Virtuele uitwisselingen met TILA

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ELOS Conferentie, Den Haag, 26 November 2015

Kristi Jauregi (Utrecht University)& TILA communityVirtuele internationalisatieVirtuele uitwisselingen met TILA

www.brightonsu.com

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StructuurAchtergrondVirtuele internationalisering via telecollaboratie Het TILA projectDigitale tools voor telecollaboratie Betekenisvolle taken voor telecollaboratie Integratie in het curriculumImpact telecollaboratie op leerders en docentenRandvoorwaarden voor succesvolle projecten Wat heeft TILA te bieden?

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AchtergrondHoe ver is jullie instelling met internationalisering?Wat doet jullie school aan f2f internationalisering?Partner scholenAantal leerlingen Frequentie uitwisselingenActiviteitenBest practicesUitdagingen

En met virtuele internationalisering?

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Belang van internationalisering

4Internationalisering bereidt leerlingen voor op een internationale samenleving, bevordert de professionalisering van docenten en verrijkt het leerplan van scholen.

(EP Nuffic)

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Onderwijs in de huidige maatschappij

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InnovatieExperimentatieCreativiteitDynamische en snel veranderende maatschappij

Bron: tweakers.net

orianagarciafonseca.blogspot.comGeglobaliseerde wereld

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Gedigitaliseerde maatschappij

www.care2.comwww.placemakers.com

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El caso es que nuestra sociedad est altamente digitalizada7

Nieuwe competenties en vaardigheden8

Interculturele Competentie

21st century skills; hoge cognitieve vaardigheden

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Belang van ICC in de geglobaliseerde maatschappij

scienzaepace.unipi.it

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TelecollaboratieAchtergrondVirtuele internationalisering via telecollaboratie Het TILA projectDigitale tools voor telecollaboratie Betekenisvolle taken voor telecollaboratie Integratie in het curriculumZoeken van partnersImpact telecollaboratie op leerders en docentenRandvoorwaarden voor succesvolle projecten

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Leercontext

Formeel onderwijsNon-formeel en informeel lerenGrensoverschrijdend lerenVeilige en rijke leeromgeving

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Bron voor rijke multimodale inputRijke mogelijkheden om: multimodal output te produceren te interacteren samen te werken

Blended learning

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Alle leerlingen kunnen hieraan meedoen (inclusief)Het is goedkoop (inclusief)Internationalisering zou intensiever kunnen worden ingezet > internationalisering van het curriculumDoor alle jaren heenIn verschillende vakkenMogelijkheid om projecten met verschillende landen te organiserenCombinatie / versterking met f2f ervaringen

Voordelen virtuele internationalisering

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StartenBetrouwbare contacten Interculturele en digitale competentiesOrganisatie en cordinatieDidactische takenHardware en internet aansluiting

Nieuwe mindset!

Uitdagingen virtuele internationalisering

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TILAAchtergrondVirtuele internationalisering via telecollaboratie Het TILA projectDigitale tools voor telecollaboratie Betekenisvolle taken voor telecollaboratie Integratie in het curriculumZoeken van partnersImpact telecollaboratie op leerders en docentenRandvoorwaarden voor succesvolle projecten

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Languages: English, French, German, Spanish & Catalan

Countries represented by:Teacher training institutionsSecondary schools

TILA 2013-201516TelecollaborationInterculturalLanguageAcquisitionIntercultural

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TILA 2013-201517TelecollaborationInterculturalLanguageAcquisitionInternet-based intercultural exchange between groups of learners of different cultural / national backgrounds set up in an institutional blended-learning context with the aim of developing both language skills and intercultural communicative competence (Guth & Helm, 2012: 42)

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Synchronous and asynchronous telecollaboration17

TILA 2013-2015

18TelecollaborationInterculturalLanguageAcquisitionmind42.comTasks

Internationaliseringjohnspear.methegeekdaily.com

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TILA korte impressieLink

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To innovate, enrich and make FLT more meaningful by integrating telecollaboration activities in secondary schools across Europe.

To empower (student) teachers and assist them in developing ICT literacy skills as well as organisational, pedagogical and intercultural competences to guarantee adequate integration of telecollaboration practices.

To study the added value of telecollaboration.Project goals20

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Teacher training

Needs analysisDevelopment of Training MaterialsCriteria for TC task design & assessmentTraining Workshops to 269 teachers300 student teachers engaged in TeleCollaboration550 hours of CoachingTeacher guides

Impressie: TILA activiteiten21

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Telecollabotation sessions

837 pupils (1x1)27 schools48 teachers

Development of:55 TC tasks Assessment instruments22

Impressie: TILA activiteiten

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Digitale omgevingenAchtergrondVirtuele internationalisering via telecollaboratie Het TILA projectDigitale tools voor telecollaboratie Betekenisvolle taken voor telecollaboratie Integratie in het curriculumZoeken van partnersImpact telecollaboratie op leerders en docentenRandvoorwaarden voor succesvolle projecten

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Digitale omgevingen24Moodle

PrivacyVeilige omgevingMinderjarigen

Chat

ForumBlogWiki

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VideocommunicatieBigBlueButtonDiscussie Forum in MoodleChat in Moodle3D Virtuele WereldenOpen Sim Digitale omgevingen

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Moodle is onze community

www.tilaproject.eu

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Moodle is onze community

Je eigen telecollaboration omgeving met:discussiefora, chat, videocommunicatie, blogs, wiki's

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TANDEM: presence of a native speakertwo languages involvedswitch of languages in one task or per task German pupil learning Dutch & Dutch pupil learning German

LINGUA FRANCA:target language is a foreign language for both partiesno native speakers involvedDutch pupil & Finnish pupil communicate in English Communicatie constellaties28

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Tools & communication in TILATelecollaboration constellation

Tools used29

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Uitdagingen synchrone communicatie

30Tijdsafhankelijkheid: roostersVideocommunicatie & Virtuele Werelden: Techniekgoede computersgoede internet aansluiting met kabelheadsets met microfoontechnische tests niet alleen op je school maar ook op je partnerschool (wederzijdse afhankelijkheid)

- Organisatie: niet alle lln kunnen tegelijkertijd deelnemen aan de sessies (overbelasting internet; achtergrond geluid, privacy)

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TAKENAchtergrondVirtuele internationalisering via telecollaboratie Het TILA projectDigitale tools voor telecollaboratie Betekenisvolle taken voor telecollaboratie Integratie in het curriculumZoeken van partnersImpact telecollaboratie op leerders en docentenRandvoorwaarden voor succesvolle projecten

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32Belang van taken in telecollaboratie

chsweb.lr.k12.nj.usMeaningfulEngagingAdequateUsefulInternationale samenwerking tussen docenten


Task development is a key issue in the process of integrating telecollaboration exchanges in foreign language learning.

> Task development in TC presupposes collaboration between teachers in task design, task implementation and task evaluation.

>A good task should be meaningful & engaging to the learner, useful for his/her learning process (intercultural communicative concerns) and pedagogically grounded.

they have to have clear objectives, have to be clearly sequenced and integrated into the curriculum and all required resources and support must be made available for pupils.

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33Criteria for developing tasks

chsweb.lr.k12.nj.usIntercultural focusLanguage learning potentialLearner centerednessCommunicative focusPedagogical orientationFocus on technology


Since the tasks being developed within the TILA project are not meant for the traditional classroom but for pupils communicating with peers abroad through technology, 6 key aspects permeate the design and implementation processes: Learner centeredness, the intercultural focus, the communicative approach, the language learning potential, the pedagogical orientation and finally the focus on technology. Lets have a look to each of these criteria for task development.

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Telecollaboration tasksNeed to be relevant to the learners needs, interests. Have to be attractive, engaging and motivating for the pupils.Need to respect specific learner idiosyncrasies.

34Learner centeredness in task design


When developing the tasks key attention must be paid to the learners' needs, interests, styles and background If tasks are felt to be close to their lives, if they have the opportunity to talk about themselves and share opinions, likes and dislikes, and experiences they will feel more engaged in telecollaboration activities.It could be interesting to explore with learners project topics and task ideas. This could contribute to enhance the meaningfulness of the experience.

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35Intercultural focus in task design

Telecollaboration tasks shouldStimulate learners to address their partners in a way that supports openness and empathy and enhances curiosity for otherness.Prompt learners to acknowledge & understand others values and perspectives.Support the learning of cultural knowledge and social practices.Prompt awareness about their own culture and social practices.Stimulate the discovery of new, similar or different aspects of the participants culturesPrompt learners to compare and interpret artefacts from different cultures and discover relationships among them


foreign language pedagogy in the 21st century is experiencing an important shift, as the focus is moving away from a sheer communicative focus to fully embrace the intercultural component of human communication in a highly globalized world. In addition to learning how to exchange information in the TL, learners need to develop intercultural competence, which lays emphasis on the ability to decentre and take up the perspective of the other, as well as to establish and maintain relationships with speakers with a different cultural background (Byram, 1997: 3). The TILA project places the intercultural focus at the center of task development processes by stimulating learners to develop attitudes of curiosity, empathy and openness towards the Other, while developing awareness and knowledge of ones own and the others culture and social practices

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Telecollaboration tasksAre meaning and communication oriented.Include an information and/or opinion gap.Require a two-way information exchange: learners need to use the information they receive from their peers to complete the task adequately and jointly achieve the task goals. Stimulate the learners touse the language to engage in activities involving real-world processes of language use (authenticity).Prompt negotiation of meaning.

36Communication focus in task design


TC tasks need to be meaning oriented and communication focused. Tasks should stimulate information and opinion exchange as a result of inbuilt natural gaps which implies a two way or interactive approach to communication, and the need to focus not only in what one wants to convey, that is on the speaker/writer, but on the receiver as well, who will need to capture and understand what the speech partner is conveying, react appropriately and use the information to jointly achieve the task goals.

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Telecollaboration tasksShould exploit optimally the specific affordances of the digital environment or application being used Should contribute to enhance learners ICT-literacy skills (tutorial)

Telecollaboration exchanges organised in the classroom setting: accessibility and usabilityAre hardware & software up to date and are network connections robust enough to allow for good communication exchanges? Are there enough computers / laptops for pupils to carry out the task?When using video communication or virtual worlds have measures been taken to facilitate qualitative sound exchanges (headsets, not too many pupils talking in the same physical space)?Telecollaboration exchanges organised as homework and being carried out from home: usabilityHave hardware and software been checked and are internet connections good?Has sound been checked and does it work properly?

37Technology in task design


Tasks in TC are technology mediated and as such tasks should optimally exploit the specific affordances of the tools being used (in chat sessions pupils can write, use emoticons to emphasize interpersonal relations, in videocommunication environments pupils can talk, chat, share files, see each others gestures, while in virtual worlds they share a virtual space, where they communicate in the form of avatars orally or by chat and engage in all kinds of action). These specific tool affordances will influence how tasks are carried out. A second important aspect relates to ICT literacy skills: ppupils should know how to use the specific environment and how to communicate appropriately in it according to netiquette .Finally, we have to bear in mind that one of the main challenges teachers face when carrying out telecollaboration tasks in the secondary educational setting relates to technology. Tasks might be useful, meaningful, engaging and fun on paper, but if technology does not work, tasks will lose all pedagogical potential. In order to address this technological issue, teachers may want to work on different scenarios: organizing telecollaboration sessions in classroom settings (if computer and internet connections work) and (if not) piloting sessions at home (as homework.)

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38Pedagogical focus in task designPedagogical Issues related to Task design Are the task objectives clearly formulated?Are task instructions clear? Are task demands well addressed by providing enough support (linguistic, communicative, intercultural, interpersonal, ICT) Are learner handouts and other necessary resources provided?Have intended task outcomes been clearly specified?Are the 3 task phases well integrated in a blended approach:Pre-Task: Preparatory stageTask (telecollaboration exchange)Post-task (product creation, reflection about intercultural, communicative, linguistics or ICT concerns, consolidation)


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Integratie in het curriculumAchtergrondVirtuele internationalisering via telecollaboratie Het TILA projectDigitale tools voor telecollaboratie Betekenisvolle taken voor telecollaboratie Integratie in het curriculumImpact telecollaboratie op leerders en docentenRandvoorwaarden voor succesvolle projecten Wat heeft TILA te bieden?

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40Pedagogical focus in task design

chsweb.lr.k12.nj.usIntegration in the curriculumBlending in/out class & online activities

Task sequences

Preparatory taskMain taskFollow-up task


in order to ensure pedagogic integration into the overall curriculum, it is advisable to design TILA tasks not as isolated units but rather as sequences of (sub)tasks combining in class and online activities. Regarding the organization of task sequences, it might be useful to distinguish between three phases: preparatory, main, and follow-up. In what follows we will be

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41Preparatory PhasePreparation for the main taskIntercultural issuesCollaboration issuesStrategic issuesTechnological concerns

Communicative issues

involves activities that help prepare for the main telecollaborative task. This may concern. intercultural issues: prepare for the intercultural encounter by enhancing attitudes of openness and curiosity towards the target cultural group and empathy for peers of a different cultural background, and by promoting reflection and awareness on intercultural aspects. Communicative issues: prepare pupils for the communicative encounter in the TL (being exposed to communicative functions, linguistic elements required for the main task). Collaboration issues, learning to accommodate to different collaboration styles (active vs reactive; talkative vs quiet) Strategic issues: this involves the use of communication strategies necessary to co-create and negotiate meaning. Technological issues: digital literacy: how to use the specific tool, how to communicate in the specific tool

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Main task phase

The main Phase focuses on (intercultural) communicative interaction in synchronous and/or asynchronous telecollaboration environments. A central aim is to engage pupils in natural and authentic communicative exchanges with peers from the other country. This works best when the topics and tasks are close to pupils lives. As tasks enable pupils to talk about themselves, to share their opinions, likes and dislikes and share their personal experiences.

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43Follow up phaseActivities designed for consolidating and sharing what has been learned and reflecting about the exchange

Peer assessment and reflectionReflective interviewsPortfoliosReporting back to the classFollow-up discussions in class or a forum

During the Follow-up phase , pupils typically engage in activities designed for securing learning results and reflecting on the telecollaboration exchange either face-to-face in class or from home; and they might also make use of telecollaboration tools such as e.g. forum, wiki or blog.

The follow up activities may include: reporting back to the class, follow-up discussions in class or in a forum, reflective interviews with the teacher, peer assessment and reflection (What did I/we learn? Which linguistic and intercultural aspects did I/we notice?), individual or group portfolios with a documentation, assessment and reflection of outcomes.

Activities in the Follow-up phase could be carried out face-to-face in class or from home; and they might also make use of telecollaboration tools suchas e.g. forum, wiki or blog.

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Presented by P. Hoffstaedter at TILA Conference, Utrecht, 16 April 201544Voorbeelden

The conversation taskExample of a conversation in BBB

Students from Spain and GermanyAge: 15Level:A2/B1

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Discussions in a relaxed virtual environmentTopic: Planning an international (Christmas) partyTask: Students arranged a time for their meeting in OpenSim; they met in pairs or groups of three in a virtual caf and talk about whether and how they celebrate Christmas and they plan an international Christmas partyResource: Worksheet 44

Voorbeeld: BBBSpanish LFA2German & English pupils

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Debating: English LF14-18 years oldB2OpenSimDutch & Finnish pupils

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Voorbeeld: Serious GameIn OpenSim47

With an intercultural dimension in the interaction

Game & Gamification elements: points & time

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But lets have a look at those terms

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Game in OpenSim

Task: Cultural GameActionProblem solving, CooperationStrategy planning Spontaneous talkPersonal information exchange

Ashcombe College (UK)Pleincollege Nuenen (NL)Eindhoven 2030German as LF, A1

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Game in Open Sim

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Impact op leerders en docentenAchtergrondVirtuele internationalisering via telecollaboratie Het TILA projectDigitale tools voor telecollaboratie Betekenisvolle taken voor telecollaboratie Integratie in het curriculumImpact telecollaboratie op leerders en docentenRandvoorwaarden voor succesvolle projecten Wat heeft TILA te bieden?

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Algemene ervaring_____________________________ _____________________ Mean___SD_It was easy to use the tool3.65 1Sound was good (if applicable)2.41.3I like to communicate and interact in this tool environment40.9I like to meet students from other countries in this tool environment4.10.8I like to learn in this tool environment3.8 0.8 I felt comfortable in the interaction3.70.85I enjoyed communicating with students from another country40.9I found motivating to communicate with students from another country3.90.8I felt nervous when speaking in the target language2.851.2I enjoyed the online task 3.6 1.0I found the task interesting for interaction with peers of other countries 3.7 1.0I would like to use tasks with students from other countries more often 3.6 1.0(5 point Likert scale)51

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Positieve ervaringen

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Specific for OpenSimFeels slightly weird... But probably works better than skype as there is less pressure when you can't see who are you talking to.I really love meeting students from other countries in this way - it is a lot of fun, and also very informativeCela tait amusant de parler avec des trangers par ordinateurEs una buena idea para mejorar el idioma

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Negatieve aspecten

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Muy mala calidad de sonido, que provoc falta de entendimiento. Se oa muy mal. On nentend pas trs bien. Je n'ai pas pu me connecter.

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DocentenEnthusiastic if conditions are met54I am so enthusiastic that I am willing to spend some time and energy on it, because I can really see that it contributes to the learning process of the students. So last year, I ran pilots for the first time. I have run two pilots, one in the fourth year of havo and one in the fourth year of vwo. Students were very enthusiastic, but we did encounter many technical difficulties. (Elvira, NS Groenewoud)

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DocentenEnthusiastic if conditions are met55

Javier, IES Meliana

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RandvoorwaardenAchtergrondVirtuele internationalisering via telecollaboratie Het TILA projectDigitale tools voor telecollaboratie Betekenisvolle taken voor telecollaboratie Integratie in het curriculumImpact telecollaboratie op leerders en docentenRandvoorwaarden voor succesvolle projecten Wat heeft TILA te bieden?

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RandvoorwaardenTeaching context Need for supportive institutions Allow time for innovationImportance of coaching

Reliable Telecollaboration partnerRich tasks

Robust school networks Successful synchronous collaborations

Finding adequate timeslotsPromote autonomous learning Telecollaboration from home57

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Supportive institutions: new mindsetTraining and ongoing coaching necessaryFocus school networksAutonomy developmentSynchronous and asynchronous telecollaboration57

Wat heegt TILA te bieden?AchtergrondVirtuele internationalisering via telecollaboratie Het TILA projectDigitale tools voor telecollaboratie Betekenisvolle taken voor telecollaboratie Integratie in het curriculumImpact telecollaboratie op leerders en docentenRandvoorwaarden voor succesvolle projecten Wat heeft TILA te bieden?

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Wat heeft TILA te bieden?

59mind42.comTasksInternational communityjohnspear.methegeekdaily.comMoodle:Discussion forumBlogsChat roomsVideocommunication rooms,WikisOpenSim:French, Spanish, English villages, (German under construction)Game environmentBest PracticesCoachingTeacher guides

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Word lid van de TILA gemeenschap. Je kunt gebruik maken van alle mogelijkheden. (1,75 per leerling 3 maanden)Wil je meedoen?www.tilaproject.eu

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Op zoek naar partners?Eigen contacteneTwinningTILA: Partner searching tool (after registration)611. Select Teacher networking area under the Teachers corner tab.

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Partner searching tool in TILA

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2. Scroll down, then click Start TILA Partner Finding Tool under the grey header TILA partner finding support

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Vragen?

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Hartelijk dank voor uw aandacht!!www.tilaproject.euTilaproject@[email protected]

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Virtuele uitwisselingen met TILA

Education

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