Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring Mireille Bétrancourt (TECFA – Genève) Nicolas Guichon (ICAR – Lyon 2) Yannick Prié (LIRIS – Lyon 1) 9th International Conference on Computer Supported Collaborative Learning July 6, 2011, The University of Hong Kong, Hong Kong,
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Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring
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Assessing the use of a Trace-Based Synchronous Tool for distant
language tutoring
Mireille 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
Introduction
• Ongoing research multidisciplinary project• Development of a videoconferencing tool
specifically designed for language teaching.• 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 language tutors
Trace-based ReflexivityTheoretical rationale Visu and its context of use Methodology Results Discussion
Trace- what is explicitly recorded
from the interaction between a user and a digital environment
- set of obsels (observed elements)
Reflexivity - capacity to reflect upon one's
activity- teaching (and teacher training) can
be facilitated with trace-based systems that foster teachers’ reflexivity
Reflexivity
t
Trace
Context of the training course• Le français en première ligne: a 45-hour
training course to get familiar with synchronous online teaching (cf. Develotte, Guichon, Kern, 2008; Guichon, 2009)
Theoretical rationale Visu and its context of use Methodology Results Discussion
http://w3.u-grenoble3.fr/fle-1-ligne
Trainees in Lyon prepare pedagogical sessions and administer them with Visu…
Theoretical rationale Visu and its context of use Methodology Results Discussion
… to intermediate-level French students at UC Berkeley for 7 weeks.
Theoretical rationale Visu and its context of use Methodology Results Discussion
Three phases
• Preparation• Interaction (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 review• Retrospection
– Debriefing based on the trace of the activity
Theoretical rationale Visu and its context of use Methodology Results Discussion
VISU tool for online tutoring
• Web-based videoconference tool– Session planning and management– Online and offline trace-based activity monitoring
Theoretical rationale Visu and its context of use Methodology Results Discussion
Interaction room Retrospection room
Traces in Visu
Theoretical rationale Visu and its context of use Methodology Results Discussion
t
Interaction tracesrecorded automaticallyduring the interaction
1
1
Marker-based tracesset by the tutor during the interaction in the interaction room
2
2
Comment-based tracesset by the tutor after the interaction in the retrospection room
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3
Session management zone
Communication zone
Time line and marker zone
Theoretical rationale Interaction room in Visu Methodology Results Discussion