Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
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

2,813 views

Published on

Published in: Education, Technology
  • Hi there! Get Your Professional Job-Winning Resume Here - Check our website! http://bit.ly/resumpro
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
  • Be the first to like this

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 />

×