Assessing the use of a Trace-Based Synchronous Tool for distantlanguage tutoring<br />Mireille Bétrancourt (TECFA – Genève...
Introduction<br />Ongoingresearchmultidisciplinaryproject<br />Development of a videoconferencingtoolspecificallydesigned ...
Theoretical rationale<br />Visu and its context of use<br />Methodology<br />Results<br />Discussion<br />Trace-based Refl...
teaching (and teacher training) can be facilitated with trace-based systems that foster teachers’ reflexivity</li></ul>Tra...
set of obsels (observedelements)</li></li></ul><li>Context of the training course<br />Le français en première ligne: a 45...
Theoretical rationale<br />Visu and its context of use<br />Methodology<br />Results<br />Discussion<br />Trainees in Lyon...
Theoretical rationale<br />Visu and its context of use<br />Methodology<br />Results<br />Discussion<br />… to intermediat...
Preparation<br />Interaction (45 min session)<br />Starts with greetings, technical and communicational adjustments and so...
VISU tool for online tutoring<br />Web-basedvideoconferencetool<br />Session planning and management<br />Online and offli...
Traces in Visu<br />Theoretical rationale<br />Visu and its context of use<br />Methodology<br />Results<br />Discussion<b...
Theoretical rationale<br />Interaction room in Visu<br />Methodology<br />Results<br />Discussion<br />Communication zone<...
Theoretical rationale<br />Retrospection room in Visu<br />Methodology<br />Results<br />Discussion<br />Videoof the sessi...
Theoretical rationale<br />Visu and its context of use<br />Methodology<br />Results<br />Discussion<br />A pilot study of...
Data analysis<br />Quantitative analysis:<br />number of markers and text chat messages over time and across the sample of...
Theoretical rationale<br />Visu and its context of use<br />Methodology<br />Results<br />Discussion<br />Marker and chat ...
Theoretical rationale<br />Visu and its context of use<br />Methodology<br />Results<br />Discussion<br />Markers use<br /...
Interviews<br />Markers wereappreciated for taking notes withoutinterrupting the flow of the interaction<br />Taking notes...
Future research questions<br />How does the retrospection room improvetrainees’ awareness?<br />Doesit have an impact on t...
Upcoming SlideShare
Loading in …5
×

Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring

2,590 views

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
2,590
On SlideShare
0
From Embeds
0
Number of Embeds
12
Actions
Shares
0
Downloads
10
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring

  1. 1. Assessing the use of a Trace-Based Synchronous Tool for distantlanguage tutoring<br />Mireille Bétrancourt (TECFA – Genève)<br />Nicolas Guichon (ICAR – Lyon 2)<br />Yannick Prié (LIRIS – Lyon 1)<br />9th International Conference on Computer Supported Collaborative Learning<br />July 6, 2011, The University of Hong Kong, Hong Kong, China<br />
  2. 2. Introduction<br />Ongoingresearchmultidisciplinaryproject<br />Development of a videoconferencingtoolspecificallydesigned for languageteaching.<br />Aims of the presentation:<br /> (1) present the rationale and the design of a synchronous trace-based prototype tool<br /> (2) study the use of marker-based traces by languagetutors<br />
  3. 3. Theoretical rationale<br />Visu and its context of use<br />Methodology<br />Results<br />Discussion<br />Trace-based Reflexivity<br />Reflexivity <br />Trace<br />t<br />Reflexivity <br /><ul><li>capacity to reflect upon one's activity
  4. 4. teaching (and teacher training) can be facilitated with trace-based systems that foster teachers’ reflexivity</li></ul>Trace<br /><ul><li>whatisexplicitlyrecordedfrom the interaction betweena user and a digital environment
  5. 5. set of obsels (observedelements)</li></li></ul><li>Context of the training course<br />Le français en première ligne: a 45-hour training course to get familiar with synchronous online teaching (cf. Develotte, Guichon, Kern, 2008; Guichon, 2009)<br />Theoretical rationale<br />Visu and its context of use<br />Methodology<br />Results<br />Discussion<br />http://w3.u-grenoble3.fr/fle-1-ligne<br />
  6. 6. Theoretical rationale<br />Visu and its context of use<br />Methodology<br />Results<br />Discussion<br />Trainees in Lyon prepare pedagogical sessions and administer them with Visu…<br />
  7. 7. Theoretical rationale<br />Visu and its context of use<br />Methodology<br />Results<br />Discussion<br />… to intermediate-level French students at UC Berkeley for 7 weeks. <br />
  8. 8. Preparation<br />Interaction (45 min session)<br />Starts with greetings, technical and communicational adjustments and social chitchat. <br />3 to 5 teaching tasks on a given theme (e.g. The notion of identity)<br />A few minutes at the end for a final review<br />Retrospection<br />Debriefing based on the trace of the activity<br />Theoretical rationale<br />Visu and its context of use<br />Methodology<br />Results<br />Discussion<br />Three phases<br />
  9. 9. VISU tool for online tutoring<br />Web-basedvideoconferencetool<br />Session planning and management<br />Online and offline trace-basedactivity monitoring<br />Theoretical rationale<br />Visu and its context of use<br />Methodology<br />Results<br />Discussion<br />Interaction room<br />Retrospection room<br />
  10. 10. Traces in Visu<br />Theoretical rationale<br />Visu and its context of use<br />Methodology<br />Results<br />Discussion<br />1<br />2<br />3<br />Interaction traces<br />recorded automatically<br />during the interaction <br />1<br />t<br />Marker-based traces<br />set by the tutor during the interaction <br />in the interaction room<br />2<br />Comment-based traces<br />set by the tutor after the interaction <br />in the retrospection room<br />3<br />
  11. 11. Theoretical rationale<br />Interaction room in Visu<br />Methodology<br />Results<br />Discussion<br />Communication zone<br />Session <br />management zone<br />Time line and marker zone<br />VIDEO<br />
  12. 12. Theoretical rationale<br />Retrospection room in Visu<br />Methodology<br />Results<br />Discussion<br />Videoof the session<br />Time indications and markers<br />Interaction traces (document push, chat message, instruction push, keyword push)<br />VIDEO<br />
  13. 13. Theoretical rationale<br />Visu and its context of use<br />Methodology<br />Results<br />Discussion<br />A pilot study of marker-based traces<br />investigate the quantitative and qualitative use of markers duringsynchronouslanguageteaching sessions and <br />assess the utility of such a functionality for languagetutoring<br />
  14. 14. Data analysis<br />Quantitative analysis:<br />number of markers and text chat messages over time and across the sample of the 8 tutors.<br />Qualitative analysis:<br />type of markers produced by 2 specifictutors + interviews data<br />Theoretical rationale<br />Visu and its context of use<br />Methodology<br />Results<br />Discussion<br />
  15. 15. Theoretical rationale<br />Visu and its context of use<br />Methodology<br />Results<br />Discussion<br />Marker and chat use<br />Chat<br />Markers<br />Large variation acrosstutors for markers and chat<br />Use remains stable from session 2 to session 6<br />Differenciated use of chat and markers<br />
  16. 16. Theoretical rationale<br />Visu and its context of use<br />Methodology<br />Results<br />Discussion<br />Markers use<br />Learner X ispleasedwithactivity.<br />Learner 3<br />arrives late<br />Pronunciation of "fromage"<br />Learner 3can’tsee the image<br />Individual usages<br />Nelly: preparingwrap-up or retrospection<br />Cindy: evaluatinglearnersbehavior + owntutor practice<br />Emergence of operative langage <br />L: tellemenT<br />
  17. 17. Interviews<br />Markers wereappreciated for taking notes withoutinterrupting the flow of the interaction<br />Taking notes about the learner’s performance<br />Keepingtrack of events for lateranalysis<br />Theoretical rationale<br />Visu and its context of use<br />Methodology<br />Results<br />Discussion<br />
  18. 18. Future research questions<br />How does the retrospection room improvetrainees’ awareness?<br />Doesit have an impact on theirtutoringskills (especiallyregarding feedback)?<br />Design and implementation of Visu2<br />Theoretical rationale<br />Visu and its context of use<br />Methodology<br />Results<br />Discussion<br />
  19. 19. Thank you!<br /><ul><li>Website of the project:</li></ul>liris.cnrs.fr/ithaca<br />Theseslides<br />www.slideshare.net/yprie/cscl2011<br /><ul><li>Professional websites:</li></ul>nicolas.guichon.pagesperso-orange.fr<br />liris.cnrs.fr/yannick.prie<br />Theoretical rationale<br />Visu and its context of use<br />Methodology<br />Results<br />Discussion<br />

×