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User perspectives

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Presentation of findings from M.A. in post compulsory education, University of

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User perspectives

  1. 1. Voice over the internet: user perspectives on voice tools in language learning<br />Teresa MacKinnon<br />Language Centre, University of Warwick<br />
  2. 2. Overview:<br />The Language Centre context<br /> Affordances of voice tools <br />User perspectives study<br />Data collected<br />Examples of other uses<br />Best practice<br />
  3. 3. Context<br />Language Centre, 3500 students a year, 8 languages for academic credit.<br />Business language teaching operation<br />4 sanako digital labs, moodlevle<br />Interest in ICT for teaching and learning<br />Increasing importance of oral/aural skills<br />
  4. 4. Voice tools<br />Range of easy to use, international process tools to support spoken language over the internet<br />One basic interface: the voiceboard<br />
  5. 5.
  6. 6. Themes<br />Tutor role<br />Error correction<br />Affective factors: in technology and in language learning<br />Technical management and support<br />
  7. 7. Data collection<br />Practitioner interviews and questionnaires<br />ICT “can do” questionnaire (based on Davies, 2004)<br />“Travelermetaphore” (Steiner Kvale,1996)<br />Walkthrough interviews (Garfinkel, 1967)<br />Bildungsreise<br />Quantitative data from software<br />
  8. 8. Results<br />
  9. 9. Conclusions<br />Useful process to encourage dialogue<br />Community of practice<br />Reflective practitioners<br />Importance of awareness of research<br />Student engagement and desire for control!<br />
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  11. 11. www.uwe.ac.uk/elearning<br />
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  14. 14. Best practice notes:<br />Importance of understanding nature of communication<br />Management awareness of relative advantage<br />Opportunity for shared reflection and student input<br />Use may challenge language tutor approach<br />

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