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Internationalisation and the initial teacher education curriculum’

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Invited Presentation at the CILO bi-annual meeting. A network to promote internationalisation in teacher education for the primary and secondary sectors that most national HE Teacher Education faculties are member of.
Organisation: The Dutch EU National Agency, Amsterdam, Central Library, Netherlands

Published in: Education
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Internationalisation and the initial teacher education curriculum’

  1. 1. Internationalisation and the initial teacher education curriculum’ Ton Koenraad (TELLConsult) European Platform CILO Network Meeting, Amsterdam, November 2014
  2. 2. 2011 – present TELLConsult Technology Enhanced Lifelong & Language Learning 2005 1990 – 2011 Hogeschool Utrecht University of Applied Sciences Faculty of Education Ton Koenraad
  3. 3. Op weg naar een ICT- rijke Lerarenopleiding 2005 2009 Kennisbasis-ICT Hogeschool Utrecht : Vakdidacticus MVT, ICT-Coordinator Talen, Projectleider,
  4. 4. Presentation Contents • Classroom technologies • WebConferencing and 3D worlds in (Language) education & teacher training • Telecollaboration
  5. 5. Find this document and more references to related web resources here: http://tinyurl.com/CILO2014
  6. 6. Approaches and results of two EU projects promoting effective interactive whiteboard use in language and vocational education.
  7. 7. ITILT INTERACTIVE TECHNOLOGIES IN LANGUAGE TEACHING 2011 - 2013 CLASSROOM TECHNOLOGIES
  8. 8. Aim of the iTILT project Helping language teachers make the most of interactive whiteboards • produce effective IWB training materials for language teachers • inform teachers of IWB actual practice based on research • provide a support network for teachers and schools • bring together teachers from all sectors (primary, secondary, vocational, tertiary) of education • encourage the sharing of example lesson plans and resources • promote reflective practice with IWBs
  9. 9. project data 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
  10. 10. Development of the project IWB Training Data Collection Website January 2011 April 2013
  11. 11. The iTILT Training Manual  introduction to IWBs  examples of activities for teaching the various skills & Focus on Form (grammar & vocab)  criteria for the selection and design of IWB- based language teaching materials
  12. 12. Electronic Flipcharts • description of the activity and steps to be taken by teacher and students activity • aim of the activity • learning goalsaim • explains how the flipchart was designeddesign • potential of the activity in comparison to former methods potential
  13. 13. Data Collection teacher interviews video stimulated reflection learner reflections group interviews with 4-5 students class filming 2 visits to 6 teachers in 7 partner countries
  14. 14. Practice Reports as Learning Objects
  15. 15. Practice Reports Database • More than 250 practice reports • 6 languages (EN, CY, FR, ES, TR, NL) • different educational sectors P r a c t i c e R e p o r t s
  16. 16. Criteria for the design of IWB-based Material www.itilt.eu Materials promote learning by doing as opposed to lecture content Materials allow learners to demonstrate understanding and help teachers to evaluate learning Materials create opportunities for learners to assess their own performance without teacher intervention Methodological Principles
  17. 17. Criteria for the design of IWB-based Material www.itilt.eu Activities have a clear language learning objective; they are not only designed for enjoyment Materials provide linguistic and/or cognitive support to help learners understand input Materials provide linguistic and/or cognitive support to maximise learners' language production Pedagogical Activities
  18. 18. Project related research Has the introduction of new classroom technologies led to innovative MFL pedagogical approaches? Cutrim Schmid, E. and Whyte, S. (2012) ‘Interactive whiteboards in state school settings: teacher responses to socio-constructivist hegemonies.’ Language Learning and Technology, 16(2), pp. 65 – 86. Exploring how teachers use IWB for language teaching: Whyte, S., Beauchamp, G., & Hillier, E. (2012). Perceptions of the IWB for second language teaching and learning: the iTILT project. In L. Bradley & S. Thouësny (Eds.), CALL: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings (pp. 320-6). Challenges and opportunities arising during the development of OERs Whyte, S., Cutrim Schmid, E., van Hazebrouck, S., & Oberhofer, M. (2013). Open educational resources for CALL teacher education: the iTILT interactive whiteboard project. Computer Assisted Language Learning, 27 (2), 122-148.
  19. 19. More References in the paper & handout  Hillier, E., Beauchamp, G., & Whyte, S. (2013). A study of self-efficacy in the use of interactive whiteboards across educational settings: a European perspective from the iTILT project. Educational Futures, 5 (2) http://www.educationstudies.org.uk/materials/emily_hillier_besav3.pdf  Koenraad, A.L.M. (2008). Interactive Whiteboards in educational practice: the research literature reviewed. http://www.elearningeuropa.info/files/media/media24055.pdf  Koenraad, A.L.M. (2012). Needs analysis research report. EU Project SmartVET.  Whyte, S. (2013). Interaction and interactivity in technology-rich second language classrooms: the iTILT project in France. WorldCALL, 11-13 July, 2013.  Whyte, S., & Alexander, J. (2013). Learning to Use Interactive Technologies for Language Teaching: Video Diaries for Teacher Support in the iTILT Project. Atelier didactique SAES, Dijon, France,18 May.
  20. 20. iTILT Project #2 (2014 – 2017): IWB + MALL (Mobile Assisted Language Learning) APPS for: -Dictionaries -Text comprehension -Games -Grammar-focus -Listening -Reading (Literature) -Vocab development (flashcards) -Access to LMS (Moodle, courseware) Interested in getting involved?
  21. 21. Supporting Continuous Professional Development of VET teachers in the use of Interactive Whiteboards • EU-Project Leonardo TOI programme 2011-2013 SmartVET
  22. 22. Rationale (Kennewell, 2006; Higgins et al., 2007; Koenraad, 2008; Thomas & Cutrim Schmid, 2010) Limited uptake in specific subject areas and educational sectors Teacher skills key in realising added value IWB underused in Irish VET sector
  23. 23. Aims ✤Research training needs ✤IWB train-the- trainers programme + materials ✤CPD model for Irish VET sector ✤CoP
  24. 24. Training Training Activities Training Materials Training Activities Training Materials
  25. 25. Train the Trainer approach
  26. 26. Oral synchronous communication
  27. 27. 3D worlds for cultural info & ICC competence development through encounters and events
  28. 28. Wat zijn virtuele werelden en wat kan je ermee in het onderwijs? Kristi Jauregi (Fontys Hogescholen, Uni. Utrecht) Ton Koenraad (TELLConsult) 30 Link
  29. 29. Toegevoegde waarde VW (1) Verscheidenheid aan scenario’s Realistische weergave werkelijkheid 31
  30. 30. 32
  31. 31. 33
  32. 32. d 34 Vakspecifieke omgevingen
  33. 33. Vak- en thema gerelateerde sims 35
  34. 34. 36
  35. 35. 37
  36. 36. 38
  37. 37. 39
  38. 38. 40 Toegevoegde waarde (2) Communicatie
  39. 39. Toegevoegde waarde (3) Actie 41
  40. 40. 42
  41. 41. Navigatie controle: zitten, lopen, rennen vliegen… 43
  42. 42. Interactie met objecten 44
  43. 43. Programmeerbare Objecten 45
  44. 44. Je kunt foto’s,video’s,PowerPoints uploaden 46
  45. 45. Avatar: je tweede ik? 47 Toegevoegde waarde (4): rollen en identiteiten
  46. 46. EXPLORING IDENTITY: Customization of avatars – Second Life ‘residents’ can create highly detailed 'virtual selves' 48
  47. 47. 49 Toegevoegde waarde (5) Inclusive learning: Virtual Ability Island
  48. 48. 50 Navam Abramovic: Kat Klata
  49. 49. 51 Toegevoegde waarde (6) Veel mogelijkheden om je onderwijs te verrijken Onderwijs op afstand Blended learning Flipping the classroom Telecollaboration Stage begeleiding
  50. 50. Simulaties Beroepsvaardigheden oefenen 52
  51. 51. 53
  52. 52. Virtuele labs 54
  53. 53. Socializen / Informeel leren 55
  54. 54. 56
  55. 55. 57
  56. 56. Online Conferenties 58 OpenSim Conference
  57. 57. The ViTAAL Project • R & D for 3 Activity Formats: 1. Language Village: training & testing 2. Interactive narrative LanguageQuest 3. Events and Fun Activities
  58. 58. Format 1: Virtual Language Village Pupils •Teachers • Student Teachers & Trainers •Fellow pupils
  59. 59. Virtual Language Village: Organisation • Production / Mentor Team A’dam student teachers (n=18) • Materials: paper based prep. activities, CEF Level A1-A2 194 pp. • Participants 2 schools, 1 class each Age: 13-14 Student teacher mentored groups (size: n=3)
  60. 60. Digischool: Chatterdale
  61. 61. Digischool: Parolay
  62. 62. The Interactive LanguageQuest • Rationale: Enhance the WebQuest concept using story development and embedding ‘live’ interaction • Design principles - LanguageQuest design criteria - Competitive pupil teams (n=5) - teacher-coached f2f team sessions & in-world meetings with story characters (student mentors) - formal assessment of interim products & final team results by teacher
  63. 63. Interactive LanguageQuest: Organisation • Production / Actor Team A’dam student teachers (n=7) • Materials: - Original storyline, - CEF-based inputs & tasks ( A2 – B1) - specifically designed LQuest template • Participants - 1 school, 1 class Age: 16-17 - 1st year student teachers (n=7)
  64. 64. Evaluation: Student teacher perspective • Great learning opportunity: - designing materials - getting peer-feedback on design issues • Practicing teaching skills: - giving feedback to pupils - doing assessments • Design task very time consuming • Organisational problems: - pupil presence - teamwork • Technical issues: - voice - AW- interface skills
  65. 65. Evaluation: Teacher educator perspective • Great chance for linking theory to practice • Implementation of experiential learning in teacher ed. • Collaboration with schools is vital • Current module is too demanding: further phasing of curriculum content • Critical trainer’s skills: - coaching student production teams - personal ICT / AW skills
  66. 66. (student) Teacher professional development for SCMC enhanced language teaching and research (student) Teacher professional development for SCMC- enhanced language teaching and research
  67. 67. NIFLAR project aims • Exploring the added value of video-web communication (VWC) and virtual worlds (VW) for the development of intercultural communicative and competence in L2 Development of design principles for effective L2 tasks in VWC and VW • Learning Blend: Focus on (language) learners AND student teachers
  68. 68. Task aims for language learners and student teachers • Enhancing FL intercultural communicative competence (ICC):  authentic and fucntional NS – NNS interaction • Promoting pedagogical awareness on:  Intercultural communicative competence  Challenges and opportunities of VWC and/or VW by participation in task design and action research
  69. 69. NIFLAR’s 3D Learning Enviroments: Second Life Open Simulator
  70. 70. Student teacher roles • task designers • task implementers • NS interlocutors • researchers of task effects: – on interaction – on language development – on intercultural development – on motivation • researchers of VLE-related challenges and pitfalls
  71. 71. Examples of tasks developed by pre-service teachers
  72. 72. Meaningful interaction: task 1 Exchanging info about appartment Sharing info about pictures Example Clips
  73. 73. Evaluation pre-service teachers • Use & implement SCMC-tools to enhance authentic interaction • Task design to promote ICC • Greater awareness of problems learners face in L2 communication • Support learners using pedagogical strategies & multimodal affordances of the specific environment.
  74. 74. The EUROVERSITY network is funded under the grant agreement number 518944-LLP-1-2011-1-UK-KA3-KA3NW with the Education, Audiovisual and Culture Executive Agency, European Union. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 77
  75. 75. • Project: 3-year (2011 – 2014) multilateral & transversal network LLP KA3 (ICT) • Origin: synergies between related EU projects (Avalon, AVATAR, NIFLAR, etc.) • Coordinator: University of HULL • Network: 19 partners, 14 countries & > 20 associated partners 78
  76. 76. Aims of the Project • Collect examples of good practice in teaching and learning in virtual worlds from different subjects and contexts • Facilitate the transfer of core • knowledge to new contexts • Exploitation of existing partner resources 79 Case studies: http://euroversity.pbworks.com/
  77. 77. The EUROVERSITY network is funded under the grant agreement number 518944-LLP-1-2011-1-UK-KA3-KA3NW with the Education, Audiovisual and Culture Executive Agency, European Union. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. EUROVERSITY gaat verder als stichting. Word lid! 80
  78. 78. Telecollaboration
  79. 79. Ton Koenraad (TELLConsult) Nationale Conferentie Virtuele Werelden 13 november 2014, Tilburg Netherlands Machinima in het taalonderwijs. Virtuele werelden als studio’s voor de productie van video lesmateriaal.
  80. 80. Aims and Objectives 1. Create, test & share machinima exploring the role of visual communication in language learning 2. Produce guidelines & training about how to create them 3. Promote teacher autonomy and blended learning 4. Create an online community of practice
  81. 81. MFL Pedagogical Functions • Introduce a new topic • Introduce special / CLIL language content • Visualise meaning • Model language use • Promote extensive reading motivation • The eye • If I could fly… • Making a call • Professional skills training • Book trailer
  82. 82. MFL Pedagogical Functions • Provide context for tasks & projects • Telecollaborative projects • Subtitling, synchronous reporting processes, content presentation • Transmedia storytelling • Blended: 2D + 3D activities • Intercultural exchanges, What if …
  83. 83. Machinima as input for learning objects: with content processing scaffolds For blended learning & classroom flipping
  84. 84. Machinima as input for learning objects: Focus on form activities & comprehension assessment
  85. 85. MFL Pedagogical Functions • Learner generated content for: – Telecollaborative projects – Feedback provision – Portfolio content Credits: Christel Schneider
  86. 86. More info on: - Practitioner reports - Camelot film productions - Training options - Joining the Camelot network CAMELOT Language Learning with Machinima
  87. 87. My Associate Partner Projects
  88. 88. Registration for Summercourses at: www.tellconsult.eu • ICT for oral skills & telecollaboration • IWB - in Education • Promoting Dialogue using the IWB Again in 2015. Here in...?

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