Response to a Call for Upgrade in Language Teaching

1. Response to a Call for Upgrade in Language Teaching Alena Hradilová, Hana Katrňáková, Libor Štěpánek Masaryk University, Brno, Czech Republic

2. 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

3. 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

4. Videoconferencesat the Language Centre, MU • 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

5. 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

6. Possibilities • International and interdisciplinary model • Groups of students from different universities and faculties • Transversal model • A combination of students and professionals (INVITE project)

8. Discourse Community  Emphasis on conformity  Forms concepts of shared knowledge  Ideas articulated formally    Justified through conformity Theories ofLearning Community of practice  Emphasis on adaptation  Shapes/adapts shared knowledge  Ideas negotiated as a comparison and possible contrast   Justification through social exchange

11. 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

13. Advantages of teaching via videoconferencing • Subjectively: • Subjective feeling of students that they „enjoy“ videoconferencing and that they „learn a lot“ • Xsubjective feeling does not necessarily reflect reality (Qvist,2006; Temple,2006) • Objectively: • Interdisciplinary, international and multicultural courses • Academic 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 others • Objective assessment and self-assessment

15. 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.5-16 Hulst,J.,van der, (2007): Students learning together from video recorded professional pracitces – Enhancing the Quality of online peer feedback; DIVERSE Conference, Lillehammer McAndrew, 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, VB Temple, 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 pages http://lingua.muni.cz/videoconferencing/ UWA subject village pageshttp://users.aber.ac.uk/jpm/el21010/el2.html