assessing the use of a trace-based synchronous tool for distant language tutoring
DESCRIPTION
TRANSCRIPT
![Page 1: Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring](https://reader033.vdocuments.mx/reader033/viewer/2022061220/5487883e5806b59e2f8b45e7/html5/thumbnails/1.jpg)
Assessing the use of a Trace-Based Synchronous Tool for distant
language tutoring
Mireille Bétrancourt (TECFA – Genève)
Nicolas Guichon (ICAR – Lyon 2)
Yannick Prié (LIRIS – Lyon 1)
9th International Conference on Computer Supported Collaborative LearningJuly 6, 2011, The University of Hong Kong, Hong Kong, China
![Page 2: Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring](https://reader033.vdocuments.mx/reader033/viewer/2022061220/5487883e5806b59e2f8b45e7/html5/thumbnails/2.jpg)
Introduction
• Ongoing research multidisciplinary project• Development of a videoconferencing tool
specifically designed for language teaching.• Aims of the presentation:
(1) present the rationale and the design of a synchronous trace-based prototype tool(2) study the use of marker-based traces by language tutors
![Page 3: Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring](https://reader033.vdocuments.mx/reader033/viewer/2022061220/5487883e5806b59e2f8b45e7/html5/thumbnails/3.jpg)
Trace-based ReflexivityTheoretical rationale Visu and its context of use Methodology Results Discussion
Trace- what is explicitly recorded
from the interaction between a user and a digital environment
- set of obsels (observed elements)
Reflexivity - capacity to reflect upon one's
activity- teaching (and teacher training) can
be facilitated with trace-based systems that foster teachers’ reflexivity
Reflexivity
t
Trace
![Page 4: Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring](https://reader033.vdocuments.mx/reader033/viewer/2022061220/5487883e5806b59e2f8b45e7/html5/thumbnails/4.jpg)
Context of the training course• Le français en première ligne: a 45-hour
training course to get familiar with synchronous online teaching (cf. Develotte, Guichon, Kern, 2008; Guichon, 2009)
Theoretical rationale Visu and its context of use Methodology Results Discussion
http://w3.u-grenoble3.fr/fle-1-ligne
![Page 5: Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring](https://reader033.vdocuments.mx/reader033/viewer/2022061220/5487883e5806b59e2f8b45e7/html5/thumbnails/5.jpg)
Trainees in Lyon prepare pedagogical sessions and administer them with Visu…
Theoretical rationale Visu and its context of use Methodology Results Discussion
![Page 6: Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring](https://reader033.vdocuments.mx/reader033/viewer/2022061220/5487883e5806b59e2f8b45e7/html5/thumbnails/6.jpg)
… to intermediate-level French students at UC Berkeley for 7 weeks.
Theoretical rationale Visu and its context of use Methodology Results Discussion
![Page 7: Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring](https://reader033.vdocuments.mx/reader033/viewer/2022061220/5487883e5806b59e2f8b45e7/html5/thumbnails/7.jpg)
Three phases
• Preparation• Interaction (45 min session)
– Starts with greetings, technical and communicational adjustments and social chitchat.
– 3 to 5 teaching tasks on a given theme (e.g. The notion of identity)
– A few minutes at the end for a final review• Retrospection
– Debriefing based on the trace of the activity
Theoretical rationale Visu and its context of use Methodology Results Discussion
![Page 8: Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring](https://reader033.vdocuments.mx/reader033/viewer/2022061220/5487883e5806b59e2f8b45e7/html5/thumbnails/8.jpg)
VISU tool for online tutoring
• Web-based videoconference tool– Session planning and management– Online and offline trace-based activity monitoring
Theoretical rationale Visu and its context of use Methodology Results Discussion
Interaction room Retrospection room
![Page 9: Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring](https://reader033.vdocuments.mx/reader033/viewer/2022061220/5487883e5806b59e2f8b45e7/html5/thumbnails/9.jpg)
Traces in Visu
Theoretical rationale Visu and its context of use Methodology Results Discussion
t
Interaction tracesrecorded automaticallyduring the interaction
1
1
Marker-based tracesset by the tutor during the interaction in the interaction room
2
2
Comment-based tracesset by the tutor after the interaction in the retrospection room
3
3
![Page 10: Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring](https://reader033.vdocuments.mx/reader033/viewer/2022061220/5487883e5806b59e2f8b45e7/html5/thumbnails/10.jpg)
Session management zone
Communication zone
Time line and marker zone
Theoretical rationale Interaction room in Visu Methodology Results Discussion
VIDEO
![Page 11: Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring](https://reader033.vdocuments.mx/reader033/viewer/2022061220/5487883e5806b59e2f8b45e7/html5/thumbnails/11.jpg)
Video of the session
Time indications and markers
Interaction traces (document push, chat message, instruction push, keyword push)
Theoretical rationale Retrospection room in Visu Methodology Results Discussion
VIDEO
![Page 12: Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring](https://reader033.vdocuments.mx/reader033/viewer/2022061220/5487883e5806b59e2f8b45e7/html5/thumbnails/12.jpg)
A pilot study of marker-based traces
(1) investigate the quantitative and qualitative use of markers during synchronous language teaching sessions and
(2) assess the utility of such a functionality for language tutoring
Theoretical rationale Visu and its context of use Methodology Results Discussion
![Page 13: Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring](https://reader033.vdocuments.mx/reader033/viewer/2022061220/5487883e5806b59e2f8b45e7/html5/thumbnails/13.jpg)
Data analysis• Quantitative analysis:
– number of markers and text chat messages over time and across the sample of the 8 tutors.
• Qualitative analysis: – type of markers produced by 2 specific tutors +
interviews data
Theoretical rationale Visu and its context of use Methodology Results Discussion
![Page 14: Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring](https://reader033.vdocuments.mx/reader033/viewer/2022061220/5487883e5806b59e2f8b45e7/html5/thumbnails/14.jpg)
Theoretical rationale Visu and its context of use Methodology Results Discussion
• Large variation across tutors for markers and chat• Use remains stable from session 2 to session 6• Differenciated use of chat and markers
Marker and chat use
Markers
Chat
![Page 15: Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring](https://reader033.vdocuments.mx/reader033/viewer/2022061220/5487883e5806b59e2f8b45e7/html5/thumbnails/15.jpg)
Markers useCategory Cindy Nelly
Social 13 0
Organization 32 0
Language learning 8 48
Technique 7 0
Other 5 3
Total 85 51
Theoretical rationale Visu and its context of use Methodology Results Discussion
• Individual usages– Nelly: preparing wrap-up or retrospection– Cindy: evaluating learners behavior + own tutor practice
• Emergence of operative langage
Learner X is pleased with
activity.Learner 3
arrives latePronunciation of "fromage"Learner 3
can’t see the image
L: tellemenT
![Page 16: Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring](https://reader033.vdocuments.mx/reader033/viewer/2022061220/5487883e5806b59e2f8b45e7/html5/thumbnails/16.jpg)
Interviews• Markers were appreciated for taking notes
without interrupting the flow of the interaction– Taking notes about the learner’s performance– Keeping track of events for later analysis
Theoretical rationale Visu and its context of use Methodology Results Discussion
![Page 17: Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring](https://reader033.vdocuments.mx/reader033/viewer/2022061220/5487883e5806b59e2f8b45e7/html5/thumbnails/17.jpg)
Future research questions• How does the retrospection room improve
trainees’ awareness?• Does it have an impact on their tutoring skills
(especially regarding feedback)?
• Design and implementation of Visu2
Theoretical rationale Visu and its context of use Methodology Results Discussion
![Page 18: Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring](https://reader033.vdocuments.mx/reader033/viewer/2022061220/5487883e5806b59e2f8b45e7/html5/thumbnails/18.jpg)
Thank you!• Website of the project:
liris.cnrs.fr/ithaca
• These slideswww.slideshare.net/yprie/cscl2011
• Professional websites:nicolas.guichon.pagesperso-orange.frliris.cnrs.fr/yannick.prie
Theoretical rationale Visu and its context of use Methodology Results Discussion