Response to a Call for Upgrade in Language Teaching

Alena Hradilová, Hana Katrňáková, Libor Štěpánek

Masaryk University, Brno, Czech Republic

Structure

• Videoconferences at the Language Centre, MU

• The use of videoconference technologies in language teaching

• Theories of learning

• Limitations of teaching via videoconferencing

• Advantages of teaching via videoconferencing

Videoconferences at the Language Centre, MU

• The use of ICT enhances:– International, interdisciplinary and transversal forms

of cooperation – New educational methodologies

• The use of videoconferencing – New technological and pedagogical tool– Combines natural integration of ICT and pedagogical

means creating dialogue and interaction (Goodfellow et al., 1996, McAndrew et al. 1996)

• Videoconferencing at the Language Centre, MU =

PRIORITY

• 2003 – Preparation phase – videoconferencing consultations (language

teachers from MU + AU + Universitat Jaume I Castellón)

• 2004-2005 – Project within „E-learning at MU: Multimedia and IT“ support of all IT

forms of education at MU, – First international videoconference course between MU + AU

• 2005-2006 – Implementation of videoconferences into traditional language

courses (a pilot course between MU + AU)

• 2006-2008– Videoconferencing boom – Languauge Centre MU – promoter of EU project INVITE

http//:invite.lingua.muni.cz

Videoconferences at the Language Centre, MU

The Use of Videoconferencing Technologies in Language

Teaching

University students are exposed to authentic situations of academic or specific nature

English only

90 minute videoconference

max. 12 students at each end

Implementation into various language courses (as to goals, scope, assessment)

Combination of synchronous and asynchronous student communication

Video recording for feedback and self-reflection on-line

Possibilities

• International and interdisciplinary model– Groups of students from different

universities and faculties

• Transversal model– A combination of students and

professionals (INVITE project)

Discourse Community

Emphasis on conformity

Forms concepts of shared knowledge

Ideas articulated formally

Justified through conformity

Community of practice

Emphasis on adaptation

Shapes/adapts shared knowledge

Ideas negotiated as a comparison and possible

contrast

Justification through social exchange

Theories of Learning

Limitations of teaching via

videoconferencing• Organizational demands on the

teacher

• Two lesson plans ready for each session• Motivation of students should the technology fail • Limited number of students per seminar group

• Technical demands

– Placement of technology– Present state of technology (+ technician availability) – Appropriateness of technology implementation in

accordance with pedagogical goals

Advantages of teaching via

videoconferencingSubjectively:

Subjective feeling of students that they „enjoy“ videoconferencing and that they „learn a lot“X subjective feeling does not necessarily reflect reality (Qvist,2006; Temple,2006)

Objectively: Interdisciplinary, international and multicultural coursesAcademic language education connected with real life communicational situations To-the-point articulation of thoughts within a certain time limit Greater concentration on thoughts in a foreign language Greater patience and openness towards the views of othersObjective assessment and self-assessment

Sources:Constable, G. (date not provided). “Guidelines for Successful Video Conferencing” [online]. Available

from: http://users.aber.ac.uk/ccc/vc-guidelines.pdf (Accessed 7th June, 2005).Goodfellow, R. et al. (1996): Face-to-face language learning at a distance? A study of a

videoconference try-out. ReCALL, 18,2, str.5-16Hulst,J.,van der, (2007): Students learning together from video recorded professional pracitces –

Enhancing the Quality of online peer feedback; DIVERSE Conference, LillehammerMcAndrew, P. et al. (1996): Videoconferencing in a language learning application. Interacting with

computers, 8,2, str. 207-217.Qvist, P.(2006): Videolectures and the Feeling of Learning, DIVERSE Conference, Glasgow, VB Temple, B. (2006) Multi-cultural Teaching Using Video Conference and Shared Workspace, DIVERSE

Conference, Glasgow, VBTemple, B. (2006b) New Brooms Sweep Clean? A Focus on Videoconferencing in Virtual Team

Environments, DIVERSE Conference, Glasgow, VB Video Technology Advisory Service (date not provided). “UKERNA Video Conferencing Meetings

User Guide: A General Guide for Participants, Facilitators and Chairpersons” [online]. Available from http://www.video.ja.net/usrg/ (Accessed 7th June, 2005).

Kress, G. & Van Leeuwen, T. (2001). Multimodal Discourse: The Modes and Media of Contemporary Communication. London: Arnold.

Morgan, J. (2005). "Video conferencing as an evolving literacy practice in higher education" [online] http://www.wvn.ac.uk/bd20051117.htm

Morgan, J. (2007). “Social Negotiation as the Basis of Effective Communication in Video Conferencing” Video Funet Conference, University of Tampere, 11/05/2007.

MU subject village pageshttp://lingua.muni.cz/videoconferencing/

UWA subject village pages http://users.aber.ac.uk/jpm/el21010/el2.html