Video conferencing within a frame of innovative
learning infrastructures Libor Štěpánek, Alena Hradilová, Hana Katrňáková, John Morgan,
Janice de Haaff, Jo Eastlake
Masaryk University, Brno, Czech Republic& University of Wales Aberystwyth
Outline
• Course typology Traditional lectures/seminars Experimental sessions Transversal sessions
• INVITE materials Organisation skills Technical skills Social/Cultural Skills Language Skills
Course typology
• “Traditional“ interactive VC lectures/seminars
• Experimental sessions (e.g. design-centred, asymetric)
• Transversal VC sessions
“Traditional“ VCs
• Teacher-Students (Students-Students)
• Lectures/Seminars/Presentations +Discussions
Experimental sessions
• Students-Students
• Team work/Project work
• Combination of synchronic and asynchronic (blog/email/web pages) student communication
• http://mu-uwa-secondterm.blogspot.com/
• http://www.diychartshow.com/InviteForum/viewtopic.php?t=12
FREQUENCY: > 2 per term < every week
ACTIVITIES: structured, sequenced interactive tasks
Transversal VC sessions
• Professionals –Students
• Project work / Team work
INDIVIDUAL SESSIONS SPECIFIC TOPICS
INVITE module course book
(II) ORGANISATIONAL SKILLS
(IV) TECHNICAL SKILLS
(III) SOCIAL/CULTURAL SKILLS
(I) LANGUAGE SKILLS
VIDEOCONFERENCING
SKILL LEVELS
• Level 1
Input of theoretical rules/principles Basic practice
• Level 2
Discussing typical or/and difficult situations, style and content Practice based on theoretical pressumptions
• Level 3
Experience based practice Critical analysis of negotiated practice
LANGUAGE SKILLS
• Presentations-formality (L1)
Watch three examples of presentation introductions and order them according
to the level of their formality:
VIDEO CONFERENCING LITERACIES
communication theories
project research
teaching theories ICT skills
learning theories
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
McAndrew, P. et al. (1996): Videoconferencing in a language learning application. Interacting with computers, 8,2, str. 207-217.
Motteram, G. (2006): Teaching and Learning with desktop Video Conferencing: Towards Effective Practice, DIVERSE Conference, Glasgow, UK
Temple, B. (2006) Multi-cultural Teaching Using Video Conference and Shared Workspace, DIVERSE Conference, Glasgow, UK
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
European INVITE project http://invite.lingua.muni.czMU subject village pages http://lingua.muni.cz/videoconferencing/ UWA subject village pages http://users.aber.ac.uk/jpm/el21010/el2.htmlMU-UWA course blogs http://mu-uwa-secondterm.blogspot.com
http://thaiczechproject.blogspot.com