Tele-Language Training Project:

1. Tele-Language Training Project: Victories and Challenges

2. Project Overview : Video

3. Project structure • Equipment installation • Staff training • Curriculum adaptation • Class 1: point-to-point class delivery • Class 2: multipoint class delivery • Project Evaluation

4. Why Video Conferencing? • Importance of spontaneous and synchronous audio-visual interaction for effective language learning • Video conferencing as the most information-rich technology-based learning environment • Ability to provide effective language learning experience • Student enjoyment of video-conferencing based learning experiences

5. Course Materials • An Instructor Manual with curriculum outline, lesson plans and all activity materials • Implementation Guide • A Participant Manual • Audio-visual material (CD, DVD) • Laptop and DVD player • Nursing journals • Hands on activity materials

6. Orientation • Background knowledge on the TLT project • Get-to-know-you activities • Get-to-know- various-features of video conferencing delivery activities • Use of the remote control

7. Class structure • Class 1 : 12 classes over 12 successive weeks and 3 make-up classes • Class 2: 12 classes over 6 weeks and 3 make-up classes • Length: 4 hours • Communication via email • Additional participant time before and after class

8. Class management • Setting the rules at the orientation or in the first class • Being on time ( pulling the chairs, rustling papers, taking off the coat are very disruptive) • Stepping out or leaving early ( eye contact, head nodding, hand waiving) • Break time ( mike on mute, private presets and the picture of the clock on the screen) video examples( start of class and lunch break) • Turn taking while conversing (overlapping comments, hand raising) • Importance of time before and after class for private discussions • Comfort level of the participants using the remote control

9. Pronunciation • The focus on intonation, stress, rhythm, and linking inthe curriculum • Repeating after the teacher or audio ( sound delay) • Use of various gestures for reinforcing rising and falling intonation, speaking at a slower pace, articulating some sounds in an exaggerated way, tapping on the desk for stress. • Using of the whiteboard to practice the pronunciation of medical abbreviations • Big reliance on the E-learning lounge for pronunciation work and very detailed corrective feedback and modeling on the instructor’s part.

10. Speaking ( pair and group work) • Less control and fewer opportunities to observe group or pair work. • Restricted movement of the instructor and more responsibility and control for the participants.( Far end control of the camera is possible only in point-to-point calls). • Pairing up participants from different locations ( close to the camera and moving the microphone; the rest work at the back so that their voices don’t interfere with the work of the pair at the front; participant rotation to have a chance to work with someone from another site).

11. Speaking ( pair and group work) Cont’d • Presentation and feedback at the end of activity. • More time consuming speaking activities and timing when planning • Encouragement to talk to other sites when doing cloze activities or fill-in the blanks so that they feel a part of the same group and classroom while being in separate locations. (detachment of the instructor through volume control).

12. Technology Use • Laptop for presentations or any type of feedback • Use of the white board • DVD/CD player ( excellent quality, no sound delay, very effective) • Technology is an excellent tool , not a substitution • More energy taking type of teaching ( conductor of the orchestra) • Bonding with the participants and ambience in the classroom

13. Challenges • Punctuality of participants • Sound delay and time of activities • Pronunciation activities (e-learning lounge) • Role of the on-site administrator (e.g. communicating with two on-site administrators instead of one was more time-consuming) • The logistics of distributing and collecting materials (e.g. couriering materials from two sites instead of one were time consuming and not cost effective) • Reliability of technology

14. Victories • All activities ( individual/pair/group work) worked effectively • Participants had a successful learning experience • Participants demonstrated language improvement over the course of delivery • Participants demonstrated enjoyment of the language learning experience via video conferencing • Participants were able to effectively manage the video conferencing technology at their sites through the remote control • The TLT Instructor demonstrated comfort and confidence with the technology ( innovation and creativity)

15. Participant Feedback • All participants enjoyed participating in the course because it was a new experience • All participants felt they significantly improved their workplace communication skills • Some participants felt that their familiarity with video conferencing technology would benefit them in the future • Participants would take another language course via video conferencing

16. Ontario receives support for some skills training programs from the Government of Canada THANK YOU http://www.care4nurses.org