Monitoring the learner – Monitoring the learner – who, why and what for?who, why and what for?

Jean-Claude Bertin, Jean-Claude Bertin, Université du Havre, FranceUniversité du Havre, France

Jean-Paul Narcy-Combes, Jean-Paul Narcy-Combes, Université Université Paris 3 , FranceParis 3 , France

ContentContent

1.1. IntroductionIntroduction

2.2. Theoretical assumptionsTheoretical assumptions

3.3. Defining termsDefining terms

4.4. Technological mediationTechnological mediation

5.5. Understanding relations in the Understanding relations in the modelsmodels

6.6. Impact of theory on practical issues Impact of theory on practical issues

Epistemological position: Epistemological position: technological capacities must be technological capacities must be questioned in the terms of SLA theoryquestioned in the terms of SLA theory (Chapelle)(Chapelle)

Practical position: Practical position: monitoring must have clearly defined objectives monitoring must have clearly defined objectives

Monitoring depends on the theoretical model Monitoring depends on the theoretical model of the learning of the learning situation on which the system is based.situation on which the system is based.

Theoretical assumptionsTheoretical assumptions :Because of the very nature of the :Because of the very nature of the human faculty of language and its indissociable relationship with human faculty of language and its indissociable relationship with society,culture and human knowledge, our assumption is that L2 society,culture and human knowledge, our assumption is that L2 acquisition is made easier if learning activities combine real-world, acquisition is made easier if learning activities combine real-world, content-based, socially and culturally viable activities. Language content-based, socially and culturally viable activities. Language production is seen as the result of a dual-processing system (rule production is seen as the result of a dual-processing system (rule and exemplar-based)(Ellis, Skehan).and exemplar-based)(Ellis, Skehan).

IntroductionIntroduction

From didactic relation to taskFrom didactic relation to task(theoretical assumptions)(theoretical assumptions)

From a systemic perspective of language to communication and the European Framework.

Which indicators for a qualitative monitoring of learner activity + language production and mediation?

European action-based learning : sociocultural theory (Vygostki) and collaborative work.

From didactic relation to taskFrom didactic relation to task(theoretical assumptions)(theoretical assumptions)

Authenticity of task vs authenticity of documentAuthenticity of task vs authenticity of document

A shift in references: language production – from systemics to social A shift in references: language production – from systemics to social act.act.

Defining termsDefining terms

TEACHERTUTOR LEARNER

TASK

help(software)

aids(hardware)

monitoring MediationMediation HelpHelp AidsAids Monitoring Monitoring Follow-upFollow-up FeedbackFeedback ScaffoldingScaffolding

help(software)

follow-up feedback

scaffolding

human tutormachine tutor

retroaction on taskand/or form of mediation

mediation

Technological mediation and learning situationTechnological mediation and learning situation

Language Teacher

Com puter

Learner

L in g u is tic th e o rie s

In s titu tio n a l co n te xt

L a n g u a g e o b je c tive s

S L A th e o rie s

L e a rn in g a id s

L e a rn in g m a te ria ls

C o m p u te r-m e d ia te dle a rn in g e n viro n m e n t

In te ra c tivi ty :typ e o f in te ra c tio n

w ith la n g u a g e

In te ra c tivi ty :o rg a n is a tio n o f in te ra c tio n

w ith la n g u a g e

Ma crota skrea l-w o r ld ta s k Microtask

ling u is tic mo d e l

the learning cycle

The learning cycleThe learning cycle

Environment, objectives, individuality

LEARNING SYSTEM

Tutor/learner meetingsOrganizing « progress »

Interaction(macro-tasks)

CONTENTDISCIPLINE

Evaluation / critical informationIs noticing efficient ?

CONTENT : LANGUAGE INTEGRATION

(1)(2)RestructuringTraining(micro-tasks withDeep-processing)

LANGUAGE

Aids : yes / Help : yes

Feedback : yes

Scaffolding : by teacher

Monitoring : yes

Follow-up : yes

Objective : create needs

Aids : yes / Help : noFeedback : if problems

Scaffolding : by peers

Monitoring : yesFollow-up : yes

(2)

How distance plays on the modelHow distance plays on the model

nature/ f unctionof material

Disciplinelanguage

monit or ing

computer

lear ner

linguist ic ob j ec t ives

I nt egr at ion in global cour se

ot her t ypesof document s

vir t uallearning

environment

teachingagent

peers : virtual class

I nt eract ivit y? ? ?

t eacherdesigner

real- lif et ut or

CO N T E X T

f ollow- up

f eedback

Understanding relations in the modelsUnderstanding relations in the models (expliciting the meaning of the arrows)(expliciting the meaning of the arrows)

Focusing on the RELATIONS between the poles of the Focusing on the RELATIONS between the poles of the model.model.

Various types of guidance may co-exist within a learning Various types of guidance may co-exist within a learning environment.environment.

How does theory affect our How does theory affect our question: what is monitoring for?question: what is monitoring for?

What should be noticed (tracked) – knowledge or learning paths? What should be noticed (tracked) – knowledge or learning paths?

Learning paths: do they reveal learning strategies?Learning paths: do they reveal learning strategies?

Are these strategies of a linguistic (systemic), interactionnal or Are these strategies of a linguistic (systemic), interactionnal or pragmatic nature?pragmatic nature?

What is to be monitored ?What is to be monitored ?

Learner macro-activity   Learner macro-activity  

Learner micro-activity Learner micro-activity

In relation with the object of learning (SLA perspectives)In relation with the object of learning (SLA perspectives)

Data used for monitoring will depend on the answers to Data used for monitoring will depend on the answers to these questions. these questions.

Language used or strategies chosen? Language used or strategies chosen?

Putting theory into practice: ex. 1 Putting theory into practice: ex. 1 Writing task (Learning Lab Suite online)Writing task (Learning Lab Suite online)

Tutor /Peer feedbackTutor /Peer feedback

«Rule» Vs «Rule» Vs «Exemplars» «Exemplars» learninglearning

Putting theory into practice - example 2 Putting theory into practice - example 2 Cognitive agents (University of Le Havre)Cognitive agents (University of Le Havre)

Research programme : linguistics / education / computer sciences

Using multi-layer / multi-agents systems to monitor learner activity and offer individualized feedback in distant learning environments

”How to devise a cognitive agent for distance language learning” (Bertin, Gravé)

Conclusion… ?Conclusion… ?

Final objective of monitoring : trace features of socio-Final objective of monitoring : trace features of socio-cognitive and emotional conflicts (in order to provide help cognitive and emotional conflicts (in order to provide help for their resolution)for their resolution)

Suggesting (not controlling) alternative strategies and Suggesting (not controlling) alternative strategies and paths (scaffolfingpaths (scaffolfing

Monitoring modalities: human and/or technological Monitoring modalities: human and/or technological mediation – proaction/reactionmediation – proaction/reaction

Research perspectives : opening new grounds for Research perspectives : opening new grounds for monitoring systems in computer-mediated learning monitoring systems in computer-mediated learning environments…environments…

A few references…A few references…Jean-Paul Narcy-Combes : Jean-Paul Narcy-Combes : jean-paul.narcy-combes@wanadoo.frjean-paul.narcy-combes@wanadoo.fr

Jean-Claude Bertin : Jean-Claude Bertin : jean-claude.bertin@univ-lehavre.frjean-claude.bertin@univ-lehavre.fr

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