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Using streaming video and the content based approach to develop professional communication skills. Kitty Wortel, Tom Visscher. Presentation schedule. Introduction: 8 minutes Developing language skills
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Using streaming video and the content based approach to develop professional communication skills Kitty Wortel, Tom Visscher
Presentation schedule • Introduction: 8 minutes • Developing language skills • The functions of streaming video: 3 minutes • DiViDu BlackBoard 2 minutes • BlackBoard Course 7 minutes • Questions 10 minutes
CATSComputer Assistance for Language Competences of Students DiViDu BlackBoard
Why ? • New groups enter HE: • secondary vocational • More variety: e.g. L1 • Lower language • proficiency levels • More drop-out Student characteristics Higher education characteristics Competency based education Self directed / autonomous learners Discipline specific language skills expected
How ? • Language supportasadd-on • Limitations: • Not specific enough for this particular • study and/or profession • Transfer problem • Language competencies NOT professional competencies
Communicative Competence • ‘the ability to use the language correctly and appropriately • to accomplish communication goals’ • Linguistic competence: • the grammar, syntax, and vocabulary of a language • Pragmatic competence: • language functions, conventions, style • Strategic competence: • recognizing and managing communication breakdowns • Canale & Swain 1984
How Then Better ? Integrated approach to language development in regular curriculum Content based language instruction: Integrated and concurrent teaching of academic discipline content and second language skills (Brinton, Snow, Wesche, 1989)
Function of streaming video Teacher Can show examples of good and bad practices in her lecture Planning Bad Practice She uses the virtual cutter to select videoclips and link it in her PowerPoint It should be easy to use!
Function of streaming video • Student can • Analyse • A professional in a practical situation • Their own behavior in this practical situation • Reflect • On their own behavior • Ask for feed back from peers • Demonstrate • their competencies
How to make and use streaming video ? Virtual cutter
Which environment to use? DiViDu BlackBoard - VideoPoort
Blackboard Course • Analysis Learning Unit • Theory • Tasks to observe: a professional / their own behavior • Reflection Learning Unit • Tasks to reflect on student’s behavior and peer feedback • Assessment Learning Unit • Tasks to demonstrate a competency
Competences • Identify the oral health needs of individuals • Interview /gather information: • medical, dental and dental hygiene history • Negotiate with and motivate patients/clients to make a • commitment to assume responsibility for their oral health
PILOTS Dental hygiene • INHOLLAND University: Analysis module • HU University: Reflection module
Evaluation • Detailed observation is an effective task and promotes • insight • Excellent support for reflection and feedback • Reflection module is self directive and motivating
Some student reactions: • ‘I watched the clips over and over again. Without those • clips I would not have passed my exam’ • ‘My speaking skills are not as bad as I thought’ • ‘I now know what to pay attention to’ • ‘I feel more comfortable with clients now’ • ‘It was a kind of scary to look at yourself’
CATSQuestions? Contact:Kitty.Wortel@inholland.nlTom.Visscher@inholland.nl Cats:www.edia.nl/cats