Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring
Download as PPTX, PDF0 likes2,083 views
This document summarizes research on the use of a synchronous videoconferencing tool called Visu for distant language tutoring. The tool allows language tutors to (1) plan and conduct online tutoring sessions, (2) leave marker-based notes during sessions, and (3) review sessions and notes afterwards. A study found tutors used markers for various purposes like noting learner behavior and their own practices. Interviews showed tutors found markers useful for note-taking without interrupting sessions or for later analysis. Future research will examine how the review features impact tutor awareness and skills.
Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring
- 1. Assessing the use of a Trace-Based Synchronous Tool for distantlanguage tutoringMireille Bétrancourt (TECFA – Genève)Nicolas Guichon (ICAR – Lyon 2)Yannick Prié (LIRIS – Lyon 1)9th International Conference on Computer Supported Collaborative LearningJuly 6, 2011, The University of Hong Kong, Hong Kong, China
- 2. IntroductionOngoingresearchmultidisciplinaryprojectDevelopment of a videoconferencingtoolspecificallydesigned for languageteaching.Aims of the presentation: (1) present the rationale and the design of a synchronous trace-based prototype tool (2) study the use of marker-based traces by languagetutors
- 3. Theoretical rationaleVisu and its context of useMethodologyResultsDiscussionTrace-based ReflexivityReflexivity TracetReflexivity capacity to reflect upon one's activity
- 4. teaching (and teacher training) can be facilitated with trace-based systems that foster teachers’ reflexivityTracewhatisexplicitlyrecordedfrom the interaction betweena user and a digital environment
- 5. set of obsels (observedelements)Context of the training courseLe français en première ligne: a 45-hour training course to get familiar with synchronous online teaching (cf. Develotte, Guichon, Kern, 2008; Guichon, 2009)Theoretical rationaleVisu and its context of useMethodologyResultsDiscussionhttp://w3.u-grenoble3.fr/fle-1-ligne
- 6. Theoretical rationaleVisu and its context of useMethodologyResultsDiscussionTrainees in Lyon prepare pedagogical sessions and administer them with Visu…
- 7. Theoretical rationaleVisu and its context of useMethodologyResultsDiscussion… to intermediate-level French students at UC Berkeley for 7 weeks.
- 8. PreparationInteraction (45 min session)Starts with greetings, technical and communicational adjustments and social chitchat. 3 to 5 teaching tasks on a given theme (e.g. The notion of identity)A few minutes at the end for a final reviewRetrospectionDebriefing based on the trace of the activityTheoretical rationaleVisu and its context of useMethodologyResultsDiscussionThree phases
- 9. VISU tool for online tutoringWeb-basedvideoconferencetoolSession planning and managementOnline and offline trace-basedactivity monitoringTheoretical rationaleVisu and its context of useMethodologyResultsDiscussionInteraction roomRetrospection room
- 10. Traces in VisuTheoretical rationaleVisu and its context of useMethodologyResultsDiscussion123Interaction tracesrecorded automaticallyduring the interaction 1tMarker-based tracesset by the tutor during the interaction in the interaction room2Comment-based tracesset by the tutor after the interaction in the retrospection room3
- 11. Theoretical rationaleInteraction room in VisuMethodologyResultsDiscussionCommunication zoneSession management zoneTime line and marker zoneVIDEO
- 12. Theoretical rationaleRetrospection room in VisuMethodologyResultsDiscussionVideoof the sessionTime indications and markersInteraction traces (document push, chat message, instruction push, keyword push)VIDEO
- 13. Theoretical rationaleVisu and its context of useMethodologyResultsDiscussionA pilot study of marker-based tracesinvestigate the quantitative and qualitative use of markers duringsynchronouslanguageteaching sessions and assess the utility of such a functionality for languagetutoring
- 14. Data analysisQuantitative analysis:number of markers and text chat messages over time and across the sample of the 8 tutors.Qualitative analysis:type of markers produced by 2 specifictutors + interviews dataTheoretical rationaleVisu and its context of useMethodologyResultsDiscussion
- 15. Theoretical rationaleVisu and its context of useMethodologyResultsDiscussionMarker and chat useChatMarkersLarge variation acrosstutors for markers and chatUse remains stable from session 2 to session 6Differenciated use of chat and markers
- 16. Theoretical rationaleVisu and its context of useMethodologyResultsDiscussionMarkers useLearner X ispleasedwithactivity.Learner 3arrives latePronunciation of "fromage"Learner 3can’tsee the imageIndividual usagesNelly: preparingwrap-up or retrospectionCindy: evaluatinglearnersbehavior + owntutor practiceEmergence of operative langage L: tellemenT
- 17. InterviewsMarkers wereappreciated for taking notes withoutinterrupting the flow of the interactionTaking notes about the learner’s performanceKeepingtrack of events for lateranalysisTheoretical rationaleVisu and its context of useMethodologyResultsDiscussion
- 18. Future research questionsHow does the retrospection room improvetrainees’ awareness?Doesit have an impact on theirtutoringskills (especiallyregarding feedback)?Design and implementation of Visu2Theoretical rationaleVisu and its context of useMethodologyResultsDiscussion
- 19. Thank you!Website of the project:liris.cnrs.fr/ithacaTheseslideswww.slideshare.net/yprie/cscl2011Professional websites:nicolas.guichon.pagesperso-orange.frliris.cnrs.fr/yannick.prieTheoretical rationaleVisu and its context of useMethodologyResultsDiscussion