Student Teacher roles in 3D world projects in modern language and teacher education

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Presentation for my paper contribution to the SITE conference 2013 in New Orleans

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  • 1. Exploring student teacher roles in 3D world projectsin modern language and teacher education SITE2013Conference,NewOrleansTonKoenraad,TELLConsult www.tellconsult.eu

2. 1990 20112011 presentHogeschool Utrecht TELLConsultUniversity of Applied SciencesTechnology EnhancedFaculty of Education Lifelong & LanguageLearning 2005 3. PresentationContents 3DinLanguageeducation&teachertraining: Educationalcontext+2projectcases Evaluations/Conclusions Future 4. Educationalcontext Innovationofmainstreameducation:introductionofactivating,learner-centered pedagogy Introductionofcompetency-based curriculainHigherandVocationalEducation--PartnershipstocreateLearning Blends ModernLanguagePedagogy:-gradualadoptionoftask-based approaches-introductionofCEFR-relatedcurricula&nationalexams Individualisation / heterogenityincreasesneedfor&useofICT-mediatedmaterialsandlearningprocesses 5. TheViTAALProjectPARTNERSHIP: 2SecondarySchools:PCCollege,OSGWestFriesland 2TeacherEd.Organisations:HogeschoolUtrechtHogeschoolvanAmsterdam Educationalserviceprovider:CPS NationalEduNetworks:Surfnet&Kennisnet 6. TheViTAALProjectR&Dfor3ActivityFormats:1.LanguageVillage:training&testing2.InteractivenarrativeLanguageQuest3.EventsandFunActivities 7. Format1:VirtualLanguageVillageTeachers StudentTeachers &TrainersFellow pupilsPupils 8. IRL, what is Languagevillage | Langueville | Sprachstadt ? RL-simulation withphysical props as scenesfor everydaycommunicative situations Teachers, native orcompetent speakers takeon roles and/or assess. Target group at 2ndarySchools: mostly beginnerto intermediate level(CEFR: A1-A2) A school-based, yearly event. 9. Virtual Language Village Rationale:More practice of oral skillsfor RL language tasks Design principlesBlended approach:- techer-led f2f sessions &in-world sessions with fellowpupils and student mentors- using additional materialsalligned to textbook in use- formative, in-worldassessments by studentteachers 10. Virtual Language Village: Organisation Production / Mentor TeamAdam student teachers (n=18) Materials:paper based prep. activities,CEF Level A1-A2194 pp. Participants2 schools, 1 class eachAge: 13-14Student teacher mentoredgroups (size: n=3) 11. Format 2. LanguageQuest:an interactive detective story 12. The Interactive LanguageQuest Rationale:Enhance the WebQuest conceptusing story development andembedding live interaction Design principles- LanguageQuest design criteria(Koenraad & Westhoff, 2003)- Competitive pupil teams (n=5)- teacher-coached f2f teamsessions & in-world meetings withstory characters (student mentors)- formal assessment of interimproducts & final team results byteacher 13. Interactive LanguageQuest: Organisation Production / Actor TeamAdam student teachers (n=7) Materials:- Original storyline,- CEF-based inputs & tasks( A2 B1)- specifically designed LQuesttemplate Participants- 1 school, 1 classAge: 16-17- 1st year student teachers(n=7) 14. Evaluation & ResearchGeneral Focus: Feasibility Proof of concept for Learning Blend: learningpotential, added value, win-win? Mapping of conditions Materials & Activity design 15. Evaluation: Pupil perspective Interesting, nice change Did and learned equally little as in f2f lessons Spent more time thanusual after school hours 3D world not very inviting (looks, interactive facilities) Learned more: - vocab, Technical (voice) &- talking about self,organisational problemsordering things, giving (partner presence)directions More awareness of: extension of the virtual - relevance of grammar /village needed: a widerpronunciation forvariety of shops.communication - personal knowledge & skillsgaps 16. Evaluation: Teacher perspective Pupils enthusiastic, more More class-basedmotivation & time on task, preparation time neededless inhibitionfor online sessions More authenticity in Success factors:tasks, language use: - timely delivery & quality ofattention for accuracy prep materials - operational technology - teacher competences: More opportunities for classroom management, ICT-differentiation &skillsindependent work Allignment of class Enjoyed working with new activities with studentformatsmentors agendas 17. Evaluation: Student teacher perspective Great learning Design task very timeopportunity:consuming- designing materials- getting peer-feedback ondesign issues Organisationalproblems:- pupil presence Practicing teaching - teamworkskills:- giving feedback to pupils Technical issues:- doing assessments - voice- AW- interface skills 18. Evaluation:Teacher educator perspective Great chance for Collaboration withlinking theory to schools is vitalpractice Current module is too Implementation of demanding: furtherexperiential learning phasing of curriculumin teacher ed.content Critical trainers skills:- coaching studentproduction teams- personal ICT / AWskills 19. (student) Teacher professionaldevelopment for SCMC- (student)enhanced language teaching Teacher professionaldevelopment for SCMC enhanced and researchlanguage teaching and research 20. NIFLAR project aims Exploring the added value of video-web communication(VWC) and virtual worlds (VW) for the development ofintercultural communicative and competence in L2Development of design principles for effective L2 tasksin VWC and VW Learning Blend:Focus on language learners AND student teachers 21. Task aims for language learners and student teachers Enhancing FL intercultural communicativecompetence (ICC): authentic and fucntional NS NNS interaction Promoting pedagogical awareness on: Intercultural communicative competence Challenges and opportunities of VWC and/or VW by participation in task design and action research 22. Student teacher roles task designers task implementers NS interlocutors researchers of task effects: on interaction on language development on intercultural development on motivation researchers of VLE-related challenges andpitfalls 23. Examples of tasks developed by pre-service teachers 24. Tasks in Second Life Task 1Brilliant people!Brilliant people!-pre-task & task -pre-task & task --NS& FLLNS & FLL Scenarios: Scenarios:--Participantsgo to an Participants go to an appartment: look around,appartment: look around,exchange info, watch pictures, exchange info, watch pictures, eat and drinkeat and drink -Decide where to go: cinema,-Decide where to go: cinema,Valencia, museum Valencia, museum-Describe aabrilliant person -Describe brilliant person 25. Meaningful interaction: task 1Exchanging infoSharing info about picturesabout appartmentExample Clips 26. Evaluation pre-service teachers Use & implement SCMC-tools to enhanceauthentic interaction Task design to promote ICC Greater awareness of problems learners face inL2 communication Support learners using pedagogical strategies &multimodal affordances of the specificenvironment. 27. Some student research findings1. task effects (CEFR grid): + on fluency and interaction -- on accuracy2. tool evaluation (surveys): + opportunities for authentic & functional interaction -- technical problems (lag / voice quality)3. teacher reflection (diary entries): + growth in task design, interaction & feedback skills -- skeptical on opportunities for future teaching practice 28. More info on:results, support & research www.niflar.eu www.euroversity.eu