 28
- 29. © 2015 TILA Tools& communication in TILA Telecollaboration constellation Tools used 29
- 30. © 2014 TILA Uitdagingensynchrone communicatie 30 Tijdsafhankelijkheid: roosters Videocommunicatie & Virtuele Werelden: -Techniek goede computers goede internet aansluiting met kabel headsets met microfoon technische tests niet alleen op je school maar ook op je partnerschool (wederzijdse afhankelijkheid) - Organisatie: niet alle lln kunnen tegelijkertijd deelnemen aan de sessies (overbelasting internet; achtergrond geluid, privacy)
- 31. © 2015 TILA TAKEN Achtergrond Virtuele internationalisering via telecollaboratie Het TILA project Digitale tools voor telecollaboratie Betekenisvolle taken voor telecollaboratie Integratie in het curriculum Zoeken van partners Impact telecollaboratie op leerders en docenten Randvoorwaarden voor succesvolle projecten 31
- 32. ELOS Conferentie, DenHaag, 26 November 2015 32 Belang van taken in telecollaboratie chsweb.lr.k12.nj.us Meaningful Engaging Adequate Useful Internationale samenwerking tussen docenten
- 33. ELOS Conferentie, DenHaag, 26 November 2015 33 Criteria for developing tasks chsweb.lr.k12.nj.us Intercultural focus Language learning potential Learner centeredness Communicative focus Pedagogical orientation Focus on technology
- 34. ELOS Conferentie, DenHaag, 26 November 2015 Telecollaboration tasks Need to be relevant to the learners’ needs, interests. Have to be attractive, engaging and motivating for the pupils. Need to respect specific learner idiosyncrasies. 34 Learner centeredness in task design
- 35. ELOS Conferentie, DenHaag, 26 November 2015 35 Intercultural focus in task design Telecollaboration tasks should Stimulate learners to address their partners in a way that supports openness and empathy and enhances curiosity for otherness. Prompt learners to acknowledge & understand others’ values and perspectives. Support the learning of cultural knowledge and social practices. Prompt awareness about their own culture and social practices. Stimulate the discovery of new, similar or different aspects of the participants’ cultures Prompt learners to compare and interpret artefacts from different cultures and discover relationships among them
- 36. ELOS Conferentie, DenHaag, 26 November 2015 Telecollaboration tasks Are meaning and communication oriented. Include an information and/or opinion gap. Require a two-way information exchange: learners need to use the information they receive from their peers to complete the task adequately and jointly achieve the task goals. Stimulate the learners to use the language to engage in activities involving real-world processes of language use (authenticity). Prompt negotiation of meaning. 36 Communication focus in task design
- 37. ELOS Conferentie, DenHaag, 26 November 2015 Telecollaboration tasks Should exploit optimally the specific affordances of the digital environment or application being used Should contribute to enhance learners’ ICT-literacy skills (tutorial) Telecollaboration exchanges organised in the classroom setting: accessibility and usability Are hardware & software up to date and are network connections robust enough to allow for good communication exchanges? Are there enough computers / laptops for pupils to carry out the task? When using video communication or virtual worlds have measures been taken to facilitate qualitative sound exchanges (headsets, not too many pupils talking in the same physical space)? Telecollaboration exchanges organised as homework and being carried out from home: usability Have hardware and software been checked and are internet connections good? Has sound been checked and does it work properly? 37 Technology in task design
- 38. ELOS Conferentie, DenHaag, 26 November 2015 38 Pedagogical focus in task design Pedagogical Issues related to Task design Are the task objectives clearly formulated? Are task instructions clear? Are task demands well addressed by providing enough support (linguistic, communicative, intercultural, interpersonal, ICT) Are learner handouts and other necessary resources provided? Have intended task outcomes been clearly specified? Are the 3 task phases well integrated in a blended approach: o Pre-Task: Preparatory stage o Task (telecollaboration exchange) o Post-task (product creation, reflection about intercultural, communicative, linguistics or ICT concerns, consolidation)
- 39. © 2015 TILA Integratiein het curriculum Achtergrond Virtuele internationalisering via telecollaboratie Het TILA project Digitale tools voor telecollaboratie Betekenisvolle taken voor telecollaboratie Integratie in het curriculum Impact telecollaboratie op leerders en docenten Randvoorwaarden voor succesvolle projecten Wat heeft TILA te bieden? 39
- 40. ELOS Conferentie, DenHaag, 26 November 2015 40 Pedagogical focus in task design chsweb.lr.k12.nj.us Integration in the curriculum Blending in/out class & online activities Task sequences Preparatory task Main task Follow-up task
- 41. 41 Preparatory Phase Preparation forthe main task Intercultural issues Collaboration issues Strategic issues Technological concerns Communicativ e issues
- 42.
- 43. 43 Follow up phase Activitiesdesigned for consolidating and sharing what has been learned and reflecting about the exchange Peer assessment and reflection Reflective interviews Portfolios Reporting back to the class Follow-up discussions in class or a forum
- 44. © 2015TILA Presentedby P. Hoffstaedter at TILA Conference, Utrecht, 16 April 2015 44 Voorbeelden The conversation task Example of a conversation in BBB Students from Spain and Germany Age: 15 Level:A2/B1
- 45. © 2015 TILA Voorbeeld:BBB Spanish LF A2 German & English pupils
- 46. © 2015 TILA Debating:English LF 14-18 years old B2 OpenSim Dutch & Finnish pupils
- 47. © 2015 TILA Voorbeeld:Serious Game In OpenSim 47 With an intercultural dimension in the interaction Game & Gamification elements: points & time
- 48. © 2015 TILA Gamein OpenSim Task: Cultural Game • Action • Problem solving, • Cooperation • Strategy planning • Spontaneous talk • Personal information exchange Ashcombe College (UK) Pleincollege Nuenen (NL) Eindhoven 2030German as LF, A1
- 49. © 2015 TILA Gamein Open Sim
- 50. © 2015 TILA Impactop leerders en docenten Achtergrond Virtuele internationalisering via telecollaboratie Het TILA project Digitale tools voor telecollaboratie Betekenisvolle taken voor telecollaboratie Integratie in het curriculum Impact telecollaboratie op leerders en docenten Randvoorwaarden voor succesvolle projecten Wat heeft TILA te bieden? 50
- 51. © 2015 TILA Algemeneervaring _____________________________ _____________________ Mean___ SD_ It was easy to use the tool 3.65 1 Sound was good (if applicable) 2.4 1.3 I like to communicate and interact in this tool environment 4 0.9 I like to meet students from other countries in this tool environment 4.1 0.8 I like to learn in this tool environment 3.8 0.8 I felt comfortable in the interaction 3.7 0.85 I enjoyed communicating with students from another country 4 0.9 I found motivating to communicate with students from another country 3.9 0.8 I felt nervous when speaking in the target language 2.85 1.2 I enjoyed the online task 3.6 1.0 I found the task interesting for interaction with peers of other countries 3.7 1.0 I would like to use tasks with students from other countries more often 3.6 1.0 51
- 52. © 2015 TILA Positieveervaringen 52 Specific for OpenSim Feels slightly weird... But probably works better than skype as there is less pressure when you can't see who are you talking to. I really love meeting students from other countries in this way - it is a lot of fun, and also very informative Cela était amusant de parler avec des étrangers par ordinateur Es una buena idea para mejorar el idioma
- 53. © 2015 TILA Negatieveaspecten 53 Muy mala calidad de sonido, que provocó falta de entendimiento. Se oía muy mal. On n’entend pas très bien. Je n'ai pas pu me connecter.
- 54. © 2015 TILA Docenten Enthusiasticif conditions are met 54 I am so enthusiastic that I am willing to spend some time and energy on it, because I can really see that it contributes to the learning process of the students. So last year, I ran pilots for the first time. I have run two pilots, one in the fourth year of havo and one in the fourth year of vwo. Students were very enthusiastic, but we did encounter many technical difficulties. (Elvira, NS Groenewoud)
- 55. © 2015 TILA Docenten Enthusiasticif conditions are met 55 Javier, IES Meliana
- 56. © 2015 TILA Randvoorwaarden Achtergrond Virtuele internationalisering via telecollaboratie Het TILA project Digitale tools voor telecollaboratie Betekenisvolle taken voor telecollaboratie Integratie in het curriculum Impact telecollaboratie op leerders en docenten Randvoorwaarden voor succesvolle projecten Wat heeft TILA te bieden? 56
- 57. © 2015 TILA Randvoorwaarden Teaching context Need for supportive institutions Allow time for innovation Importance of coaching Reliable Telecollaboration partner Rich tasks Robust school networks Successful synchronous collaborations Finding adequate timeslots Promote autonomous learning Telecollaboration from home 57
- 58. © 2015 TILA Watheegt TILA te bieden? Achtergrond Virtuele internationalisering via telecollaboratie Het TILA project Digitale tools voor telecollaboratie Betekenisvolle taken voor telecollaboratie Integratie in het curriculum Impact telecollaboratie op leerders en docenten Randvoorwaarden voor succesvolle projecten Wat heeft TILA te bieden? 58
- 59. © 2015 TILA Watheeft TILA te bieden? 59 mind42.com Tasks International community johnspear.me thegeekdaily.com Moodle: Discussion forum Blogs Chat rooms Videocommunicatio n rooms, Wiki’s… OpenSim: French, Spanish, English villages, (German under construction) Game environment Best Practices Coaching Teacher guides
- 60. © 2015 TILA Wordlid van de TILA gemeenschap. Je kunt gebruik maken van alle mogelijkheden. (1,75 € per leerling 3 maanden) Wil je meedoen? www.tilaproject.eu
- 61. © 2015 TILA Opzoek naar partners? Eigen contacten eTwinning TILA: Partner searching tool (after registration) 61 1. Select Teacher networking area under the Teacher’s corner tab.
- 62. © 2015 TILA Partnersearching tool in TILA 62 2. Scroll down, then click Start TILA Partner Finding Tool under the grey header TILA partner finding support…
- 63.
- 64. © 2015 TILA64 Hartelijk dank voor uw aandacht!! www.tilaproject.eu Tilaproject @tilaproject tila@uu.nl
Editor's Notes
- #8 El caso es que nuestra sociedad está altamente digitalizada
- #33 Task development is a key issue in the process of integrating telecollaboration exchanges in foreign language learning. > Task development in TC presupposes collaboration between teachers in task design, task implementation and task evaluation. >A good task should be meaningful & engaging to the learner, useful for his/her learning process (intercultural communicative concerns) and pedagogically grounded. they have to have clear objectives, have to be clearly sequenced and integrated into the curriculum and all required resources and support must be made available for pupils.
- #34 Since the tasks being developed within the TILA project are not meant for the traditional classroom but for pupils communicating with peers abroad through technology, 6 key aspects permeate the design and implementation processes: Learner centeredness, the intercultural focus, the communicative approach, the language learning potential, the pedagogical orientation and finally the focus on technology. Let’s have a look to each of these criteria for task development.
- #35 When developing the tasks key attention must be paid to the learners' needs, interests, styles and background If tasks are felt to be close to their lives, if they have the opportunity to talk about themselves and share opinions, likes and dislikes, and experiences they will feel more engaged in telecollaboration activities. It could be interesting to explore with learners project topics and task ideas. This could contribute to enhance the meaningfulness of the experience.
- #36 foreign language pedagogy in the 21st century is experiencing an important shift, as the focus is moving away from a sheer communicative focus to fully embrace the intercultural component of human communication in a highly globalized world. In addition to learning how to exchange information in the TL, learners need to develop intercultural competence, which lays emphasis on the ability to decentre and take up the perspective of the other, as well as to establish and maintain relationships with speakers with a different cultural background (Byram, 1997: 3). The TILA project places the intercultural focus at the center of task development processes by stimulating learners to develop attitudes of curiosity, empathy and openness towards the Other, while developing awareness and knowledge of one’s own and the other’s culture and social practices
- #37 TC tasks need to be meaning oriented and communication focused. Tasks should stimulate information and opinion exchange as a result of inbuilt natural gaps which implies a two way or interactive approach to communication, and the need to focus not only in what one wants to convey, that is on the speaker/writer, but on the receiver as well, who will need to capture and understand what the speech partner is conveying, react appropriately and use the information to jointly achieve the task goals.
- #38 Tasks in TC are technology mediated and as such tasks should optimally exploit the specific affordances of the tools being used (in chat sessions pupils can write, use emoticons to emphasize interpersonal relations, in videocommunication environments pupils can talk, chat, share files, see each other’s gestures, while in virtual worlds they share a virtual space, where they communicate in the form of avatars orally or by chat and engage in all kinds of action). These specific tool affordances will influence how tasks are carried out. A second important aspect relates to ICT literacy skills: ppupils should know how to use the specific environment and how to communicate appropriately in it according to netiquette . Finally, we have to bear in mind that one of the main challenges teachers face when carrying out telecollaboration tasks in the secondary educational setting relates to technology. Tasks might be useful, meaningful, engaging and fun on paper, but if technology does not work, tasks will lose all pedagogical potential. In order to address this technological issue, teachers may want to work on different scenarios: organizing telecollaboration sessions in classroom settings (if computer and internet connections work) and (if not) piloting sessions at home (as homework.)
- #41 in order to ensure pedagogic integration into the overall curriculum, it is advisable to design TILA tasks not as isolated units but rather as sequences of (sub)tasks combining in class and online activities. Regarding the organization of task sequences, it might be useful to distinguish between three phases: ‘preparatory’, ‘main’, and ‘follow- up’. In what follows we will be
- #42 involves activities that help prepare for the main telecollaborative task. This may concern . intercultural issues: prepare for the intercultural encounter by enhancing attitudes of openness and curiosity towards the target cultural group and empathy for peers of a different cultural background, and by promoting reflection and awareness on intercultural aspects . Communicative issues: prepare pupils for the communicative encounter in the TL (being exposed to communicative functions, linguistic elements required for the main task) . Collaboration issues, learning to accommodate to different collaboration styles (active vs reactive; talkative vs quiet) Strategic issues: this involves the use of communication strategies necessary to co-create and negotiate meaning . Technological issues: digital literacy: how to use the specific tool, how to communicate in the specific tool
- #43 The main Phase focuses on (intercultural) communicative interaction in synchronous and/or asynchronous telecollaboration environments. A central aim is to engage pupils in natural and authentic communicative exchanges with peers from the other country. This works best when the topics and tasks are close to pupils’ lives. As tasks enable pupils to talk about themselves, to share their opinions, likes and dislikes and share their personal experiences.
- #44 During the Follow-up phase , pupils typically engage in activities designed for securing learning results and reflecting on the telecollaboration exchange either face-to-face in class or from home; and they might also make use of telecollaboration tools such as e.g. forum, wiki or blog. The follow up activities may include: • reporting back to the class, • follow-up discussions in class or in a forum, • reflective interviews with the teacher, • peer assessment and reflection (What did I/we learn ? Which linguistic and intercultural aspects did I/we notice?), • individual or group portfolios with a documentation , assessment and reflection of outcomes. Activities in the Follow-up phase could be carried out face-to-face in class or from home; and they might also make use of telecollaboration tools such as e.g. forum, wiki or blog.
- #45 Discussions in a relaxed virtual environment Topic: Planning an international (Christmas) party Task: Students arranged a time for their meeting in OpenSim; they met in pairs or groups of three in a virtual café and talk about whether and how they celebrate Christmas and they plan an international Christmas party Resource: Worksheet
- #48 But let’s have a look at those terms
- #58 Supportive institutions: new mindset Training and ongoing coaching necessary Focus school networks Autonomy development